The Future of Learning is Lifelong and Lifewide!

New paradigm. A recent foresight study commissioned by the EU Directorate for Education and Culture aims to identify, understand and map how learning strategies and trajectories are expected to change, given current trends over the next two decades. The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. The central learning paradigm is characterised by lifelong and lifewide learning and shaped by the ubiquity of Information and Communication Technologies (ICT).

The Future of Learning: Preparing for Change. European Commission 2011

New skills. The increased pace of change will bring new skills and competences to the fore, in particular generic, transversal and cross-cutting skills, which will enable citizens to flexibly and proactively respond to change and to seize and benefit from lifelong learning opportunities. Problem solving, reflection, creativity, critical thinking, learning to learn, risk-taking, collaboration, and entrepreneurship will become key competences for a successful life in the European society of the future. While mathematical, verbal, scientific and digital literacy will remain key building blocks for successful participation in society, it will become increasingly important for citizens to have a better understanding and awareness of the natural and social environment in which they live, which will lead to a new focus on nature and health on the one hand, and on civic competences on the other.

New learning patterns. With the emergence of lifelong and life-wide learning as the central learning paradigm for the future, learning strategies and pedagogical approaches will undergo drastic changes. With the evolution of ICT, personalised learning and individual mentoring will become a reality and teachers/trainers will need to be trained to exploit the available resources and tools to support tailor-made learning pathways and experiences which are motivating and engaging, but also efficient, relevant and challenging. Along with changing pedagogies, assessment strategies and curricula will need to change, and, most importantly, traditional E&T institutions – schools and universities, vocational and adult training providers – will need to reposition themselves in the emerging learning landscape. They will need to experiment with new formats and strategies for learning and teaching to be able to offer relevant, effective and high quality learning experiences in the future. In particular, they will need to respond more flexibly to individual learners’ needs and changing labour market requirements.