Future-Ready Education:
Evolving Pedagogies, Building Partnerships

The concept of future-readiness in education does not only lie within the boundaries of classroom instruction but extends to fostering lifelong learning habits, developing critical thinking and problem-solving skills, and preparing students to adapt to a rapidly changing world.

“Being future-ready refers to equipping learners with the skills, knowledge and mindsets necessary to thrive in an unpredictable and ever-changing future,” Professor Poon, who is also Dean of Office of Education Research at National Institute of Education (NIE), Singapore, says. “As an institute of teacher training, it becomes very critical that we first equip our educators, seasoned and new, with the technological fluency, global competence, emotional intelligence and also career adaptability skills for them to be able to effectively nurture the next generation of compassionate leaders.”

This holistic approach to teacher education ensures that our educators are not only proficient in the latest educational technologies but also adept at fostering a globally aware mindset among students.

“Educators can stay updated with the latest educational research and pedagogical strategies by engaging in continuous professional learning through seminars, online courses and education conferences where a myriad of speakers – sometimes international ones – can share insights into what has worked for them,” Dr Dennis Kwek, who is also Centre Director of Centre for Research in Pedagogy and Practice at NIE, adds.

At the NIE’s flagship biennial Redesigning Pedagogy International Conference that aims to gather like-minded individuals in education, teachers, researchers and policymakers share innovative ideas, discuss the latest research findings, collaborate on best practices, and explore new approaches to teaching and learning that can enhance educational outcomes.

“We invite three international keynote speakers, focusing on the areas of teacher education, research-practice partnerships and artificial intelligence in education,” Dennis shares. “Given their expertise in these areas, we hope that their sharing of the whats, whys and hows can provide our participants with insights into best practices and innovative strategies. These speakers bring a wealth of knowledge and experience from various educational contexts, offering perspectives that we hope can help us critically evaluate, broaden and refine our own approaches.”

Singapore Minister for Education Mr Chan Chun Sing, at the opening address of the 3-day education conference, says that there is a need to reimagine how education is delivered and reassess what counts as success in education.

He also emphasizes the importance of developing students holistically beyond just content knowledge. This means that teachers must facilitate the development of students’ skills in critical thinking, creativity, emotional intelligence and adaptability. “The teacher’s role becomes more of the facilitator for discovery rather than a didactic transmission of information,” Minister Chan says.

Understanding the concerns of many educators, he affirms that artificial intelligence tools will not replace teachers. “Their professional judgement has to be the first and last mile to bridge what technology provides us and what our students need.”

As technology becomes more integrated into teaching, teachers face greater responsibility in discerning when, how and for whom to utilize it effectively. Mastering this new skill set is essential for their ongoing professional development. For example, with high-ability students, advanced technology can offer significant advantages by stretching their capabilities. However, for high-need students, prioritizing interpersonal engagement is crucial to establish socio-emotional foundations before introducing suitable technology solutions.

To this end, it is crucial for teachers not to work in isolation but to actively seek partnerships and collaborate on research. Teachers can benefit from diverse perspectives and collective expertise that enhance their teaching practices through collaborative efforts.

“In this evolving educational landscape, collaborative research plays a pivotal role,” Professor Poon who is also leading a large commissioned project on adolescent development in Singapore says. “By engaging in collaborative research, teachers can share insights and strategies, learn from each other’s experiences, and develop evidence-based practices.”

Additionally, this collective effort that brings together diverse stakeholders can help create a dynamic and responsive education system that can adapt to new challenges and opportunities. By leveraging the strengths and expertise of individuals such as educators, researchers, policymakers and even industry professionals, collaborative partnerships create a synergistic effect that can lead to significant improvements in educational outcomes.

“One of the primary benefits of collaborative partnerships is the enhancement of teacher professional learning,” Dennis says. Through meaningful collaborations with universities and research institutions, teachers ensure continuous professional growth, acquiring deep knowledge and new skills necessary to address students’ diverse needs effectively.

Additionally, collaborative research enhances the relevance and applicability of research findings. “When educators are actively involved in the research process, the insights generated are more likely to be practical, contextually relevant and readily implementable in classrooms,” Dennis adds. This ensures that research has a direct and positive impact on teaching and learning practices.

Achieving all these goals, however, poses a multifaceted journey for teachers, filled with challenges and opportunities for growth. “If we can do all these, teaching will be a much more challenging, and yet much more fulfilling profession for our teachers in our system,” Minister Chan affirms at the end of his address.