Steering students towards a sustainable future

The Organisation for Economic Co-operation and Development (OECD) is a global organisation dedicated to promoting policies that enhance the economic and social well-being of people worldwide. Its research in education, particularly through the Learning Compass 2030, is increasingly shaping national education policies.

As educators, I believe it’s crucial that we stay informed about key education initiatives such as the OECD Learning Compass 2030 and PISA 2025. By understanding these frameworks, we can better equip our students to thrive as engaged and responsible citizens.

The Learning Compass 2030

The OECD Learning Compass 2030 offers a comprehensive framework that outlines the essential competencies our students need to realise their potential and contribute meaningfully to their communities and the world. The framework is both realistic and forward-thinking because it values core skills such as literacy and numeracy. It also recognises the importance of data and digital literacy, physical and mental health and social-emotional learning. The framework encourages national education systems to move beyond academic achievement and focus on developing transformative competencies like creating new value, taking responsibility and navigating complex challenges.

PISA 2025

In 2000, the OECD launched the Programme for International Student Assessment (PISA) to measure the academic performance of 15 year-olds in reading, mathematics and science every three years. The results offer insights into how different countries’ education systems are preparing students for life, further education and the workforce.

In my opinion, the OECD has aligned PISA 2025 with the ideology behind the Learning Compass. The assessment now places greater emphasis on students’ ability to apply scientific knowledge to real-world environmental and socioeconomic issues, rather than just on traditional academic skills. I believe that these changes herald reforms yet to be announced in national education systems.

What can we do to prepare?

A key aspect of the Learning Compass is student agency, which empowers students to take ownership of their learning. This calls for a shift from a teacher-centred approach to a more student-centred one, where we encourage students to apply their knowledge in meaningful and innovative ways. Introducing these four objectives would be a good place to begin:

1. Integrate real-world problems

Connect lessons to real-world environmental issues. For example, in chemistry, explore how chemical processes contribute to environmental problems like acid rain or ocean acidification and encourage students to think critically about sustainable solutions.

2. Promote systems thinking

Help students understand the interconnectedness of different biological and ecological systems. For instance, when discussing the carbon cycle, explore the impact of human activities on global climate and potential chemical solutions for carbon capture and storage.

3. Foster innovation and responsibility

Encourage students to design and experiment with green chemistry solutions, such as creating biodegradable materials or developing energy-efficient chemical processes. This helps students take responsibility for the environmental impact of their work while thinking creatively about solutions.

4. Encourage collaboration and agency

Create opportunities for students to work together on interdisciplinary projects that address environmental challenges. By collaborating with peers, students learn the value of teamwork and experience the power of collective agency in addressing global issues.

Taking action for a sustainable future

Like most educators, I believe that education is not just about preparing students for assessments, but also empowering students to navigate the complexities of the world with confidence and competence. By preparing our students for PISA 2025 and embracing the principles of the OECD Learning Compass 2030, we can help them develop the knowledge, skills and mindset needed to navigate the challenges of the Anthropocene.

We must approach these frameworks thoughtfully, balancing the need for real-world relevance with the broader purposes of education. By doing so, we not only prepare students for success in the classroom but also equip them to make a meaningful impact on the world, ensuring they are ready to take the lead in creating a sustainable and resilient future.