In many aspects, the future of education is uncertain. However, one thing is certain: we must move toward a new paradigm of teaching, as the current educational model does not meet the needs of new generations or align with the principles of an equitable social contract.

According to the book Reimagining Our Futures Together: A New Social Contract for Education, education worldwide is an implicit social agreement that has historically defined what is taught, to whom, and for what purpose. We must make foundational changes that compel us to truly question the goals we pursue through education and who they benefit or harm.

One of the most pressing issues in the current global educational context is that knowledge structures continue to reflect outdated learning models from the 20th century, which are inadequate for the rapid changes we are facing. We must recognize that society and the planet itself are at significant risk. If we do not start working hand in hand to build a fairer social contract that serves as the foundation for the future of education, we will face an even greater landscape of inequalities and a lack of basic resources.

According to UNESCO, the new social contract for the future of education must be built on the principles of inclusion, equity, cooperation, solidarity, collective responsibility, and interconnectedness, actively striving for a more just, peaceful, sustainable, and innovative society. We share this vision and are committed to working meaningfully on this issue.

These four ideal characteristics are key because they directly address problems related to economic inequalities, the weakening of democracies, job insecurity, overexploitation of natural resources beyond the planet’s capacity, and the digital divide that limits innovation to a privileged few, often driven by private interests.

Undoubtedly, adopting new disruptive pedagogical approaches in schools and educational institutions is a challenging task. However, it is precisely within these institutions that the foundational changes for the future of education must begin.

For this reason, we also embrace the principles recommended by UNESCO for this space:

Rethinking the Learning Environment

Children and young people are learning all the time—not just in classrooms or during school hours. In fact, they cannot avoid learning because their brains are wired for new experiences and associations. Our concept of learning spaces must extend beyond physical settings, textbooks, and theoretical knowledge. We must acknowledge all the opportunities that everyday life, firsthand experiences, community challenges, and the digital world offer for education.

In other words, education can no longer remain an isolated space defined by hierarchical relationships. Instead, it must become an omnipresent state of mind, guided by collaboration and the collective construction of shared knowledge. It is also crucial to emphasize that technology is a tool to support learning, but it cannot replace it.

Aligning Learning with Real-World Problem-Solving

If we cannot teach a student the practical application of solving a quadratic equation, then memorizing the formula alone is meaningless. A sequence of mathematical steps may temporarily stay in their short-term memory to pass an exam, but without tangible connections to real experiences, that knowledge will eventually fade.

This does not mean that fundamental disciplinary knowledge is unimportant. Rather, it must first be understood in terms of its purpose and the real-world problems it can help solve. By integrating knowledge across disciplines in a meaningful way, curiosity and the drive to “learn how to learn” emerge naturally.

Giving Equal Importance to Social and Emotional Learning

For centuries, emotions have been relegated to a secondary, nonexistent, or even undesirable role in education. Today, we understand that separating cognitive and emotional processes is not only impossible but that such attempts can lead to a dangerous disconnection between our morals, ethics, and actions.

Students need to develop social skills that include compassion, empathy, social responsibility, solidarity, and cooperation. Additionally, they must strengthen other soft skills such as communication, leadership, and self-management.

Assessing with the Premise of “Learning to Learn”

The goal of evaluation should be to ensure that students know how to research, apply, critique, and generate knowledge according to their stage of development and throughout their lives. Assessment should no longer be a ranking system that distinguishes the most and least capable students. Instead, it should serve as a compass for educators to guide students toward collaborative projects that enhance their learning journey and help them strengthen general cognitive and socio-emotional skills, which they can later apply to specific problems.