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Education Education

THE CLASSROOM OF THE FUTURE

MAY BE TRULY GLOBAL

By Yong Zhao, University of Kansas problems, students must work with each other. And in the age
of global learning, students can collaborate with students in
School education has for a long time been one size fits all, other schools, other states, or other countries. This global col-
criticised for its inability to meet the needs of all students. laboration makes it possible for students to learn from, with,
Reform measures have generally failed to improve learning in and for others on a global scale.
even the most basic subjects of math and reading. Students This doesn’t mean local schools are unnecessary. Schools
have often been left out of attempts to improve. deliver vital in-person contact and interactions with peers and
Then COVID-19 happened. School closures forced the entire adults, where students can get guidance and support in their
industry to create new ways of teaching and learning. Caught pursuit of strengths and passions. More importantly, students
in the chaos, students, teachers, administrators, policymak- need a local community to learn how their unique talents and
ers and parents all had to adjust, inventing new policies and strong interests can be of value to others.
practices in just days. Personalisation of learning requires schools to be flexible
Not surprisingly, results varied. With the disruption came with curriculum, student organisation, and teacher instruc-
the possibility for schools to rethink education. All teachers tion.
and students have now experienced remote learning, the Modern schools could divide curriculum into three parts:
resources to support it have grown and new more innovative national and state common courses for all students, school
ways of teaching and learning have emerged. specific courses for all students, and personalised learning for
Many schools have been eager to return to ‘normal’ but individual students.
normal no longer exists. Schools can also be flexible with how students are organ-
Out of the disruption could come more personalised learn- ised, without necessarily placing all students into subject-
ing. Learning that is strengths-based and passion-driven, with matter based classes based on biological age.
students at the centre. And teachers could be encouraged to change their roles
If remote learning can take place globally, there is no from instructor to personal consultant and project manager,
need to constrain students to the traditional classroom focused on the growth of students instead of prepackaged
where teachers are the only knowledge authority. Students curriculum content.
could personalise learning based on their own interests and Education reform in the past has been slow and difficult.
strengths using globally available resources. A student in Viet- But COVID has demonstrated schools can be nimble when
nam could join a French classroom for language lessons; or an required. The lessons COVID delivered educators could drive
Australian student could join a Japanese art class. an education transformation.
Personalisation of learning is not only about students being
the owner of their learning. It also sees the learning process editor@islandsbusiness.com
shift to problem-based, where learning starts with identify-
ing problems worth solving and ends with solutions to the Originally published under Creative Commons by 360info™.
problems. Students learn for a purpose and exercise self-
determination. This process enables students to develop an Yong Zhao is a Foundation Distinguished Professor in the
entrepreneurial orientation, emphasising solving problems for School of Education at the University of Kansas and a profes-
others and the world. sor in Educational Leadership at the Melbourne Graduate
Personalisation of learning is not learning alone. To solve School of Education in Australia.

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