A New Education Agenda Based on the International Science and Evidence Based Education Assessment
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| Title: | A New Education Agenda Based on the International Science and Evidence Based Education Assessment |
|---|---|
| Language: | English |
| Authors: | Nandini Chatterjee Singh, Tal Gilead, Anya Chakraborty, Jo Van Herwegen, Nienke van Atteveldt (ORCID |
| Source: | npj Science of Learning. 2025 10. |
| Availability: | Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Agenda Setting, Educational Practices, Evidence Based Practice, Educational Assessment, Civil Rights, International Law, Sustainable Development, Interdisciplinary Approach, Individual Development, Student Development, Technology Uses in Education, Individualized Instruction, Equal Education |
| Laws, Policies and Program Identifiers: | Universal Declaration of Human Rights |
| DOI: | 10.1038/s41539-024-00288-w |
| ISSN: | 2056-7936 |
| Abstract: | The International Science and Evidence Based Education Assessment examined whether current education systems develop each person's full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education's focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470681 |
| Database: | ERIC |
| Abstract: | The International Science and Evidence Based Education Assessment examined whether current education systems develop each person's full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education's focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions. |
|---|---|
| ISSN: | 2056-7936 |
| DOI: | 10.1038/s41539-024-00288-w |
