Tackling the Global Education Crisis: how combining a modern pedagogical approach with today's learning technologies can boost the quality of education

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Addressing the Global Crisis in Education

During the past two centuries, most countries have successfully established primary and secondary school systems and made education compulsory for a number of years. However, the emphasis has primarily been on access and enrollment, and many children who attend school are not actually learning. Shockingly, over 600 million children and adolescents worldwide are unable to reach the minimum proficiency levels in reading and mathematics, despite two-thirds of them attending school according to UNICEF.

Moreover, the gulf in average levels of education between rich and poor countries remains enormous. According to an influential report by the Brookings Institution from 2015: "Without a fundamental rethinking of current approaches to education, it’s going to take another 100 years for children in developing countries to reach the education levels achieved in developed countries."

Therefore, education is facing a global crisis, with primary and secondary education systems failing to meet the demands of the 21st century, as was discussed in New York last September at the United Nations "Transforming Education Summit". There continues to be a significant disparity between the demand for education and the availability of quality education, especially in low and middle-income countries. 

To address this global education crisis, it is crucial to invest in education systems, enhance access to quality education, and improve the quality of teaching. But how? Innovative approaches to education, such as integrating technology and alternative pedagogical approaches and schooling models, can help narrow this gap and ensure that all children have access to a high-quality education.

While technology can be a valuable tool in education, it is not a magic solution on its own. Andreas Schleicher, for example, the man behind the OECD PISA surveys that measure learning outcomes of 15-year-olds globally, has observed that the best-performing educational systems are not necessarily the ones using the most advanced technology in the classroom. This highlights the importance of first having a solid pedagogical approach that is subsequently combined with the latest learning technologies.

Typical classroom in Africa

In many countries today, the current education system is stuck in the past, with schools still producing graduates who are trained to be obedient, semi-literate factory workers of the 1st industrial revolution. However, we are currently in the midst of the 4th industrial revolution, where human and robotic systems merge, and that presents a whole new set of challenges and a demand for much higher quality. Regrettably, primary and secondary education systems globally are failing to address these challenges, even by the low standards they set for themselves.

To address this crisis, it is essential to combine a robust pedagogical approach with the latest learning technologies. One promising approach is problem-based learning, which emphasizes active learning and the integration of new information with prior knowledge. Constructivist education, or constructive education, focuses on empowering students to take control of their own learning process and develop lifelong learning skills. Unfortunately, many teachers still demand absolute silence, obedience, and order in the classroom, which is counterproductive to problem-solving and deeper thinking.

The key question then becomes: How can we effectively combine a robust pedagogical approach with the latest learning technologies? How can generative AI tools contribute to this effort?

Positive Education and Problem-Based Learning

In the 1990s, Professor Carl Wieman, a Nobel Prize winner in physics and innovator in university science education, asked himself why PhD candidates at Stanford University were still unable to do physics. He concluded that they had been taught in the wrong manner and demonstrated that by putting the problem first and giving learners more agency in an improved pedagogical approach, learning outcomes would improve dramatically. 

The origins of giving learners more agency and autonomy can be traced back to the movement started in primary and secondary schools by Maria Montessori in Italy at the beginning of the 20th century. However, due to pressure from the fascist regime, the movement's headquarters moved to the Netherlands. In the 1970s, at McMaster University in Canada, Problem-Based Learning a similar approach was developed for adults in tertiary education, initially only in the medical field.

Problem-Based Learning is a constructionist, positive pedagogical approach that emphasizes active learning. It goes beyond the traditional method of memorizing facts and figures and encourages students to gain knowledge through interactions with their environment and experiences. PBL focuses on integrating new information with prior knowledge to form well-founded opinions, acquire new knowledge, and truly understand the subject matter.

Self-directed education is a key component of constructivist education, which is positive and non-coercive nor punitive. In this approach, students manage their own learning process, while tutors and lecturers are available to provide guidance and support. By planning, monitoring, and evaluating their learning process, students become motivated and effective self-learners. This skill is invaluable, enabling them to continue learning for the rest of their lives. 

When teachers are trained to develop and facilitate problem-based learning activities, the main thing they learn is to let go. Unfortunately, many teachers still demand absolute silence, obedience, and order in the classroom, which is counterproductive to problem-solving, deeper thinking, and teaching responsibility and autonomy. When PBL is properly applied, teachers will find course preparation is not necessarily more, but different in nature. The extra effort, however, is more than offset by having all students deeply engaged, while making teaching also more interesting.

Problem-Based Learning is a hallmark of constructivist education. In this approach, students work together to solve real-life, wicked problems. By sharing ideas, exchanging feedback, and taking collective responsibility for learning, students develop a deeper understanding of the subject matter. This approach also helps them to develop important skills such as critical thinking, problem-solving, and teamwork.

Constructivist, positive education emphasizes learning in a relevant context. Students study true-to-life cases that have real meaning in today's society. This helps them to make the leap from theory to practice and to develop skills that are useful in the real world.

Positive education is a holistic approach that fosters lifelong learning. It empowers students to take control of their own learning process and develop important skills that will serve them well throughout their lives. Problem-Based Learning is a key component of constructive education that emphasizes active learning, self-directed education, and learning in a relevant context. By embracing these principles, we can create a more effective and engaging learning experience that prepares students for the challenges of the 21st century.

Learning Technologies and AI

Today's power learning technologies and generative AI provide new opportunities for education to evolve and meet the demands of the 21st century. While technology is not a magic solution on its own, it can enhance and support a solid pedagogical approach. Group work in PBL for example can easily be organized online. AI-powered tools can facilitate the research process which is an integral part of PBL.

One helpful approach developed by Dr. Kimberly Lightle from Ohio State University in the context of teaching science is matching today's digital tools with the well-known revised Bloom learning hierarchy. 

From: https://bit.ly/bloomdigitalasu.

Subsequently, some added "sharing" as another Bloom level, which is particularly relevant for Problem-Based Learning where social interaction and sharing in small groups is an essential activity.

From: https://bit.ly/digitalbloom2

As we outlined in earlier blog posts, generative AI tools can contribute to education by helping provide more easily personalized learning experiences tailored to each student's unique needs and learning style. These tools can also help educators to assess student progress and adjust their teaching strategies accordingly. By leveraging the power of AI, educators can create more effective and engaging learning experiences that better prepare students for the challenges of the future.

Conclusions

In conclusion, a combination of robust pedagogical principles and the latest learning technologies is essential to ensure that education keeps pace with the changing demands of the world. In order to face today's emerging challenges, we need responsible, ethical and critical thinkers, self-directed learners, team players and a human-centred approach in education.

As teachers, paradoxically our purpose is not to teach or train anyone. Rather, our objective is to assist individuals in their positive development. Our approach is not punitive or prescriptive but rather focuses on fostering relationships, communities, and networks built on a foundation of trust. It is important to recognize that building such connections takes time.

A constructivist, positive approach to education, with its emphasis on problem-solving, and self-directed learning, provides a solid foundation for this approach. By embracing new technologies such as virtual classrooms and generative AI, we can create a more personalized and effective learning experience that empowers students to succeed both in school and in life.