Preparing learners to thrive in a changing world
Research approach
The aim of this study is to understand students’ and teachers’ perspectives on what it means to be prepared for the future in a rapidly changing world. To achieve this, we explored their current experiences of education and gathered their views on the key factors necessary for future success in education and beyond.
We carried out the research in four phases, using a combination of qualitative and quantitative methods plus expert consultations.
Phase 1: Qualitative interviews with educators
Firstly, we conducted qualitative research to understand what is top of mind for educators when it comes to preparing students for their future, with the aim of identifying specific areas for us to explore in a large-scale quantitative survey.
We carried out in-depth qualitative interviews with 12 educators (five teachers, four school leaders and three higher education professionals) in eight countries (Australia, China, India, Kenya, Oman, Pakistan, Spain and United States of America) drawn both from our exclusive online research community, the Panel↗, and through recommendations from regional colleagues.
The interviews were conducted by Basis Global↗, and reveal and reveal several areas for further investigation, including:
- the influence and impact of technology
- students’ relationships and interpersonal skills
- critical thinking abilities
- the skills, knowledge and attributes that are important for the future.
Phase 2: Quantitative survey
Following the qualitative interviews, we worked with Basis Global to devise a comprehensive survey based on these areas. We aimed to capture not only how teachers and students experience education today, but also their perspectives on what students need in order to be ready for their next step in education (for example A Levels or higher education) and for their future beyond formal education. For this reason, we focused the survey on the experience of those in the later stages of their school education – students studying for Cambridge IGCSEs, Cambridge International A Levels, or equivalent. We invited educators of students aged 14 to 19 to participate, and also asked them to share a version of the survey tailored towards students with their students aged 16 to 19. Survey invitations were sent by email.
Following the qualitative interviews, we worked with Basis Global to devise a comprehensive survey based on these areas. We aimed to capture not only how teachers and students experience education today, but also their perspectives on what students need in order to be ready for their next step in education (for example A Levels or higher education) and for their future beyond formal education. For this reason, we focused the survey on the experience of those in the later stages of their school education – students studying for Cambridge IGCSEs, Cambridge International A Levels, or equivalent. We invited educators of students aged 14 to 19 to participate, and also asked them to share a version of the survey tailored towards students with their students aged 16 to 19. Survey invitations were sent by email.
The survey examines areas such as:
- the development of different aspects of social and interpersonal skills
- the role of technology in supporting learning and teaching
- students’ attention spans
- students’ engagement with world events
- students’ attitudes towards change.
The survey also looks at teachers’ and students’ perspectives on the subject knowledge, skills and attributes they see as most important for the future, and explores which of these they find most difficult to teach or to learn.
We wanted to capture a wide range of views from those involved in teaching and learning international education, so we sought opportunities to share the survey beyond our Cambridge community – for example by sharing it with a database maintained by ISC Research↗, which collects and analyses data on English-medium international schools worldwide.
In total, 3021 teachers and 3840 students across 150 countries completed the survey. To avoid overrepresentation or bias from countries with much larger response numbers than others, we applied weighting to ensure the results are reflective of our diverse, global audience. The weighting was applied using exam entries as the most reliable indication of the size of the Cambridge community in each region*. We took this approach because the majority of respondents are teaching or learning a Cambridge curriculum.
The survey examines areas such as:
- the development of different aspects of social and interpersonal skills
- the role of technology in supporting learning and teaching
- students’ attention spans
- students’ engagement with world events
- students’ attitudes towards change.
The survey also looks at teachers’ and students’ perspectives on the subject knowledge, skills and attributes they see as most important for the future, and explores which of these they find most difficult to teach or to learn.
We wanted to capture a wide range of views from those involved in teaching and learning international education, so we sought opportunities to share the survey beyond our Cambridge community – for example by sharing it with a database maintained by ISC Research ↗, which collects and analyses data on English-medium international schools worldwide.
In total, 3021 teachers and 3840 students across 150 countries completed the survey. To avoid overrepresentation or bias from countries with much larger response numbers than others, we applied weighting to ensure the results are reflective of our diverse, global audience. The weighting was applied using exam entries as the most reliable indication of the size of the Cambridge community in each region*. We took this approach because the majority of respondents are teaching or learning a Cambridge curriculum.
*Weighted regional breakdowns are as follows:
Teachers – East Asia (325), Europe (265), Latin America (65), Middle East & North Africa (332), North America (439), Pakistan (562), South Asia (281), Southeast Asia & Pacific (358), Sub-Saharan Africa (393).
Students – East Asia (414), Europe (337), Latin America (82), Middle East & North Africa (421), North America (559), Pakistan (714), South Asia (358), Southeast Asia & Pacific (455), Sub-Saharan Africa (500)
The weighted totals have been rounded for simplicity, which can account for any variation between the total sample size and totals across the weighted regional breakdown.
Teacher demographics
Curricula followed
Question: Which of the following curricula does your school follow at Upper Secondary level and above? Please select all that apply.
Cambridge International Education
State / National Curriculum
International Baccalaureate Organisation
College board
Pearson Edexcel
Oxford AQA
Other (please specify)
Other (please specify)
Role
Question: Which, if any, of the below best describes your role in the school?
Teacher
Head of department
Exam officer
Programme / Curriculum coordinator
Deputy head / Vice principal
Head of school / Principal
Student support / Counsellor
Teaching assistant
Career counsellor
Other
Question: And does your role involve teaching in class? [Teachers could select yes or no].
of respondents said yes their role involves teaching in class.
of respondents said no their role does not involve teaching in class.
We asked this question because the majority of survey questions required close understanding of students.
Student demographics
Curricula followed
Question: Schools teach a syllabus and offer exams from a specific education provider. Do you know which education provider(s) your school uses for the subjects you currently study? Please select all that apply, based on your current level of education.
Cambridge International Education
National curriculum
Pearson Edexcel
International Baccalaureate Organisation
Oxford AQA
Other (please specify)
Don't know
Don't know
Age
Question: How old are you?
16 years
17 years
18 years
19 years
Phase 3: Qualitative interviews with students
We followed up the large-scale quantitative survey with qualitative interviews with students. We gave students the opportunity to opt-in for this at the end of the student quantitative survey, and selected two students from each of our nine regions around the world↗ and held short interviews to enrich our understanding of students’ perspectives.
Participants were chosen to ensure a diverse and balanced mix of learners across geographies, qualification levels and school contexts.
Phase 4: Expert consultation
Following initial analysis of the research findings, we consulted leading academics, education experts, policymakers and other experts to seek their views on the findings. Around 50 experts from diverse organisations – including OECD, UNESCO, World Heritage Group, the Learning Planet Institute and the American Psychological Association – shared their perspectives on our findings. Some of their comments are included in this report; all who contributed are listed in the acknowledgements section. We are grateful to everyone who shared their perspectives and supported in shaping our thinking.
Editorial note
Please note that the present report does not give details of all the questions we asked. Rather, we have identified a number of key themes and report only the responses relating to these.