Trend Forecast Repo爀琀 2022

1 Preparing for
a new future

Future of
Education
 Pa爀琀 1: Preparing for a new future

Table of
contents
Foreword 02

Executive summary 03

Trend 1:
Rising demand for global problem solvers 05
As the world faces a new set of global challenges,
education systems will become a central pa爀琀 of the
solution, helping future generations embrace global
mindsets and skill sets.

Trend 2:
Change in the skill sets required for work 22
As technology advances, education will focus on
equipping students with the high-demand skills they’ll
need to thrive in a new world of work.

Trend 3:
Shi昀琀 to a lifelong learning mindset 39
As lifespans increase and societal change accelerates,
the idea of lifelong learning is gaining traction, with
more tools available for upskilling and advancement.

Glossary 57

Our research approach 58

About Google for Education 62

Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Foreword
At Google, we believe that, no ma琀琀er your served as an advisor and consultant to this
background, everyone deserves access to research. The result is a three-pa爀琀 repo爀琀
great learning experiences. on the future of education.

The oppo爀琀unity to learn in the classroom, at This is Pa爀琀 1: Preparing for a new future.
home, and everywhere in between, has never
been more impo爀琀ant than it is today. We acknowledge that, just as there is Maslow’s
hierarchy of needs for life, so too there exists a
As the world evolves, driven in pa爀琀 by pressing hierarchy of needs in education. Some educators
global issues and the accelerated rate of and leaders have the luxury of building for the
technological innovation, what we learn and future, while others are forced to tackle more
how we learn will evolve too. This will mean immediate challenges, such as student a琀琀endance
developing new mindsets and skill sets to or literacy. As such, the future of education will
become global problem solvers and lifelong be shaped by a complex, nuanced process rather
learners; evolving how we teach and learn by than a single wave of change. We also recognize
making learning more personal and accessible that there is signi昀椀cant variation in perspectives
to all; and 昀椀nding more meaningful ways to on the role of education across and within
evaluate learning tools and learner progress, to di昀昀erent markets; our intention is not to present a
best suppo爀琀 the goals of educators, students, comprehensive or uniform view of the future.
and families.
Instead, we hope that this research can help
As we march towards a radically di昀昀erent provide educators and education leaders with a
future, what should the role of education be common understanding of the trends informing
and how might it look? To begin to answer this the future of education, and spark ideas and
question, we collaborated with research discussion on how we can best work together
pa爀琀ner Canvas8 to conduct a global study in to help all learners — and those who help
24 countries that synthesizes insights from 94 them — succeed.
educational expe爀琀s, two years of peer-reviewed
academic literature, and a media narrative Thanks for coming with us on this journey,
analysis across the education sector. Global
nonpro昀椀t American Institutes for Research
Shantanu Sinha
VP, Google for Education
Executive
summary
The future is shaping up to look radically
di昀昀erent from today. As educators work
to equip students with the skills and
mindsets they’ll need to navigate
massive change and prepare for a new
future, the educational expe爀琀s we
interviewed discussed how and why
they’re rethinking the role of education.

The views and opinions expressed in this repo爀琀 are those of the
expe爀琀s and do not necessarily re昀氀ect the views or positions of any
entities, institutions or organizations they represent.

03 Executive Summary
In our research, we
identi昀椀ed three key
TREND 1
trends driving this shi昀琀
Rising demand for
global problem solvers
As the world faces a new set of
global challenges, education
systems will become a central pa爀琀
of the solution, helping future
generations embrace global
mindsets and skill sets.
TREND 2

Change in the skill sets

required for work
As technology advances, education
will focus on equipping students
with the high-demand skills they’ll
need to thrive in a new world of work.

TREND 3

Shi昀琀 to a lifelong
learning mindset
As lifespans increase and societal
change accelerates, the idea of
lifelong learning is gaining traction,
with more tools available for upskilling
and advancement.

04 Executive Summary
TREND
Rising demand
1 for global
problem solvers
 Pa爀琀 1: Preparing for a new future

As the world faces a new set of global

challenges, education systems will
become a central pa爀琀 of the solution,
helping future generations embrace
global mindsets and skill sets.

06 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

How can educators prepare tomorrow’s

leaders to address global challenges?
The issues of our day, such as equitable access According to our expe爀琀s, this need coincides
to education, digital literacy, sustainability, and with declining levels of civic engagement across
economic volatility, are only ge琀琀ing more the world, as measured by global voter turnout,
complex. In order for today’s students — which has been in decline since the 1960s.3 This
tomorrow’s leaders — to address these trend holds true for young people: the percentage
challenges on a global scale, the expe爀琀s we of youth† who voted in national elections across
spoke to expressed a need for both global Western developed democracies has declined since
mindsets and multidisciplinary skill sets. the 1970s.4 Youth also exhibit reduced pa爀琀icipation
Speci昀椀cally, they highlighted the role of in other traditional modes of civic engagement.
educators in helping students become civic- For example, 75% of 15-24-year-olds across 15
minded, collaborative problem solvers. European countries have never signed a petition,5
and 30% of US 12th graders say they have never
While the concept of collaborative problem pa爀琀icipated in a debate.6
solving is not new,1 the upheaval brought about
by Covid-19 has reinforced the need for However, these trends do not necessarily indicate
collaborative problem solving at the global level. decreased interest. Evidence points to a shi昀琀
In November 2021, UNESCO published a repo爀琀 in today’s youth towards new forms of civic
titled Reimagining our futures together: A new engagement such as digital activism (e.g. digital
social contract for education, which suggests networking, self expression on social media).7
that current and future global challenges, such
as the pandemic, require a new shared vision for
the purpose of education, which should be
organized around principles of cooperation,
collaboration, and solidarity.2

07 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

How students pe爀昀orm at collaborative problem solving

Percentage of students at the di昀昀erent levels of collaborative problem-solving pro昀椀ciency

Level 4: Students can successfully Level 3: Students can complete tasks Level 2: Students can contribute to a
carry out complicated problem- with complex problem-solving collaborative e昀昀o爀琀 to solve a problem
solving tasks. requirements or collaboration demands. of medium di昀케culty.

Level 1: Students can complete tasks Below Level 1: The PISA 2015
with low problem di昀케culty and limited collaborative problem-solving assessment
collaboration complexity. was not designed to assess elementary-
level skills.

Source: PISA, “OECD pe爀昀ormance on collaborative problem solving skills,” 2015*

*Latest available data.

08 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

“ Children need a set of life skills and

competencies to respond and adapt to
the changing nature of our world.
Vishal Talreja
co-founder and trustee, Dream-A-Dream, India

Expe爀琀s view schools as uniquely positioned to

help students develop the mindsets and skill
sets needed to more deeply engage in civic actions can make a di昀昀erence, Reap Bene昀椀t
life. One organization that is helping students helps them develop a sense of agency.
become more involved in their communities is
nonpro昀椀t, Reap Bene昀椀t.8 The award-winning Fu爀琀hermore, the ability to e昀昀ectively engage is
organization, based in India, works with schools underpinned by more basic needs; the ability to
to help students to tackle problems in their local work with data, for example, stems from a solid
environment, including waste, water, sanitation foundation in math; communication on a
and pollution. The program uses a four-step foundation of reading literacy. While reading and
process: identify an issue; collect relevant data math are foundational, over half of young
for deeper understanding; prototype solutions; people globally — 617 million children and
and communicate 昀椀ndings and solutions to local adolescents — are not yet meeting minimum
governance. By showing students that their pro昀椀ciency levels across reading and math.9

09 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Beyond problem solving and civic engagement, impact their learning and wellbeing, but these
the expe爀琀s we spoke to also highlighted the impacts can be lessened by SEL interventions.11
impo爀琀ance of possessing the social and
emotional competencies that suppo爀琀 cross- Technology has a role to play, too. US-based
cultural collaboration. Self-awareness, SEL pla琀昀orm, Ripple E昀昀ects, for example, lets
responsible decision-making, empathy, students learn about sensitive social and
teamwork and relationship-building provide a emotional topics in a private, self-paced
critical foundation for the kind of work required environment.12 Students can select from over
to tackle complex global issues. Social and 400 topics, such as ‘making friends,’ ‘anxiety,’
emotional learning (SEL) programs, which teach and ‘natural disasters,’ based on their personal
these competencies, have also been shown to needs and interests. By delivering the materials
have a signi昀椀cant positive impact on children in online, students can learn sensitive topics
di昀케cult circumstances. For example, when a
10
without the anxiety that face-to-face learning
child experiences a traumatic event, such as a around these topics may create.13
high con昀氀ict environment, this can negatively

10 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

While educators are still exploring the most

e昀昀ective ways to teach social and emotional
competencies, growing ethnic, cultural and
linguistic diversity in society will create a greater
need to understand, empathize and collaborate
across cultures.14

The issues shaping the future are increasingly

global and complex and will require a
multidisciplinary skill set to work towards
though琀昀ul solutions. Education remains the
most powe爀昀ul institution that society has to
develop the mindsets and skill sets necessary
to help people work together to reach a be琀琀er
collective future.

“ Problems in the real world are

interdisciplinary in nature and young
people are now expecting more
problem-based kinds of
multidisciplinary approaches
[in their education].
Pasi Sahlberg
professor of education, Nordics

11 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

“ There is a need to develop

human beings who are
internally strong and resilient.
The impo爀琀ance of knowledge
transmission will decline in
order to place a greater
emphasis on fundamental
and higher thinking skills,
including children’s
socio-a昀昀ective spheres.
Sylvia Schmelkes
researcher at Universidad Iberoamericana, Mexico

12 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | Canada

Developing global mindsets

Belfountain Public School in Canada launched the Sustainable Future
Schools pilot program in 2020, which allows students to align their course
content and projects to one of the UN’s 17 Sustainable Development Goals
(SDGs) for the duration of the school year.

The program helps students improve their global problem-solving skills

through both independent and collaborative work.15 Students of the
program experience improved learning outcomes, and gain the skills,
knowledge and a琀琀itudes necessary to create positive changes in
their communities.16

13 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | France

Practicing civic engagement

The Learning Planet Institute in France has created the Les Savanturiers
program, in which educators and researchers engage more than 30,000
children, from kinderga爀琀en to high school, to help solve big issues rooted
in science and social challenges.17

For example, to mitigate potential issues related to rapid urbanization

across the world, students explore whether urban agriculture would be
enough to feed a whole city; or, to help promote biodiversity, students
use biotechnology to 昀椀gure out how to extend the lifespan of a bee
colony.18 By le琀琀ing students come up with new solutions, this program
has been shown to cultivate critical thinking and creative problem
solving skills.19

14 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | India

‘Whole community’ approach

to learning
To e昀昀ectively teach SEL qualities such as empathy, teamwork, and
responsible decision-making, there is growing suppo爀琀 among educators
for a “whole community” or “whole school” approach.20 In India, the Delhi
government launched its Happiness Curriculum in 2018, to strengthen
social and emotional learning.

The program, for students aged 3-14, brings together 200 community
mentors, including parents and teachers, and includes mindfulness
classes, re昀氀ective stories and other activities. The program has been
found to improve relationships between students and teachers; increase
pa爀琀icipation in classrooms; increase focus among students; and
encourage more positive interaction with their peers.21

15 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | Global

Building empathy at a
global level
As digital media and video-conferencing tools have evolved, there are new
oppo爀琀unities to develop empathy skills by increasing students’ exposure
to di昀昀erent lived experiences around the world. In Teach for All’s global
Empathy Week program, students aged 5-18 learn about 65 people from a
wide range of backgrounds, hearing about their experiences, lives,
thoughts, feelings and perspectives through a series of sho爀琀 昀椀lms and
related lessons, including guest expe爀琀s talking about empathy.22 Since
2020, Empathy Week has reached schools in over 40 countries across
six continents.

16 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

The Google
perspective
Rising demand for global
problem solvers

The next generation of leaders will

face complex challenges that are
increasingly global in scope.

At Google, we want to help educators prepare

their students to address these challenges,
by cultivating relevant skill sets and ensuring
that all students can access the knowledge they
need to contribute on a global scale.

17 Trend 1: Rising demand for global problem solvers

 Pa爀琀 1: Preparing for a new future

While educators see the value in teaching from doing so. With Chromebooks and Google
their students skills like collaboration, problem Workspace, the school was able to transform
solving and creative thinking, they do not always the student learning experience — increasing
have the tools available to suppo爀琀 these sharing and enabling 1:1 learning for each
instructional goals. By providing students with pupil. The school saw overall student
both a more personal learning environment engagement increase. The children enjoyed the
and a secure way to connect with others, our collaborative approach through Google
Google for Education products — Chromebooks, Workspace (previously called “G Suite”) where
Google Workspace and Google Classroom — they could share ideas in a secure environment,
help students deepen collaborative problem as well as the ability to easily share work with
solving skills and 昀椀nd oppo爀琀unities for their teacher in just a click. Fu爀琀hermore,
creative expression. We also maintain an students with a passion for technology were
open ecosystem, pa爀琀nering with companies invited to engage with their school community
and applications that help students go by becoming digital leaders, helping to teach
fa爀琀her, faster. other students how to use their Chromebooks.
These students made an impact well beyond
At one UK-based school, sta昀昀, parents and their school; digital leaders were invited to
pupils were looking for oppo爀琀unities to foster speak at the BETT educational conference and
collaboration, creativity and critical thinking. a琀琀ended a Chromebook Summit.
The existing IT infrastructure prevented them

18 Trend 1: Rising demand for global problem solvers Google – Future of Education
In order to solve complex problems, we
believe that it’s impo爀琀ant for students to become
self-directed learners. Google Classroom, our
昀氀agship edu product created to simplify teaching
and learning, empowers teachers to connect with
their students and create engaging lessons. For
example, teachers can foster teamwork,
collaboration, and individualized learning by
allowing the whole class, groups, or individual
students to collaborate in the same document.
With Classroom Android app features, we help
make this learning experience as accessible as
possible, by providing students and teachers with a
be琀琀er Classroom mobile experience, even with
a limited internet connection. For students, this
means the ability to easily upload their work from
a mobile device; for teachers, we o昀昀er a mobile-
friendly grading experience.

As students spend more of their time in the

digital world, it’s impo爀琀ant that they become
responsible digital citizens and stay safe
online. To help them do this, we created the
program Be Internet Awesome, which
includes a web-based game called Interland
and educational curriculum. A昀琀er a rigorous,
independent evaluation of our program,
In order to
University of New Hampshire’s Crimes Against solve complex
Children Research Center discovered that
problems, we
students who went through the Be Internet
Awesome program improved their believe that it’s
comprehension in areas such as being civil
impo爀琀ant for
online, understanding which websites are
safe and responding more con昀椀dently students to
to cyberbullying. become self-
directed learners.

19 Trend 1: Rising demand for global problem solvers Google – Future of Education
 Pa爀琀 1: Preparing for a new future

We believe in the power of people, suppo爀琀ed by technology,

to help solve global problems. By giving students access to
the right tools and the ability to safely explore and understand
the world around them — and each other — we hope to
foster a future rooted in collaborative problem solving and
global engagement.

Google – Future of Education

TREND
Change in the
2 skill sets required
for work
 Pa爀琀 1: Preparing for a new future

As technology advances, education

will focus on equipping students with the
high-demand skills they’ll need to thrive
in a new world of work.

Google – Future of Education

 Pa爀琀 1: Preparing for a new future

In the age of automation, which skills

will be in high demand?
Ever since formal schooling began in the early 97 million new jobs created, while 85 million
industrial era, societies have relied on schools to existing roles may disappear.24 In addition, half
develop the skill sets required for the workplace.23 of the everyday tasks currently being pe爀昀ormed
Looking ahead, as automation and a爀琀i昀椀cial across all sectors are likely to be automated
intelligence (AI) increasingly transform the in the coming decades.25 This sets up a task for
workplace, there will be new demand for skills education systems: to 昀椀gure out which skills
that education doesn’t currently o昀昀er on the are going to be valuable in the future, and which
scale needed. According to the World Economic are not.
Forum, by 2025, technological change may see

Which skills are going to

be valuable in the future,
and which are not?

24 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

“ The idea that you educate for jobs is an

idea of the past. Today, you learn to
create your future, to create your job.
Andreas Schleicher
director for education and skills, and special advisor on education policy to the secretary-general at
the Organisation for Economic Co-operation and Development (OECD), Global

Anticipating the in-demand skills required for picture of how the job market is changing and
jobs that don’t yet exist is not an easy task. which skills are likely to be in high demand.
Statistical forecasting — while a useful
technique to predict demand for future skills — Such forecasts show increasing demand for
can be slow, costly and o昀琀en comes with quality analytical and innovative thinking, active
challenges. However, new solutions are sta爀琀ing
26
learning and learning strategies, complex
to emerge that aggregate large data sets (such problem-solving, critical thinking and analysis,
as online job postings) and, through machine creativity, originality and initiative.28 What is
learning, are able to generate quick, high quality clear is that many of the skills that will ma琀琀er
and cost-e昀케cient analyses on the most in- in the future are already essential in some
demand skills emerging. These methods provide
27
sectors today.
a near-real-time view on the trends, enabling
policymakers to have a clearer, more accurate However, as demand for these skills increases,
the workforce is not keeping up — a problem
that’s been growing for over a decade. Half of
employers globally struggle to 昀椀nd people with
the right skills.29 As more work becomes
automated, this skills gap is set to widen,
presenting big questions about what can be
done now and the role of education.

25 Trend 2: Change in the skill sets required for work Google – Future of Education
Top 5 in-demand skills by 2025
The World Economic Forum, in its Future of Jobs repo爀琀 (2020),
identi昀椀ed the following 昀椀ve skills as the most in-demand among
employers globally, by 2025:

1 Analytical thinking 4 Critical thinking

and innovation and analysis
The capacity to solve novel, Using logic and reasoning to
ill-de昀椀ned problems in the identify the strengths and
real world. weaknesses of alternative
solutions, conclusions or
approaches to problems, as well as
assessing pe爀昀ormance of yourself,
other individuals or organizations
2 Active learning and to make improvements or take
learning strategies corrective action.

Understanding of the implications

of new information for both current
and future problem-solving and
decision-making.
5 Creativity, originality
and initiative
Capacity to analyze information
and use logic to address issues
3 Complex problem-solving and problems, apply alternative
Abilities that in昀氀uence the thinking to develop new, original
acquisition and application of ideas and answers.
knowledge in problem-solving.

26 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Preparing for this new economy is less about Knowing which skills will ma琀琀er is one challenge,
dividing up jobs between humans and machines, being able to e昀昀ectively address them through
and more about developing a be琀琀er education is another. The biggest barrier that
understanding of how humans and machines teachers face globally to teaching new skills for
can work together in productive ways. For the 21st century, is a perceived “lack of time
example, a爀琀i昀椀cial intelligence (AI) might be within a strictly regulated curriculum.”31 Finding
ge琀琀ing be琀琀er at problem solving, but it will still easy ways to help educators e昀케ciently identify
require human intelligence to identify and de昀椀ne and teach such skills will be key for progress,
unknown problems that need solving.30 This sets and will require greater collaboration between
up a new imperative for education — to develop educational providers and the private sector.
workplace skills that aren’t easily automated,
and to be琀琀er prepare both teachers and
students for this 昀氀uctuating future.

27 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Relative impo爀琀ance of di昀昀erent skill groups

Source: World Economic Forum, “Future of Jobs,” 2020

“ Content can become

irrelevant but skills
are transferable.
Mark Osborne
director, Leading Learning, New Zealand

28 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Changes in the workplace will unlock new ideas new world of work should sta爀琀 earlier to give
about how to approach career education too. students the oppo爀琀unity to shape their career
Currently, by age 15, according to the OECD, pathways and aspirations over time, rather
most students have not yet spoken to a career than simply focusing on their 昀椀rst job a昀琀er
counselor in school, visited a job fair, or done an formal education.33
internship.32 Expe爀琀s argue that exposure to this

“ More and more companies are not interested in what

degree you earned. They are not asking for your
transcript or test scores. The skills you need in a
competitive academic environment bear no
resemblance to the skills of the innovation era and
more and more companies are seeing that.
Tony Wagner
senior research fellow, Learning Policy Institute, and author of seven books about education, United States

29 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

“ The education system has to

enable young people to be
great career navigators, to
learn transferable skills that
enable them to change 昀椀elds
and not just change jobs.
And, to be ale爀琀 to the
changing workforce needs in
ways that were probably less
apparent previously.
Valerie Hannon
co-founder, Innovation Unit, United Kingdom

30 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | Sweden

Using big data to map

future skills
The growing volume of data sets is helping governments and policymakers
be琀琀er understand gaps that education can help 昀椀ll. One example of
this is JobTech Development, launched in 2018 by the Swedish Public
Employment Service.

The initiative uses AI to integrate previously siloed data sets (such as job
adve爀琀s and forecasts for future in-demand skills) from 500 di昀昀erent
organizations into one place.34 The goal is to reduce skill mismatches by
providing a highly accurate, real-time forecast of the skills Sweden’s
workforce needs in the future. Recognized by the European Commission
for its innovation, the initiative not only helps identify skills gaps, but also
helps the government identify new high-growth industries it can
develop nationally.35

31 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | Global

Remote ‘externships’
that bridge equity, work,
and education
As technology gives people the ability to work remotely, student
externships — internships that run alongside academic studies — are
going vi爀琀ual too. Traditionally, student externships were limited to nearby
businesses (and industries). Remote externships, however, expand career
access to students that might not otherwise have been reached, such as
those in social mobility “coldspots.”36

32 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

Ideas in action | South Korea

Re-evaluating and re-valuing

vocational education
To help solve the skills mismatch between industry and education, in 2010,
South Korea established its ‘Meisters’ (or ‘master of cra昀琀s’) vocational
high school system. Each school is specialized around a fast growing
industry such as new media, energy, machinery, banking, and
telecommunications, and combines practical skills training at companies
with theoretical lessons at school.

South Korea now has 52 designated ‘Meisters’ schools with an average

employment rate of 90% for graduates.37 Expe爀琀s see these models — that
modernize traditional vocation — as increasingly impo爀琀ant to help close
skills gaps.38

33 Trend 2: Change in the skill sets required for work Google – Future of Education
 Pa爀琀 1: Preparing for a new future

The Google
perspective
Change in the skill sets
required for work

In the last decade, the workplace has

undergone rapid transformation. Advancements
in technology have enabled some sectors to go
remote or work on a hybrid schedule; more work
is now able to be automated; and pursuits that
were once thought of as hobbies have emerged
as viable careers. At Google, we’re commi琀琀ed to
helping teachers equip students with the skills
they’ll need to thrive in a new world of work.

34 Trend 2: Change in the skill sets required for work

One area that we’re focused on is helping introductory computer science curriculum that
to expand access to computer science (CS) anyone can teach, no previous experience
education. CS helps build analytical and innovative required. To date, CS First has reached 2M+
thinking, problem-solving, critical thinking and students and 70K+ teachers across over 100
creativity — skills that are crucial for thriving both countries. Through creating and sharing class
today and in the future world of work. Yet lack projects, honing their storytelling skills and
of resources and competing educator priorities 昀椀nding new ways to communicate their thoughts
means that many students are not ge琀琀ing the CS and ideas, students are empowered to showcase
education that they need. This is especially true their creativity and problem solving abilities.
for students in underrepresented groups and
geographically remote regions. A昀琀er seeing the positive impact CS First had on
her own class, one primary school teacher
Our Code with Google programs and products decided to become a CS First trainer to show
a琀琀empt to bridge this gap and help students other teachers in her rural area of Ireland how to
from underrepresented groups develop the skills enrich learning with Computer Science
and con昀椀dence to become tech innovators. (CS). Through an initiative from education
Through programs like CS First, we o昀昀er an charity Camara, she has trained more than
100 teachers.

35 Trend 2: Change in the skill sets required for work Google – Future of Education
Beyond the classroom, we connect students to
CS education and career oppo爀琀unities through
community-based programs and philanthropy.
Our hope is that
Through these programs, students drive their today’s students
own CS projects, such as designing and
programming a robot or 3D printing an Android
will not just thrive
chess set (Code Next); serve in Google in the future
internships that give them a 昀椀rsthand look at
workplace —
being a Google engineer (Tech Exchange); and
gain exposure to Google engineers embedded they will actively
at their college or university, to help them
build it.
see what’s possible a昀琀er graduation (Google
in Residence).

The impact is felt beyond the program. One

Code Next pa爀琀icipant found through his
research that young students of color without
昀椀nancial resources don’t have the same access
to technology, computer science education and
mentors who look like them. For his 昀椀nal project,
he designed a program to expose middle school
students in underrepresented communities
to the 昀椀eld of technology through mentorship
from diverse high school students who have
pa爀琀icipated in Code Next. By doing so, he helped
younger students discover new pathways, grow
their networks, and explore exciting future
possibilities in tech.

36 Trend 2: Change in the skill sets required for work

 Pa爀琀 1: Preparing for a new future

By helping students see what’s possible when technology

is deployed in creative and responsible ways, we help
fu爀琀her innovation and imagination. Our hope is that today’s
students will not just thrive in the future workplace — they
will actively build it.
TREND
Shi昀琀 to a lifelong
3 learning mindset
 Pa爀琀 1: Preparing for a new future

As lifespans increase and societal change

accelerates, the idea of lifelong learning is
gaining traction, with more tools available
for upskilling and advancement.

40 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Why is a lifelong learning mindset

impo爀琀ant and what might it look like?
As people are living longer — in some countries across di昀昀erent contexts or environments
as many as half of children born today will live beyond one’s school years. The last two
to 100 — they are predicted to make multiple decades have seen 昀椀rm endorsements from
career moves over the course of their lifetime, institutions such as the OECD, The World Bank
some of which may require new skills and and European Union, driven by a number of
training.39 Yet, formal education typically ends reasons: the changing nature of work requiring
at adulthood. more frequent reskilling; a need to expand
access to education for all; and the ambition to
For many expe爀琀s we interviewed, the answer is continually enrich everyday life.40
lifelong learning: learning that takes place

41 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

“ We learn in di昀昀erent ways, in di昀昀erent

careers and in di昀昀erent spaces. It’s becoming
more and more clear that people need to be
able to access education throughout their
lives. You’ve also got to develop that interest
in learning and that ‘learning to learn’ ability
in your students too.
Ma爀琀in Henry
research coordinator, Education International, Belgium

Lifelong learning is not a new concept, but it One example of what this could look like is The
does require a shi昀琀 in the collective mindset — 60-year Curriculum, a concept which suggests a
from education as a one-o昀昀 period of time, to rethink of the fundamental design of post-
education as an ongoing pursuit. In addition, as 41
secondary institutions, including the way
lifelong learning is largely voluntary, a new courses are designed, how credentials are
learning culture must be cultivated, which instills awarded and what type of learning is
ongoing motivation to learn. appropriate for di昀昀erent life stages.44 It includes
ideas such as “learning concierges,” who can
Motivation will come from a need to remain provide adults with ongoing coaching and help
competitive in the rapidly changing labor market people 昀椀nd oppo爀琀unities to upskill, independent
through upskilling, but it will also be driven by of any single institution or workplace.
42
passion and curiosity. For education systems,
this means encouraging a mindset that is ready
to learn, unlearn and relearn beyond the scope
of formal education.43

42 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

As education evolves to meet the challenges of Innovation around lifelong learning is

a fast-changing and unpredictable world, increasingly occurring outside traditional
lifelong learning will also be impo爀琀ant for institutions, from sho爀琀 online courses via
teachers, who will require quality professional employers to MOOCs (massive open online
development to keep pace with change. With courses), and digital ce爀琀i昀椀cations (e.g. new
half of educators and school leaders in OECD forms of ‘microcredentials’), to YouTube.46 In
countries unable to pursue training fact, 93% of users repo爀琀 using YouTube to
oppo爀琀unities because of busy schedules, the gather information and knowledge.47 In the
idea of accessible, timely, a琀琀ainable lifelong future, this type of informal learning is
learning and professional development remains expected to grow at a signi昀椀cant rate to help
an area of oppo爀琀unity. 45
meet demand, with the global e-learning
industry forecast to be wo爀琀h $1 trillion by 2028,
up from $315 billion in 2022, an annual growth
rate of 20%.48
The global e-learning
industry is forecast to be
wo爀琀h $1 trillion by 2028.

43 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Growth of MOOCs since 2012

Source: Class Central, “MOOCs in 2020”

“ Professional development needs to be continuous

throughout life. Every school needs to be seen as a
learning community, and that includes teachers who
should have a lifelong entitlement to professional
developments. It is not about going away on a course and
being trained in something, but having a much more
personalized approach to their own learning needs as
professionals — just as they do in the medical profession.
Valerie Hannon
co-founder, Innovation Unit, United Kingdom

44 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

YouTube as a tool for life-long learners

Deciding whether
to buy a pa爀琀icular
product or not
Figuring out how
to do things they
haven’t done before

Understanding
things happening Just passing
in the world the time

Over half of YouTube users say it’s very

impo爀琀ant in helping them 昀椀gure out how
to do things they’ve never done before.

Source: Pew Research Center, “Many Turn to YouTube for Children’s Content, News, How-To Lessons,” 2018

45 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Which countries are in the OECD?

The Organisation for Economic Co-operation and Development (OECD) is an
international organization that promotes policies to improve the economic and
social well-being of people worldwide.

As of 2022, its 38 members are:

Austria Finland Korea Slovak Republic

Australia France Latvia Slovenia
Belgium Germany Lithuania Spain
Canada Greece Luxembourg Sweden
Chile Hungary Mexico Switzerland
Colombia Iceland The Netherlands Turkey
Costa Rica Ireland New Zealand United Kingdom
Czech Republic Israel Norway United States
Denmark Italy Poland
Estonia Japan Portugal

46 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

“ The knowledge world is no longer

divided between specialists and
generalists. A new group — let’s call
them ‘versatilists’ — has emerged.
They apply depth of skill to a
progressively widening scope of
situations and experiences, gaining
new competencies, building
relationships and assuming new
roles. They are capable not only of
constantly adapting, but also
constantly learning and growing in
a fast-changing world.
Andreas Schleicher
director for education and skills, and special advisor on education policy to the secretary-general at
the Organisation for Economic Co-operation and Development (OECD), Global

47 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Ideas in action | United States

Tracking skills with

digital po爀琀folios
Microcredentials — new forms of modular and sho爀琀-form learning
experiences — are providing 昀氀exible ways for individuals to upskill.
Given that microcredentials increasingly use digital instead of paper
records, expe爀琀s expect that in the future, every learner will be able to
keep an accurate, easily veri昀椀able, digital po爀琀folio of all of their skills
in one place to share with employers or other education institutions
throughout their life. Exploring this possibility, The Digital Credentials
Conso爀琀ium, which includes representatives from leading universities
around the world, is investigating how blockchain technology could
be used to build such digital credential ‘po爀琀folios’ for learners in
the future.49

48 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Ideas in action | United Kingdom

Expanding access to
continuing education
Expe爀琀s agree that continuous professional development is critical for
professionals to remain e昀昀ective, but resources and time are o昀琀en
lacking. Pla琀昀orms such as Teach2030, led by the UK education charity
Commonwealth Education Trust, gives teachers control over their
professional development by o昀昀ering bitesize, a昀昀ordable and low-data
professional development courses for teachers in challenging economic
environments.50 The courses can be accessed either individually or
as pa爀琀 of a whole school’s continuing professional development
(CPD). More than 10,000 teachers from over 40 countries accessed
Teach2030’s courses in 2020 alone, with nearly 50% from sub-
Saharan Africa.51

49 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Ideas in action | United Kingdom

Building passion for learning

Building a passion for learning sta爀琀s with learning environments that
promote autonomy.52 In fact, studies show that students following the
Montessori educational approach, which encourages autonomy and self-
determination, show higher levels of intrinsic motivation for learning and
achievement in academic work than students following traditional
educational approaches.53 This provides new oppo爀琀unities to boost
motivation in the classroom — for example, schools such as Atelier 21 in
the UK have adopted Montessori materials in English and math classes due
to their intuitive and self-correcting prope爀琀ies, promoting autonomy and
resourcefulness among their students.54

50 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

The Google
perspective
Shi昀琀 to a lifelong
learning mindset

While formal education may have an end date,

learning never stops. Given the rapid pace of
technological and societal change ahead of us,
this idea of ongoing, lifelong learning will
become especially impo爀琀ant. At Google, we
believe that lifelong learning should be both
acceptable and accessible. We also believe that
lifelong learning looks di昀昀erent from one moment
to the next: whether a person is seeking answers
to a question via Search, exploring learning content
on YouTube, upskilling for a new role or pursuing a
new 昀椀eld of work. Our goal is to help people with
their next step, wherever they are at.

51 Trend 3: Shi昀琀 to a lifelong learning mindset

 Pa爀琀 1: Preparing for a new future

Over the years, we’ve been delighted to hear

As professions change over time, lifelong about the ways that teachers are deploying
learning becomes especially impo爀琀ant, as does technology in their classrooms: inspiring their
having a suppo爀琀ive community. For example, students to gather research and lead public
as the role of educator evolves — which we’ll awareness campaigns; encouraging students to
share more about in the next installment of this create content; helping students gain greater
research — self-awareness and hone their public speaking
skills, and these are just a few examples. To help
educators share these ideas and learn from
it’s more impo爀琀ant than ever that
each other, Google Educator Groups (GEGs)
educators are able to access
provide teachers with a forum to connect,
professional development collaborate, and discuss how they can best
oppo爀琀unities and connect and share use technology for positive impact. In Chicago,
with a broader community. GEG Leaders held a “Lesson Plan Jam” that
provided local educators with an oppo爀琀unity
It’s why we developed our Teacher Center, to to collaboratively create easy-to-implement
suppo爀琀 lifelong learning for educators with free technology strategies for their classrooms.
of charge technology training and resources. Google educators around the globe even founded
With Google product tips, ce爀琀i昀椀cation options their own vi爀琀ual Global GEG, and have created
and professional development programs, such o昀昀erings as a parent series called “Google
educators can gain the professional and product Guardians” and suppo爀琀 webinars.
expe爀琀ise that they need to help elevate both
their classrooms and careers.

52 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Pa爀琀 1: Preparing for a new future

We believe in suppo爀琀ing lifelong learners as We believe

they embark on new career paths, regardless of
previous experience. As testament to this, in
in suppo爀琀ing
2017, we launched Grow with Google, to help all lifelong learners
as they embark
Americans access skills, career and business
training. Since then, we’ve learned that when we
work together with public-sector institutions on new career
and nonpro昀椀t pa爀琀ners, we can accomplish
more together. Our Google Career Ce爀琀i昀椀cates
paths, regardless
program is one example of this. To date, seventy of previous
thousand Americans have completed these
experience.
ce爀琀i昀椀cates, designed to put people on the fast
track to jobs in high-growth 昀椀elds like data
analytics, IT suppo爀琀, project management and
user experience design. People have used these
ce爀琀i昀椀cates to do everything from changing their
career path, to taking control of their future. Our
$100M Google Career Ce爀琀i昀椀cates Fund will
enable Social Finance to help nonpro昀椀ts like
Merit America, and Year Up o昀昀er career suppo爀琀,
job placement, and stipends to help drive $1B in
aggregate wage gains and provide career
advancement for more than twenty thousand
American workers.

53 Trend 3: Shi昀琀 to a lifelong learning mindset

 Pa爀琀 1: Preparing for a new future

By giving students and learners of all ages access to all

of the world’s information, technology allows people to follow
their passion, explore new interests and gain new skill sets.
We hope to cultivate a society where people have the tools,
resources and suppo爀琀 that they need to pursue their personal
potential — wherever they are in their learning journey.

54 Trend 3: Shi昀琀 to a lifelong learning mindset Google – Future of Education

 Visit learning.google
to learn more about our goal to
help everyone in the world learn
anything in the world.

56
 Pa爀琀 1: Preparing for a new future

Glossary
A爀琀i昀椀cial intelligence Lifelong learning Social and emotional competencies
A set of technologies that enable All purposeful learning activity unde爀琀aken An umbrella term for the speci昀椀c skills and
computers to pe爀昀orm a variety of throughout life with the aim of improving dispositions learned through social and
advanced functions.55 knowledge, skills and competencies within a emotional learning.67
personal, civic, social and/or work context.61

Automation Social and emotional learning (SEL)

The use of machines and computers Microcredential An educational method that aims to foster
that can operate without needing A way to ce爀琀ify the learning outcomes social and emotional competencies within
human control.56 of sho爀琀-term learning experiences, for school curricula.68
example a sho爀琀 course or training.62

Continuing professional The 60-year Curriculum

development (CPD) Montessori method A perspective oriented toward continuing
The ongoing process of developing, A system of education for children education and centered on six decades of
maintaining and documenting that seeks to develop natural interests and employment, requiring a lifetime of learning
professional skills.57 activities rather than use formal in the context of repeated occupational
teaching methods.63 change and transition.69

Digital citizenship
MOOCs (massive open Upskilling
The ability to engage competently and
positively with digital technologies and online courses) The process of improving skills.70
pa爀琀icipate actively and responsibly in A course of study made available over the
communities.58 internet without charge to a very large
number of people.64

E-learning
Learning conducted via electronic media, The OECD (The Organisation
typically on the internet.59 for Economic Co-operation
and Development)
Global citizenship An intergovernmental organization with 38
member countries focused on stimulating
An umbrella term for the actions
economic progress.65
of globally minded individuals and
communities on a worldwide scale.60
Reskilling
Learning a new set of skills in order to
pe爀昀orm a di昀昀erent job.66

57 Glossary Google – Future of Education

 Pa爀琀 1: Preparing for a new future

Our research approach

It is Google’s goal to help learners develop the knowledge, Countries included in the study
mindsets, skill sets, and tool sets necessary to thrive in a
Austria, Australia, Belgium, Brazil, Canada, Denmark, Finland,
transforming world and actively co-construct a 昀氀ourishing,
France, Germany, India, Indonesia, Italy, Ireland, Japan,
diverse and equitable society.
Luxembourg, Mexico, the Netherlands, New Zealand, Norway,
Spain, Sweden, Switzerland, the United Kingdom and the United
Suppo爀琀ing this ambition, in collaboration with our
States of America. The central focus was primary and secondary
research pa爀琀ner Canvas8, we conducted a global study to
education (K-12), with acknowledgement to how the trends are
be琀琀er understand the emerging shape of tomorrow’s
also impacting post-secondary education.
education ecosystem.

Research pa爀琀ner and advisor

Methodology Canvas8 (www.canvas8.com) is an award-winning strategic
insights practice operating out of London, LA, New York and
Our study took us around the world, including Singapore. Its focus is on enabling organizations to be be琀琀er, by
• 94 in-depth expe爀琀 interviews with global and country-speci昀椀c understanding changes in human culture and behavior.
thought leaders in education, including expe爀琀s in policy,
academic researchers covering education, district-level Global nonpro昀椀t American Institutes for Research (AIR)
representatives, school principals and teachers and ed (www.air.org) served as an advisor and consultant to this research.
tech leaders. Founded in 1946, AIR is one of the largest behavioral and social
science research and evaluation organizations in the world. Its
• Academic literature review focusing on the last two years of mission is to generate and use rigorous evidence that contributes
peer-reviewed publications, and desk research and media to a be琀琀er, more equitable world.
narrative analysis‡ across the education sector, including policy
research and teacher surveys.

Limitations
Macro questions we asked
This work is not intended to be a de昀椀nitive or comprehensive
• How do we expect education to evolve over
view of the future of education. It aims to bring together a range
the next 5-10 years?
of expe爀琀 perspectives from around the world, and across the
• What are the implications of macro trends on education ecosystem, to provide a picture of some of the key
education and schools? trends that will be shaping the future, especially when considering
• What are the emerging education technology the role of technology. The views and opinions expressed in
trends in each market? this repo爀琀 are those of the expe爀琀s and do not necessarily
re昀氀ect the views or positions of any entities, institutions or
organizations they represent. This repo爀琀 is intended to provide a
Our process global view of trends that are relevant across 24 countries. It also
• Interviews were conducted with a panel of international expe爀琀s acknowledges that each country is di昀昀erent and that there are
to identify the forces shaping the education landscape. signi昀椀cant variations within markets. By taking a big picture view,
we aim to help educators identify common challenges, ideas and
• The interview transcripts were coded to create initial
oppo爀琀unities around the world.
hypotheses which informed a discussion guide for local
market interviews.
‡ Using media intelligence pla琀昀orm NetBase Quid
• Local market interviews were coded by local contributors to
(www.netbasequid.com), we conducted a “future of
identify the most prevalent themes across markets.
education” keyword search across global English-language
• Workshops with expe爀琀s and consultants helped re昀椀ne the media sources, covering the 昀椀ve-year period from December
a爀琀iculation and organization of the themes. 2016 - December 2021. This su爀昀aced impo爀琀ant events and
• Finally, desk research was conducted to elaborate the themes, topics, which fed into the global analysis.
providing additional theory and context for the readers.

Interviews were conducted between March 2022 and July 2022.

58 Our research approach

 Pa爀琀 1: Preparing for a new future

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59 Our research approach Google – Future of Education

 Pa爀琀 1: Preparing for a new future

32 OECD, “I am the Future of Work - Ge琀琀ing ready,” 2022 52 Frontiers in Education, “The Impo爀琀ance of
Autonomous, Self-Regulated Learning in Primary
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Curriculum : New Models for Lifelong Learning in the 65 OECD, “About the OECD,” Accessed: 2022
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School Leaders as Lifelong Learners,” 2018 67 Review of Research in Education, “Advancing the Science
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and Practice of Social and Emotional Learning: Looking
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70 Cambridge English Dictionary, “Upskilling,” Accessed: 2022
51 Hundred, “Teach2030,” 2022

60 Our research approach Google – Future of Education

 Pa爀琀 1: Preparing for a new future

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62 About Google for Education Google – Future of Education

Learn more at edu.google.com.
Trend Forecast Repo爀琀 2022

2 Evolving how we
teach and learn

Future of
Education
 Pa爀琀 2: Evolving how we teach and learn

Table of
contents
Foreword 02

Executive summary 03

Trend 1:
Making learning personal 05
Advancements in a爀琀i昀椀cial intelligence (AI) and adaptive
technologies enable educators to meet learners where
they are, with experiences tailored to their needs.

Trend 2:
Reimagining learning design 23
As new technologies become more accessible, educators
aim to understand how they can suppo爀琀 engaging and
enriching learning experiences.

Trend 3:
Elevating the teacher 38
As the educational landscape changes, teachers
shi昀琀 from being ‘gatekeepers of knowledge’ to
‘choreographers of learning.’

Glossary 56

Our research approach 57

Related repo爀琀s 61

About Google for Education 62

Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Foreword
At Google, we believe that, no ma琀琀er your served as an advisor and consultant to this
background, everyone deserves access to research. The result is a three-pa爀琀 repo爀琀
great learning experiences. on the future of education.

The oppo爀琀unity to learn in the classroom, at This is Pa爀琀 2: Evolving how we teach and learn.
home, and everywhere in between, has never
been more impo爀琀ant than it is today. We acknowledge that, just as there is Maslow’s
hierarchy of needs for life, so too there exists a
As the world evolves, driven in pa爀琀 by pressing hierarchy of needs in education. Some educators
global issues and the accelerated rate of and leaders have the luxury of building for the
technological innovation, what we learn and future, while others are forced to tackle more
how we learn will evolve too. This will mean immediate challenges, such as student a琀琀endance
developing new mindsets and skill sets to or literacy. As such, the future of education will
become global problem solvers and lifelong be shaped by a complex, nuanced process rather
learners; evolving how we teach and learn by than a single wave of change. We also recognize
making learning more personal and accessible that there is signi昀椀cant variation in perspectives
to all; and 昀椀nding more meaningful ways to on the role of education across and within
evaluate learning tools and learner progress, to di昀昀erent markets; our intention is not to present a
best suppo爀琀 the goals of educators, students, comprehensive or uniform view of the future.
and families.
Instead, we hope that this research can help
As we march towards a radically di昀昀erent provide educators and education leaders with a
future, what should the role of education be common understanding of the trends informing
and how might it look? To begin to answer this the future of education, and spark ideas and
question, we collaborated with research discussion on how we can best work together
pa爀琀ner Canvas8 to conduct a global study in to help all learners — and those who help
24 countries that synthesizes insights from 94 them — succeed.
educational expe爀琀s, two years of peer-reviewed
academic literature, and a media narrative Thanks for coming with us on this journey,
analysis across the education sector. Global
nonpro昀椀t American Institutes for Research

Shantanu Sinha
VP, Google for Education
Executive
summary
In the last few years, the rate of change
in education has accelerated faster than
anyone previously thought possible. The
educational expe爀琀s we interviewed
shared how recent technological
advances are evolving how we think
about teaching and learning, from a
one-to-many model to a more personal
approach; where the role of the teacher
evolves, and the possibilities of new
immersive technologies sta爀琀 to reframe
the way we think about learning design.

The views and opinions expressed in this repo爀琀 are those of the
expe爀琀s and do not necessarily re昀氀ect the views or positions of any
entities, institutions or organizations they represent.

03 Executive Summary
In our research, we
identi昀椀ed three key
trends driving this shi昀琀 TREND 1

Making learning
personal
Advancements in a爀琀i昀椀cial
intelligence (AI) and adaptive
technologies enable educators to
meet learners where they are, with
experiences tailored to their needs.
TREND 2

Reimagining
learning design
As new technologies become
more accessible, educators aim
to understand how they can
suppo爀琀 engaging and enriching
learning experiences.

TREND 3

Elevating the teacher

As the educational landscape
changes, teachers shi昀琀 from being
‘gatekeepers of knowledge’ to
‘choreographers of learning.’

04 Executive Summary
TREND
Making learning
1 personal
 Pa爀琀 2: Evolving how we teach and learn

Advancements in a爀琀i昀椀cial intelligence (AI)

and adaptive technologies enable
educators to meet learners where they are,
with experiences tailored to their needs.

Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

How will educators use technology

to address the individual needs
of learners?
In the 2016 book, The End of Average, director of Personalization aims to increase student
the Mind, Brain, and Education program at engagement and pe爀昀ormance by creating
Harvard University, Todd Rose, argued that a responsive learning experiences that take into
major problem with schooling around the world account each individual learner’s needs and
is that it is designed around an “average interests.1 By designing education that meets
learner” — a person that doesn’t exist. This point students where they are, personalized learning
hits at a central concern that educators have experiences also have the potential to close
wrestled with for decades: how do we make equity gaps in education. This means ensuring
the process of learning more personal for that all learners have the appropriate and
each student? targeted suppo爀琀 and materials that they
need to learn — regardless of their ability
and background.
Personalized learning
experiences also have the
potential to close equity
gaps in education.

07 Trend 1: Making learning personal Google – Future of Education

Three ways to make
education more personal

1 Di昀昀erentiation 3 Personalization
Instruction that is tailored to the Instruction that is paced to
learning preferences of di昀昀erent learning needs, tailored to learning
learners. Learning goals are the preferences, and tailored to the
same for all students, but the speci昀椀c interests of di昀昀erent
method or approach of learners. In an environment that is
instruction varies according to the fully personalized, the learning
preferences of each student or objectives and content as well
what research has found works as the method and pace may
2
best for students like them. all vary (personalization
encompasses di昀昀erentiation
and individualization).4

2 Individualization
Instruction that is paced to the
learning needs of di昀昀erent
learners. Learning goals are the
same for all students, but students
can progress through the material
at di昀昀erent speeds according to
their learning needs. For example,
students might take longer to
progress through a given topic,
skip topics that cover information
they already know, or repeat topics
they need more help on.3

08 Trend 1: Making learning personal Google – Future of Education

While e昀昀o爀琀s to make education more personal students.6 To put this into perspective, in just a
have long been underway, advances in AI now couple of years, it’s predicted that there’ll be
make it possible to move at a speed and scale around 640 million sma爀琀 speakers installed
we’ve only imagined. Today, AI is capable of globally, many inside homes.7
giving students 1:1, in-the-moment feedback on
their work. As the technology becomes more When we talk about making learning more
sophisticated, vi爀琀ual learning companions will personal, it’s not just about providing students
become even more capable of actually with targeted, in-the-moment suppo爀琀, but also
delivering instruction and challenging students about making educational content feel relevant
to think through problems. AI-enabled suppo爀琀
5
to the individual learner. Studies show that when
for students goes beyond designated learning students be琀琀er relate to what is taught in
pla琀昀orms. Digital assistants have already schools, it can have a positive impact on student
become an informal homework helper to many engagement, enjoyment and pe爀昀ormance.8

09 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

“ Education should be personal … learning

is a social process. The face-to-face
learning space needs to be reinvented to
enable the optimal use of time together,
to collaborate in the fullest possible sense.
Valerie Hannon
co-founder, Innovation Unit, United Kingdom

On the other hand, when learners don’t see

themselves re昀氀ected in the content or
curriculum, their feelings of belonging at school
— an impo爀琀ant predictor of engagement — can
drop.9 This creates an oppo爀琀unity to provide
more adaptive and personalized materials that
help be琀琀er re昀氀ect, and inspire, all students, and
drive a greater sense of inclusion — pa爀琀icularly
in the context of the “troubling lack of diverse
representation” of di昀昀erent groups within
educational content.10

Ensuring that educational content and delivery is

adaptable to the diverse needs of di昀昀erent
learners is also a priority. For example, students
with disabilities, such as cognitive, visual,
hearing or physical impairments, have speci昀椀c
needs when it comes to learning. The
development of new kinds of assistive
technologies (AT) — tools which increase,
maintain or improve learning for people with
disabilities — will unlock new potential solutions
to address those speci昀椀c needs both inside
and outside an educational se琀琀ing.11

10 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Percentage of children aged 0 to 17 years with disabilities

Note: The size of the circles re昀氀ects the number of children with disabilities in the respective regions.
Source: UNICEF, “Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities,” 2022

Number of children aged 0 to 17 years with disabilities

Notes: The global estimate is based on a subset of 103 countries covering 84 per cent of the global population of children aged
0 to 17 years. Regional estimates represent data covering at least 50 per cent of the regional population of children.
Source: UNICEF, “Seen, Counted, Included: Using data to shed light on the well-being of children with disabilities,” 2022

11 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

The spectrum of assistive technologies12

Low-tech Mid-tech
Technology that is readily available, This type of tech is usually digital and
inexpensive, and typically does not may require ba琀琀eries or another power
require ba琀琀eries or electricity. Some source. Examples of this type of
examples include graphic organizer assistive technology include talking
worksheets and pencil grips. calculators and digital recorders.

High-tech
Devices that are typically computer-
based, likely to have sophisticated
features, and can be tailored to the
speci昀椀c needs of an individual student.
Examples include voice-recognition
so昀琀ware and tablets.

While education has traditionally been a one-size-昀椀ts-all

approach, learning is personal. The promise of AI is in helping
educators and leaders tailor instruction to the individual,
providing students with in-the-moment feedback, extra
suppo爀琀, and, ultimately, ensuring that all students — regardless
of need or ability — feel seen and heard.

12 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

“ The biggest game changer

would be to actually allow
teachers and students to
choose what kind of
information, what kind of
solutions, what kind of
edtech they want to use,
based on what motivates
them. I think that could help
generate renewed enthusiasm
around education.
Thor Ellegaard
hub director, EduHub and previous board member, Danish Learning Analytics Network, Denmark

13 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | United States

More targeted interventions

Educational pla琀昀orms like Carnegie Learning use AI to help streamline
homework and lesson planning for teachers, while also giving more in-
depth insights into how a class, or an individual student, is doing. This
enables teachers to provide targeted, in-class suppo爀琀 to learners in the
areas that need improvement. Carnegie Learning’s digital learning coach,
MATHiaU, leverages AI to adapt to student’s learning needs at a detailed,
skill-by-skill level, o昀昀ering students customized, just-in-time feedback and
contextual hints.13

14 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | Israel, United States

Challenging stereotypes in
educational materials
In a pa爀琀nership between the Hebrew University of Jerusalem and
technology company WolframAlpha, AI was used to generate a vi爀琀ual
Einstein that could answer a range of science questions.14 Used e昀昀ectively,
this technology could be applied to be琀琀er re昀氀ect di昀昀erent learner identities
in digitally-delivered education materials (such as videos and online
textbooks) to counter the lack of representation. For example, applied to
STEM educational materials, it could be used to generate new characters
that counter historical gender stereotypes.15

15 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | Netherlands

AI-enabled transformative
assistive technologies
Developed on the Google Glass hardware, a Netherlands-based assistive
technology company called Envision debuted a pair of sma爀琀 glasses in
2020 which use AI to help people with visual impairments be琀琀er interpret
real-world scenes via speech output, including reading handwriting and
recognizing friends and family.16

16 Trend 1: Making learning personal Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

The Google
perspective
Making learning personal

At Google, we’re optimistic about the potential

for AI and other advanced technologies to
empower people, bene昀椀t current and future
generations, and serve the common good. In
education, AI has the potential to make learning
personal, by providing learners with 1:1 suppo爀琀
and real-time feedback. For example, let’s say
you’re a student stuck on a math problem. With
20+ other students in your class, you may not
be able to get immediate suppo爀琀. This may
leave you feeling frustrated or diminish your
con昀椀dence. Now imagine a di昀昀erent scenario:
you’re a student stuck on a math problem and
are able to get in-the-moment suppo爀琀 via a hint
or video that gives you exactly what you need
to unblock you. You understand how to change
your approach, complete the problem correctly
and feel more con昀椀dent in your ability to learn.

17 Trend 1: Making learning personal

 Pa爀琀 2: Evolving how we teach and learn

This is the concept behind practice sets in When we apply AI to education, we are able to
Google Classroom (in beta at the time of personalize content to a student’s learning path,
writing). With practice sets, students working on meeting them where they are in their studies
an assignment receive instant feedback on their and their schedules. This is one of the functions
answers, and real-time suppo爀琀 through visual of Google Cloud’s learning pla琀昀orm and
explainers and videos. When students get an interactive tutor. Education institutions are able
answer correct, practice sets will celebrate their to incorporate a cloud-based interactive tutor,
success with fun animations and confe琀琀i. which assists with generating learning content
One 昀椀昀琀h grader called it “magic.” At Google, to help learners master core concepts. For
we call it the power of AI. example, the interactive tutor can generate
targeted questions based on reading materials
to help students understand and practice
concepts in a way that meets their individual
learning needs.

Google – Future of Education

Among its many use cases, AI can also be used in reading pro昀椀ciency, and 95% of parents from
to improve global literacy. This is the principle the pilot study said they would let their children
behind Read Along, an app that helps kids learn continue to use the app if le昀琀 on their phones.
to read independently with the help of a reading
assistant, Diya. Over the past three years, more Tools like Google Lens use AI to help learners
than 30 million kids have read more than 120 of all ages make sense of the world around
million stories on Read Along. The app uses them, from identifying plants and animals to
Google’s advanced text-to-speech and voice- translating text from more than 100+ languages.
recognition technologies to give young readers Students can snap a picture of a problem to
personalized suppo爀琀. When the app was piloted quickly 昀椀nd explainers, videos, and results from
in 200 villages in India, 64% of pilot pa爀琀icipants the web for math, history, chemistry, biology,
with access to the app showed an improvement physics, and more.

19 Trend 1: Making learning personal Google – Future of Education

Another pa爀琀 of making learning personal is Another pa爀琀 of
ensuring that all students have the tools they
need to express themselves and access
making learning
information in a way that works best for them. personal is
That’s why we’ve built accessibility features
directly into our education tools. For example,
ensuring that
for people using screen readers and refreshable all students have
braille displays, we’ve enabled comments and
the tools they
highlights in braille, so that students reading a
Google Doc can hear sta爀琀 and end indications need to express
for comments and highlights alongside the rest
themselves.
of the text. Also for people using screen readers,
we’ve enabled alt-text in Gmail, which allows
people to add content for an image. To help
students who have trouble writing — whether
that’s because of dysgraphia, having a motor
disability or something else — students can
speak into any text 昀椀eld on their Chromebook
simply by clicking on the mic icon in the status
area or pressing Search + d to dictate. We see
how useful these features are when we see
them in action. We spoke with one professional
who works with students with hearing
loss who a琀琀end local schools. She and her
students use the accessibility features in Google
Classroom. For example, they integrate YouTube
videos with automatic captioning and rely on
captions in Google Meet. In fact, their e昀昀o爀琀s
to improve access to information during
school assemblies kicked o昀昀 a school-wide,
student-led accessibility initiative to raise
awareness about hearing loss and related
accessibility issues.

20 Trend 1: Making learning personal

 Pa爀琀 2: Evolving how we teach and learn

By applying AI to student learning experiences, and ensuring

that our tools are accessible to all di昀昀erent types of learners,
we can help suppo爀琀 students where they are and help them
get to where they want to go faster. And we’re just scratching
the su爀昀ace of what is possible.
TREND
Reimagining
2 learning design
 Pa爀琀 2: Evolving how we teach and learn

As new technologies become more

accessible, educators aim to understand
how they can suppo爀琀 engaging and
enriching learning experiences.

24 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

How can learning design be

enhanced by new technologies?
The last decade has seen a remarkable pace of This excitement is tempered with pragmatism.
technological innovation, as possibilities that The expe爀琀s we spoke to consistently made the
were once the realm of science 昀椀ction — like point that the focus of these technologies
vi爀琀ual reality (VR) headsets, the metaverse, and should be on their unique ability to help teachers
augmented reality (AR) — have become an ful昀椀ll an unmet student need, or unlock new
increasingly common pa爀琀 of everyday life.17 learning experiences that would otherwise be
Given their growing prevalence, pa爀琀icularly impractical or impossible.
among young people, and with advocates
describing AR and VR as ‘breakthrough
technologies’ that could become ‘the learning
aids of the 21st century,’ educators are keen to
understand how these tools can also work inside
the classroom.18,19

25 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Gaming growth
2015-2025* Global Players

*Forecast
Source: Newzoo, “Global Games Market Repo爀琀,” 2020; Newzoo, “Global Games Market Repo爀琀,” 2022

AR/VR headset shipments worldwide

2021-2026*

*Forecast
Source: IDC, “Worldwide Qua爀琀erly Augmented and Vi爀琀ual Reality Headset Tracker,” 2022

26 Trend 2: Reimagining learning design

 Pa爀琀 2: Evolving how we teach and learn

“ With these technologies, students are

becoming teachers … we’re creating
a generation of curious minds who’re
able to develop this autodidactic way
of thinking.
Philippe Longchamps
recipient of the Teacher of the Year award in Sweden 2020 and
Finalist for the Varkey Foundation’s Global Teacher Prize 2021, Sweden

For visual and immersive technologies, one area

of potential is experiential learning. Experiential
learning, or ‘learning by doing,’ is a well
established instructional method that aims to
deepen learning by making it more hands-on.20
Yet for teachers, this kind of learning can be
complex, expensive, or impractical. The use
of technology can make these types of learning
experiences possible. For example, with
augmented reality, educators can create a
simulated science lab that allows students
to step inside a nuclear reactor to understand
the process of nuclear 昀椀ssion — and enable
other experiences that would not be possible
in real life.21

27 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Gaming technology is another area inspiring For example, games can enable people to
new types of learning design. In 2022, there are explore and fail without consequence, and
3.2 billion active video gamers globally, with one motivate people to try again.24 Applying this to
billion new players in the past decade alone.22 learning has been shown to encourage a growth
Game-based learning, or learning which mindset.25 In addition, educationally-a琀琀uned
borrows characteristics from gaming, has been games o昀昀er a unique “sandbox environment” to
pa爀琀icularly successful because of its emphasis develop in-demand skills, such as collaboration,
on active, self-guided learning.23 teamwork, and complex problem-solving.26 For
example, a research study which used a game
focused on teaching empathy, called ‘Crystals of
Kaydor,’ showed how games can help students
Games can enable learn skills like perspective taking.27

people to explore and

fail without consequence,
and motivate people
to try again.

28 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Game-based learning More simply, games can help make learning

more fun and engaging — a principle that’s
vs. Gami昀椀cation driven the success of Kahoot!, a common 昀椀xture
in modern classrooms, with over 2.5 billion
students across 100 countries having used the
Game-based learning pla琀昀orm. Studies into Kahoot! have shown how,
A type of active learning experience when applied to learning, the pla琀昀orm can
within a game framework which has increase student engagement and motivation.28
speci昀椀c learning objectives and
measurable outcomes. Some see game-based learning as a way to
encourage and suppo爀琀 learning beyond the
classroom through sma爀琀phone devices. In one
study, simple sma爀琀phone games have shown
promising results for teaching literacy to refugee
Gami昀椀cation
children, who do not have access to e昀昀ective
The process of applying game elements instruction due to factors such as displacement
or mechanics to existing learning and language barriers. For example, Feed the
activities in order to promote enjoyment Monster is a sma爀琀phone game that introduces
or engagement. children to le琀琀ers from the Arabic alphabet,
combining audio and visual cues to prompt
recognition of le琀琀ers, syllables and words. It was
found to improve basic Arabic literacy skills and
the psychosocial wellbeing of children who
played it.29

As we look towards the future of education,

technologies like AR, VR and gaming can help
teachers 昀椀nd creative ways to design fun and
engaging learning experiences for students;
however, these technologies must suppo爀琀 a
clear need and purpose, and be used as a
supplement to the most e昀昀ective tool of all:
great teaching.

29 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

“ Rather than jumping on

whatever technology trends
come in, we have to always ask
‘how can they bene昀椀t children
pedagogically?’ before we
actually play with them.
Decisions need to be made
about how this is practically
going to help children learn.
Simon Lewis
principal, Carlow Educate Together Primary School, Ireland

30 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | Denmark, United States

New frontiers for ‘vi爀琀ual

昀椀eld trips’
In Denmark, seventh and eighth graders traveled vi爀琀ually to Greenland to
investigate the consequences of climate change.30 Students who
pa爀琀icipated showed signi昀椀cant increases across a range of positive
outcomes, including the belief that their personal actions could make a
di昀昀erence and a desire to take action. Similarly, Deep Empathy, a UNICEF
and MIT project, used deep learning technologies and VR to create
synthetic war-torn images of Boston, London and other cities around the
globe as a novel way to help increase empathy for con昀氀ict victims among
young people.31

31 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | Global

Merging play with learning

With over 200 million active users, Roblox has become one of the
world’s most notable gaming pla琀昀orms that’s investing in educational
applications.32 Its Digital Civility curriculum, which piloted in 2020, involves
20 hours of instruction delivered through the game, aimed to help users
combine learning about internet civility while improving STEM skills.33

32 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | United States

Pla琀昀orms to suppo爀琀 inquiry-

based learning
E-learning company Desmos (over 75 million users) provides a free
suite of math so昀琀ware tools (such as graphing calculators) for use in
schools. The pla琀昀orm takes an ‘inquiry approach’ to learning, and helps
use technologies to make abstract math problems more visual and
concrete — changing the values on an equation, for example, would be
visualized. Based in the cloud, it means students can learn as they go, and
instantly see changes and feedback as they explore di昀昀erent math topics.34

33 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

The Google
perspective
Reimagining
learning design

Emerging technologies have the potential to

help teachers make learning more engaging
and immersive. These tools can help enhance
what students are taught in the classroom and
provide access to learning experiences that
would otherwise not be possible. At Google,
we hope that by helping to make learning
more immersive, we can make it feel more
personal too.

34 Trend 2: Reimagining learning design

 Pa爀琀 2: Evolving how we teach and learn

For example, with AR, students and learners of immersive, they also help individuals have
all ages can explore the world, examine greater agency over their learning journeys.
a爀琀ifacts, gain new insight into and appreciation
of historic and current events, and so much Another technology where we see enormous
more. Want to study a dinosaur up close? With value is game-based, interactive learning tools,
Google A爀琀s and Culture, learners can project 3D which have the potential to create fun and
models into the real-world through a phone engaging learning experiences. It’s one of the
camera, from the big bang, to ancient animals, reasons we enabled Google Classroom add-ons.
to priceless works of a爀琀. They can also take With add-ons, educators and students can easily
global vi爀琀ual 昀椀eld trips covering science and access an ecosystem of top edtech tools — from
technology, the a爀琀s, geography, and natural game-based lessons to interactive presentations
history, from touring the Palace of Versailles, to and videos, and more — via a one-click login
journeying to Mars, and more. With Google Ea爀琀h, within Classroom. For example, educators can
exploring the world is a click away, from transform a traditional pop-quiz into a learning
tracing Marco Polo’s journey through Asia, to game, where students can test their knowledge
measuring how Alaska’s glaciers have receded. and compete for points, while they cheer on
These tools not only help make learning more their classmates.

35 Trend 2: Reimagining learning design Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

While these technologies o昀昀er limitless potential

As we look towards the future,
to help expose students to new ideas and
learning experiences, they will only be as strong we’re excited about the
as the teachers they suppo爀琀. Nothing makes potential for new technologies
learning more engaging than a great teacher. As
we at Google work alongside teachers to help to help create fun, engaging,
transform teaching and learning at scale, we see and memorable learning
these technologies as another useful tool that
school admins can enable, and teachers can experiences, providing
use, to engage and inspire students to become oppo爀琀unities for learners
active learners and informed global citizens.
both within and beyond
the classroom.

Google – Future of Education

TREND
Elevating the
3 teacher
 Pa爀琀 2: Evolving how we teach and learn

As the educational landscape changes,

teachers shi昀琀 from being ‘gatekeepers of
knowledge’ to ‘choreographers of learning.’

39 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

How will the role of the teacher evolve

to suppo爀琀 student-centered learning?
The changing role of the teacher has been century skills such as critical thinking, problem-
debated in pedagogical circles for decades. In solving, and innovation.
1993, associate professor of education at
California State University, San Marcos, Alison As such, the last few decades have seen a
King, made the case for changing how we think shi昀琀 away from teacher-centered modes of
about teachers from “sage on the stage” to education, in which the teacher transmits
“guide on the side.” She argued that the
35
knowledge to students, towards student-
transmi琀琀al model of teaching, in which students centered approaches to learning, where
are passive recipients of a teacher’s knowledge, students embrace a more active and
doesn’t equip students with essential 21st collaborative role in their own learning.

40 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

“ Gone are the days when teachers stood in front of a

classroom and just told students what to do or taught
them from a traditional textbook. Students are a lot
more engaged through digital pla琀昀orms that allow them
to be more autonomous and creative in their learning.
Keishia Thorpe
Global Teacher Prize Winner, 2021, English success coach, United States

As technology transforms the educational conditions to investigate, evaluate, and

landscape — both in terms of students’ access collaboratively construct their knowledge
to information, and the proliferation of from multiple di昀昀erent sources of information
personalized and self-directed study options — and instruction.36
the idea of the teacher as gatekeeper of
knowledge feels even less salient than it once While this future role for teachers is necessary
did. The role of the teacher has shi昀琀ed to one of and compelling, it also needs to contend with
facilitator and mentor — from providers of everyday realities. At the same time that
knowledge, to designers of learning. Educators teachers are expected to work in this expanded
still provide access to information, but they now role, schools around the world are repo爀琀ing a
also need to ‘choreograph’ students’ learning sho爀琀age of teachers. It’s a problem which is
experiences, ensuring that they have the expected to grow in the future, with UNESCO
predicting that 69 million new teachers will be
required by 2030, a target unlikely to be met if
current trajectories continue.37

Elevating the role of teachers is constrained by

di昀昀erent factors that negatively impact the
status of the profession: low pay, a lack of
professional development, and increasing
workloads.38 These challenges were ampli昀椀ed as
a result of the Covid-19 pandemic, raising
concerns of burnout — a key predictor of
teacher a琀琀rition.39

41 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

A combination of raising the bar for entry and suggests that between 20-40% of the tasks
granting teachers greater autonomy and control teachers spend time on currently — in areas
over their classrooms and working conditions such as grading, lesson planning, and
has helped li昀琀 the status of the teaching administration — could be outsourced to
profession in countries such as Finland. 40
technology.42 AI alone could free up 13 hours
However, the global picture is di昀昀erent: the of teacher time a week by automating ce爀琀ain
2018 Global Teacher Status Index showed that tasks.43 Saving hours won’t solve teacher turnover
classroom teaching comes close to last when alone, but it could help reduce workload, and free
ranking respect for jobs globally, with teachers up time that can be reinvested into professional
generally being paid less than the amount development, for example, helping them upskill
people consider to be a fair wage for the job. 41
and network. Not only this, but in the context of
the growing 昀椀eld of ‘learning analytics,’ AI enables
Solving these problems requires signi昀椀cant e昀昀o爀琀; teachers to establish a be琀琀er picture of how
however, one area where technology can play a students are pe爀昀orming, and understand the
role is helping to free up teachers’ time. Research most e昀昀ective way to teach and engage them.

One area where

technology can play
a role is helping to free
up teachers’ time.

42 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

To fully realize these oppo爀琀unities, teachers will creating greater oppo爀琀unity to suppo爀琀 teachers
need the time to continually refresh and deepen and help them thrive in their role.
skills as educational priorities evolve, whether
that’s data literacy or social and emotional As the role of the teacher shi昀琀s from
learning. Researchers widely agree that be琀琀er ‘gatekeepers of knowledge’ to ‘choreographers
approaches to professional development for of learning,’ it’s impo爀琀ant that the right
teachers will be essential to keep teachers up structures and suppo爀琀s are in place to ensure
to date.44 Currently the most common method that teachers can thrive and that the 昀椀eld
of professional development for teachers is continues to grow. This includes li昀琀ing the global
physically a琀琀ending courses and seminars. reputation of teaching as a profession, using AI-
Research indicates that less than half of suppo爀琀ed technology to free up teacher
teachers have a琀琀ended an online course, time and reduce administrative burdens, and
and only a minority are pa爀琀 of a professional o昀昀ering teachers greater and more 昀氀exible
network, even though peer networks are an oppo爀琀unities for ongoing professional
e昀昀ective way to suppo爀琀 development. 45,46,47
development. To evolve how we teach and learn,
Online pla琀昀orms, in contrast to traditional it is critical that teachers have the tools, time, and
seminars or ways of networking, enable teachers respect that they need and deserve, so that they
to learn and connect in more frequent and can continue to guide, grow, and inspire
timely ways, without having to travel — their students.

43 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Number of teachers needed globally by 2030

Global numbers of teachers needed to achieve universal primary and
secondary education by 昀椀ve-year intervals: 2020, 2025, and 2030

Source: UNESCO, “The World Needs Almost 69 Million New Teachers to Reach the 2030 Education Goals,” 2016

44 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

How AI can save teachers time

Potential for time reallocation, number of hours per week*

*Figures may not sum, because of rounding. Average for respondents in Canada, Singapore, United Kingdom, and United States.
Source: McKinsey, “How a爀琀i昀椀cial intelligence will impact K-12 teachers,” 2020

45 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

“ The power of technology in

education [is a major force shaping
it], changing learning experiences,
changing the role and nature of
educators — your work in
knowledge transmission is no
longer that relevant. You have to
instead become a great coach, a
great mentor, a social worker, and
career advisor.
Andreas Schleicher
director for education and skills, and special advisor on education policy to the secretary-general at
the Organisation for Economic Co-operation and Development (OECD), Global

46 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | United States

Helping teachers save time

Edtech pla琀昀orm Gradescope uses AI to ease the burden of grading for
teachers. Students’ paper worksheets are scanned to create a PDF which
automatically links to each learner’s pro昀椀le. This data enables teachers to
see broader pa琀琀erns to help with student development. Using AI, the tool
also so爀琀s similar answers across the class into groups, so teachers can
grade by question rather than by student. This means teachers can give
one piece of feedback to multiple students without having to shu昀툀e
between papers, saving signi昀椀cant amounts of time.48

47 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | France

Quality online suppo爀琀

for teachers
Launched in 2020 by the French Government, TNE (Territoires Numériques
Éducatifs) is a free online pla琀昀orm that enables teachers to take pa爀琀 in
online training courses, and access a bank of recognized, royalty-free
teaching resources. The goal is to raise teacher understanding and
con昀椀dence with a range of subjects related to digital technologies. To help
extend the reach of the materials, parents are also able to access some of
the training.49

48 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Ideas in action | Global

Raising the pro昀椀le of

teachers globally
The Global Teacher Prize is an annual $1 million award that seeks to
acknowledge one teacher who has made an extraordinary contribution to the
profession. The top 50 昀椀nalists from each coho爀琀 join a collective of Global
Teacher Prize Ambassadors. By recognizing and celebrating teachers for their
work, the prize aims to raise the pro昀椀le of the profession on the global stage.
Since its founding in 2015, 300 ambassadors have joined the Global Teacher
Prize Community, shi昀琀ing perceptions of the teaching profession, as well as
in昀氀uencing policy and practice in over 60 countries around the world.50

49 Trend 3: Elevating the teacher Google – Future of Education

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The Google
perspective
Elevating the teacher

At Google, we believe that advances in

technology have the potential to create the
conditions for a golden age of teaching, where
teachers can cater to the speci昀椀c needs of their
students and learning is personal. For example,
AI-suppo爀琀ed technology can help teachers
save time on administrative work, and reinvest it
in teaching and professional development. At
the same time, students have access to more
information than ever before, and teachers
are uniquely positioned to serve as guides,
helping students get the most out of their
learning experiences.

50 Trend 3: Elevating the teacher

 Pa爀琀 2: Evolving how we teach and learn

We work each day to push the limits of what’s teachers e昀昀ectively monitor individual learning
possible when technology is seamlessly pa琀琀erns over time. With Classroom, teachers
integrated into the teaching and learning can easily create an assignment; make and
experience. It’s this mindset that drove the distribute digital copies; receive student
creation of Google Classroom, to help simplify responses in real-time; have assignments auto-
teaching and learning by streamlining teacher graded; and view both class and individual
work昀氀ows. In the past, a teacher’s work昀氀ow pe爀昀ormance — all in just a few clicks. We believe
might have looked something like this: create an that tools like this can help students and
assignment; make paper copies at the copy teachers move faster and more e昀케ciently,
machine; hand the assignment to each student freeing up time for what ma琀琀ers most — the
for completion; manually grade each magic that is teaching. For wri琀琀en assignments
assignment; and provide students with grades that require a more in-depth review, teachers
and feedback the following week. Not only is this can take a once lengthy process — checking for
process timely and manual, but it takes away plagiarism — and accomplish it with a single
valuable time that could have been spent ge琀琀ing click: With Originality Repo爀琀s, a feature in
to know each student or o昀昀ering more timely Classroom, teachers use the power of Google
suppo爀琀. Fu爀琀her to this, traditional teacher Search to compare student work against
work昀氀ows can make it challenging to provide quick hundreds of billions of web pages and over 40
snapshots of class pe爀昀ormance or help million books.

51 Trend 3: Elevating the teacher Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

With Google Workspace for Education, we As we develop tools to elevate the teaching
provide teachers with a suite of easy-to-use experience, 昀氀exibility is top of mind. The
tools that helps enhance teaching and learning Screencast app, built into ChromeOS, allows
for everyone. Google Forms, for example, allows both students and teachers to deliver and record
teachers to create materials that previously content that can be viewed at any time. In addition,
required large investments of time. This includes content creators can record, trim, transcribe, and
creating class surveys or check-ins, building share lessons or demos to build a custom library
formative assessments, and collecting useful of recordings. They can draw or write on the
class data. To help teachers organize tasks or screen using a touchscreen or stylus to diagram
map out lesson plans, we o昀昀er interactive or illustrate key concepts, and can easily edit their
checklists and sma爀琀 chips in Google Docs. video, just by removing the associated pa爀琀 of the
Teachers can tag people, assign tasks and transcript. To help make content more accessible,
dates, easily embed Drive 昀椀les, mark items as students have the option to translate the transcript
complete, and more. to their chosen language.
 Pa爀琀 2: Evolving how we teach and learn

At Google, we believe in the promise of

When we elevate
technology to help advance teaching and
learning; from reducing administrative burden teachers, we
and simplifying processes, to su爀昀acing student elevate learning.
learning pa琀琀erns faster and helping to make
lessons more collaborative and engaging. When
we give teachers the tools — and time — they
need to do their best work, amazing things
happen. As we look at the next 5-10 years, we
know that while the role of the teacher might
change, their ability to transform the lives of
their students will continue to grow. It is one of
the many reasons why our relationships with
teachers are core to the work that we do; they are
our beta testers, informal consultants, and
the inspiration for so many of the features we
build and the improvements we make.

When we elevate teachers, we elevate learning.

53 Trend 3: Elevating the teacher

 Visit learning.google
to learn more about our goal to
help everyone in the world learn
anything in the world.

55
 Pa爀琀 2: Evolving how we teach and learn

Glossary
Adaptive learning Experiential learning Personalization
A type of learning where students are An engaged learning process whereby Instruction that is paced to learning needs,
given customized resources and activities students “learn by doing” and by tailored to learning preferences, and
to address their unique learning needs.51 re昀氀ecting on the experience.58 tailored to the speci昀椀c interests of
di昀昀erent learners. In an environment that
is fully personalized, the learning
A爀琀i昀椀cial intelligence (AI) E-Learning
objectives and content as well as the
A set of technologies that enable The acquisition of competencies, method and pace may all vary (so
computers to pe爀昀orm a variety of knowledge, and skills through electronic personalization encompasses
advanced functions.52 media, such as the Internet or a company di昀昀erentiation and individualization).65
Intranet.59

Assistive technologies (AT) Project based learning

Products, equipment, and systems that Game-based learning
A teaching method in which students gain
enhance learning, working, and daily A type of game play with de昀椀ned learning knowledge and skills by working for an
living for persons with disabilities.53 outcomes.60 extended period of time to investigate and
respond to an authentic, engaging, and
Augmented reality (AR) Gami昀椀cation complex question, problem, or challenge.66

The real-time use of information in the An approach for increasing learners’

form of text, graphics, audio and other motivation and engagement by STEM education
vi爀琀ual enhancements integrated with incorporating game design elements in An interdisciplinary teaching method that
real-world objects.54 educational environments.61 integrates science, technology,
engineering, mathematics, and other
Deep learning technologies Individualization knowledge, skills, and beliefs pa爀琀icular to
these disciplines.67
A subset of machine learning and a爀琀i昀椀cial Instruction that is paced to the learning
intelligence that is driving breakthroughs needs of di昀昀erent learners. Learning goals
in areas like speech recognition, visual are the same for all students, but students Vi爀琀ual reality (VR)
object recognition, object detection, drug can progress through the material at A set of images and sounds, produced by
discovery, genomics and many other di昀昀erent speeds according to their a computer, that seem to represent a
data-rich 昀椀elds.55 learning needs. For example, students place or a situation that a person can take
might take longer to progress through a pa爀琀 in.68
given topic, skip topics that cover
Di昀昀erentiation
information they already know, or repeat
Instruction that is tailored to the learning topics they need more help on.62
preferences of di昀昀erent learners.
Learning goals are the same for all
students, but the method or approach of Learning loss
instruction varies according to the Any speci昀椀c or general loss of knowledge
preferences of each student or what and skills or reversals in academic
research has found works best for progress, most commonly due to
students like them.56 extended gaps or discontinuities in a
student’s education.63

Digital assistants
A computer program or device that is Metaverse
connected to the internet and can A vi爀琀ual reality space in which users
understand spoken questions and can interact with an environment
instructions, designed to 昀椀nd answers generated by computer and
to questions.57 with other users.64

56 Glossary Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Our research approach

It is Google’s goal to help learners develop the knowledge, Countries included in the study
mindsets, skill sets, and tool sets necessary to thrive in a
Austria, Australia, Belgium, Brazil, Canada, Denmark, Finland,
transforming world and actively co-construct a 昀氀ourishing,
France, Germany, India, Indonesia, Italy, Ireland, Japan,
diverse and equitable society.
Luxembourg, Mexico, the Netherlands, New Zealand, Norway,
Spain, Sweden, Switzerland, the United Kingdom, and the United
Suppo爀琀ing this ambition, in collaboration with our
States of America. The central focus was primary and secondary
research pa爀琀ner Canvas8, we conducted a global study to
education (K-12), with acknowledgement to how the trends are
be琀琀er understand the emerging shape of tomorrow’s
also impacting post-secondary education.
education ecosystem.

Research pa爀琀ner and advisor

Methodology Canvas8 (www.canvas8.com) is an award-winning strategic
insights practice operating out of London, LA, New York, and
Our study took us around the world, including Singapore. Its focus is on enabling organizations to be be琀琀er, by
• 94 in-depth expe爀琀 interviews with global and country-speci昀椀c understanding changes in human culture and behavior.
thought leaders in education, including expe爀琀s in policy,
academic researchers covering education, district-level Global nonpro昀椀t American Institutes for Research (AIR)
representatives, school principals and teachers and (www.air.org) served as an advisor and consultant to this research.
edtech leaders. Founded in 1946, AIR is one of the largest behavioral and social
science research and evaluation organizations in the world. Its
• Academic literature review focusing on the last two years of mission is to generate and use rigorous evidence that contributes
peer-reviewed publications, and desk research and media to a be琀琀er, more equitable world.
narrative analysis‡ across the education sector, including policy
research and teacher surveys.

Limitations
Macro questions we asked
This work is not intended to be a de昀椀nitive or comprehensive
• How do we expect education to evolve over
view of the future of education. It aims to bring together a range
the next 5-10 years?
of expe爀琀 perspectives from around the world, and across the
• What are the implications of macro trends on education ecosystem, to provide a picture of some of the key
education and schools? trends that will be shaping the future, especially when considering
• What are the emerging education technology the role of technology. The views and opinions expressed in
trends in each market? this repo爀琀 are those of the expe爀琀s and do not necessarily
re昀氀ect the views or positions of any entities, institutions or
organizations they represent. This repo爀琀 is intended to provide a
Our process global view of trends that are relevant across 24 countries. It also
• Interviews were conducted with a panel of international expe爀琀s acknowledges that each country is di昀昀erent and that there are
to identify the forces shaping the education landscape. signi昀椀cant variations within markets. By taking a big picture view,
we aim to help educators identify common challenges, ideas, and
• The interview transcripts were coded to create initial
oppo爀琀unities around the world.
hypotheses which informed a discussion guide for local
market interviews.
‡ Using media intelligence pla琀昀orm NetBase Quid
• Local market interviews were coded by local contributors to
(www.netbasequid.com), we conducted a “future of
identify the most prevalent themes across markets.
education” keyword search across global English-language
• Workshops with expe爀琀s and consultants helped re昀椀ne the media sources, covering the 昀椀ve-year period from December
a爀琀iculation and organization of the themes. 2016 - December 2021. This su爀昀aced impo爀琀ant events and
• Finally, desk research was conducted to elaborate the themes, topics, which fed into the global analysis.
providing additional theory and context for the readers.

Interviews were conducted between March 2022 and July 2022.

57 Our research approach

 Pa爀琀 2: Evolving how we teach and learn

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58 Our research approach Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

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teachers,” 2020 61 International Journal of Educational Technology in Higher
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51 Google, “Let’s get personal: adaptive learning tech and

education,” 2022

59 Our research approach Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

Related repo爀琀s
“Evolving how we teach and learn” is the second installment of the Future of
Education repo爀琀. Check out Pa爀琀 1 below, and stay tuned for Pa爀琀 3: Reimagining
learning ecosystems.

PA R T 1

Preparing for a new future

The future is shaping up to look radically
di昀昀erent from today. As educators work to equip
students with the skills and mindsets they’ll
need to navigate massive change and prepare
for a new future, the educational expe爀琀s we
interviewed discussed how and why they’re
rethinking the role of education.

View repo爀琀

61 Related repo爀琀s Google – Future of Education

 Pa爀琀 2: Evolving how we teach and learn

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Products that power

education
Google for Education tools work together
to transform teaching and learning so every
student and educator can pursue their
personal potential.

Google Workspace for Education

Make collaboration easier, streamline
instruction, and keep your learning environment
secure with Google Workspace for Education. You
can select from tools available without cost, or
add enhanced capabilities to suit the needs
of your institution.

Learn more

Google Classroom Google Chromebooks

Google Classroom is your all-in-one place for A range of simple yet powe爀昀ul devices with
teaching and learning. Our easy-to-use and built-in accessibility and security features to
secure tool helps educators manage, measure, deepen classroom connections and keep user
and enrich learning experiences. information safe.

Learn more Learn more

62 About Google for Education Google – Future of Education

Learn more at edu.google.com.
Trend Forecast Repo爀琀 2022

3 Reimagining learning
ecosystems

Future of
Education
 Pa爀琀 3: Reimagining learning ecosystems

Table of
contents
Foreword 02

Executive summary 03

Trend 1:
Upgrading learning environments 05
Investments in digital infrastructures are helping to
create new visions of learning environments that blend
technology, pedagogy, and physical space.

Trend 2:
Empowering educators with data 22
Greater access to data and insights helps educators
determine which tools and practices are likely to have
the greatest impact.

Trend 3:
Re-evaluating student progress 38
Rising demand for more meaningful ways to track and
drive student progress triggers a shi昀琀 towards faster,
fairer, and more e昀昀ective modes of assessment.

Glossary 55

Our research approach 56

Related repo爀琀s 60

About Google for Education 61

Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Foreword
At Google, we believe that, no ma琀琀er your served as an advisor and consultant to this
background, everyone deserves access to research. The result is a three-pa爀琀 repo爀琀
great learning experiences. The oppo爀琀unity to on the future of education.
learn in the classroom, at home, and
everywhere in between, has never been more This is Pa爀琀 3: Reimagining learning ecosystems.
impo爀琀ant than it is today.
We acknowledge that, just as there is Maslow’s
As the world evolves, driven in pa爀琀 by pressing hierarchy of needs for life, so too there exists a
global issues and the accelerated rate of hierarchy of needs in education. Some
technological innovation, what we learn and educators and leaders have the luxury of
how we learn will evolve too. This will mean building for the future, while others are forced to
developing new mindsets and skill sets to tackle more immediate challenges, such as
become global problem solvers and lifelong student a琀琀endance or literacy. As such, the
learners; evolving how we teach and learn by future of education will be shaped by a complex,
making learning more personal and accessible nuanced process rather than a single wave of
to all; and 昀椀nding more meaningful ways to change. We also recognize that there is
evaluate learning tools and learner progress, to signi昀椀cant variation in perspectives on the role
best suppo爀琀 the goals of educators, students, of education across and within di昀昀erent
and families. markets; our intention is not to present a
comprehensive or uniform view of the future.
As we march towards a radically di昀昀erent
future, what should the role of education be Instead, we hope that this research can help
and how might it look? To begin to answer this provide educators and education leaders with a
question, we collaborated with research common understanding of the trends informing
pa爀琀ner Canvas8 to conduct a global study in the future of education, and spark ideas and
24 countries that synthesizes insights from 94 discussion on how we can best work together
educational expe爀琀s, two years of peer-reviewed to help all learners — and those who help
academic literature, and a media narrative them — succeed.
analysis across the education sector. Global
nonpro昀椀t American Institutes for Research Thanks for coming with us on this journey,

Shantanu Sinha
VP, Google for Education
Executive
summary
What might the future of education look
like? The expe爀琀s we interviewed shared
their vision for reimagining the education
ecosystem around the learner, using data
to help inform decisions around teaching,
learning, and measuring student progress.

The views and opinions expressed in this repo爀琀 are those of the
expe爀琀s and do not necessarily re昀氀ect the views or positions of any
entities, institutions or organizations they represent.

03 Executive Summary
In our research, we
identi昀椀ed three key
trends driving this shi昀琀 TREND 1

Upgrading learning
environments
Investments in digital infrastructures
are helping to create new visions
of learning environments that
blend technology, pedagogy, and
physical space.

TREND 2

Empowering
educators with data
Greater access to data and insights
helps educators determine which
tools and practices are likely to have
the greatest impact.

TREND 3

Re-evaluating student
progress
Rising demand for more meaningful
ways to track and drive student
progress triggers a shi昀琀 towards
faster, fairer, and more e昀昀ective
modes of assessment.

04 Executive Summary
TREND
Upgrading learning
1 environments
 Pa爀琀 3: Reimagining learning ecosystems

Investments in digital infrastructures are

helping to create new visions of learning
environments that blend technology,
pedagogy, and physical space.

06 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

What does the school of the

future look like?
For centuries, education has been organized over the course of a year.1 Insights like this are
around physical spaces: the classroom, the prompting educators to rethink the role that
lecture hall, the school, the university campus. environments can play in optimizing how, where,
And, while education has changed a lot over the and when learning happens.
past few centuries, li琀琀le has actually changed in
the design of these spaces — until recently. Technology provides educators with new ways
to optimize learning environments, and has
Over the past decade, studies have emerged enabled several emerging models of education.
that point to something many intuitively knew: Flipped classrooms, for example, are becoming
students’ learning environments can play a increasingly popular in secondary and post-
signi昀椀cant role in the quality of their education. secondary education.2,3 By turning lectures —
In fact, all things being equal, the impact of historically conducted inside the classroom —
moving a child to a classroom that’s been into the homework done via technology outside
optimized for learning (considering factors like the classroom, teachers are 昀椀nding ways to
lighting, layout, and design) can account for refocus the physical in-class time on “active
as much as 16% variation in student progress learning experiences” such as problem-solving
and group discussions.

07 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Emerging models of education

1 Hybrid learning 3 Flipped classroom

Where some students a琀琀end class Where students learn knowledge
in-person, while others join the (e.g. reading, videos) at home
class remotely.4 and work on live problem-
solving during class (a form of
blended learning).

2 Blended learning
Where all students receive a
Hy昀氀ex learning
mixture of in-person and vi爀琀ual/ 4
remote instruction.5 Where students are given choice
in how they pa爀琀icipate in hybrid or
blended learning modes.7

08 Trend 1: Upgrading learning environments Google – Future of Education

While each model is slightly di昀昀erent, all are so昀琀ware systems than ever before.8 Across
united by the belief that technology can OECD countries, close to one computer is now
optimize and enhance learning environments in available per student at secondary school level.9
new and meaningful ways. National And while access to devices and quality internet
governments’ digital infrastructure investments at home and at school is uneven, the digital
over the past two decades have made this divide continues to close, opening up new
possible — with many schools having access to oppo爀琀unities for di昀昀erent types of learning
more devices, greater bandwidth, and new environments to 昀氀ourish.10

09 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

“ Our world needs creative people who think outside

the box and can 昀椀nd innovative solutions to extremely
complex issues. A school where students sit on chairs,
quietly, for eight hours a day can’t produce that.
Svenia Busson
co-founder, European Edtech Alliance, France

The Covid-19 pandemic was arguably the This insight is crucial for how expe爀琀s see the
biggest remote learning experiment in history, future: blended. This is reinforced by the shi昀琀 of
with 1.6 billion students unable to a琀琀end school online-only learning providers to invest in
physically during the peak. The situation building physical spaces — something already
underscored the impo爀琀ance of digital playing out in India, the second biggest market
technologies in the future of education; and the for online education globally. Major edtech
physical and social spaces that provide a critical company Byju began as online only, but in the
in-person element. 11
past few years, the provider has opened 80 new
physical learning centers with plans for 500
more in the coming years.12

10 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Key to the success of any future learning Beyond training, other impo爀琀ant factors include
environment is how technology is applied, and the purposeful matching of technology to an
the conditions required to use it meaningfully. identi昀椀ed need, and the appropriate level of
Given that technology changes so quickly, ongoing funding. Without the right conditions, studies
training is impo爀琀ant, yet only 56% of teachers have shown that simply investing in more laptops
across OECD countries received formal training and tablets in schools can have a negative
on how to use information and communications impact on student pe爀昀ormance.14
technology (ICT) for teaching; even a昀琀er receiving
training, only 43% of teachers felt prepared to Expe爀琀s believe ge琀琀ing this right is critical, and
use ICT for teaching purposes.13 that future learning environments will likely vary
depending on local context. This means moving
away from a universal model of one kind of
Key to the success of learning environment, to be琀琀er account for
any future learning the speci昀椀cities of each school system —
including funding, leadership, training, and
environment is how ongoing suppo爀琀 for administrators, teachers,
technology is applied, and students.

and the conditions

required to use it
meaningfully.

11 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

“ Let’s give students oppo爀琀unities

to not just learn inside of the
classroom, but make the world
their learning pla琀昀orm —
classrooms without borders. By
having the oppo爀琀unity to learn
outside, we can explore the idea of
what learning in urban spaces can
look like and embed things that are
culturally relevant to them to help
make students both interested in
their environment and their studies
at the same time.
Keishia Thorpe
Global Teacher Prize Winner, 2021, English success coach, United States

12 Trend 1: Upgrading learning environments Google – Future

Google – Future of
of Education
Education
 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | Australia

Redesigning learning
environments
Cu爀琀in University in Australia has commi琀琀ed to an ambitious strategy that
reimagines how its spaces suppo爀琀 blended and hybrid learning. Over 50
traditional classrooms and lecture halls have been conve爀琀ed into
“collaborative learning spaces” with 昀氀exible seating and a variety of
hardware, including cameras and screens. Centralized so昀琀ware enables
teachers to book rooms to match their requirements, and all lectures are
recorded and uploaded so students have 24/7 access. Some 83% of the
university’s courses use a 昀氀ipped approach where students review
materials online before a face-to-face session.15

13 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United States

Reimagining cities as
learning hubs
A network of cities around the world are revitalizing public spaces, such
as bus stops, supermarkets, and parks, to encourage learning experiences
among younger children. These Playful Learning Landscapes (PLL) aim to
bring education into wider urban planning and policy. In Chicago, for
example, a laundromat was transformed into an interactive play space
inviting children to sta爀琀 conversations with caregivers about shapes and
pa琀琀erns. It even turned so爀琀ing clothing into a math activity. Evidence
suggests these result in improved outcomes, including increased
interaction between caregivers and children around language, literacy,
and STEM.16

14 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United Kingdom

Creating multi-pla琀昀orm
learning environments
The UK’s Denbigh High School is internationally acclaimed and has
received recognition from the United Nations for its technology
integration. It was commended for its device-agnostic, multi-pla琀昀orm
learning environment, which makes use of technology to deliver innovative
and engaging lessons.

Google tools have been rolled out across the entire school: a Google Site
enables teachers to easily showcase best practices; Google Classroom is
used to create shared lessons and enhance online assessment and
Google Forms are regularly used to survey pupils and sta昀昀 to identify
training and development needs. While many of the pupils come from low-
income families where access to technology may be limited, the school
took steps to ensure that technology implementation was accessible to all,
including an audit of teacher and student needs and teacher training
before the tools were rolled out.17

15 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United States

Building a learning
environment for empathy
Developed by a coalition of San Diego civic leaders and educators, High
Tech High (HTH), which opened in 2000, has expanded from a small
cha爀琀er school into an integrated network of 16 cha爀琀er schools serving
approximately 6,350 students in grades K-12 across four campuses.

One of its student projects explored how technology can create more
access to economic and social oppo爀琀unities for individuals with
disabilities. Students were introduced to the AbleGamers organization and
went through several simulations to build empathy, being challenged to do
ce爀琀ain tasks without the use of arms, or reading all directions through a
mirror. Using Xbox adaptive controllers and Arduino boards connected to
gaming PCs and laptops, students engineered and built real working
controller devices that allowed users to access and play games with their
tongues, feet, arms — whatever was needed to adapt to their disability.18

16 Trend 1: Upgrading learning environments Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

The Google
perspective
Upgrading learning
environments

As we work to help students and educators

pursue their personal potential, we recognize
that this process may look di昀昀erent from one
person to the next. Similarly, the process of
upgrading learning environments may look
di昀昀erent from one school to the next. At Google,
our goal is to help schools optimize their
learning environments, no ma琀琀er where they are
in their process. It’s why we build simple, 昀氀exible
solutions that can be adapted to a school’s
speci昀椀c needs, and pursue integrations with
complementary products.

17 Trend 1: Upgrading learning environments

 Pa爀琀 3: Reimagining learning ecosystems

We’ve seen 昀椀rsthand that when schools are technology to suppo爀琀 and transform teaching at
equipped with the right tools and training to help the classroom and school system level. What
suppo爀琀 productive learning environments, CPS saw is that the adoption of Chromebooks —
teachers and education leaders are inspired to and Google Workspace — inspired teachers to
push the boundaries of what is possible. For think creatively about lesson plans and fu爀琀her
example, Chicago Public Schools (CPS) — home explore how technology could be used to uplevel
to 642 schools, 25,000 teachers and more than learning environments. At the system level,
350,000 students — wanted to integrate tech Chromebooks helped the district centralize
devices with classroom teaching. They selected device management. With a click of a bu琀琀on,
Chromebooks, rolling out 300,000 devices over a single IT manager was able to manage every
a several-year period. The hope was to use device in the district using the Admin Console.
 Pa爀琀 3: Reimagining learning ecosystems

While the decision to upgrade learning

environments at a school, system, state or even
We help make
country-level is complex, we believe that learning
implementing a solution should be as simple as
environments
possible. It’s why we’ve created things like zero-
touch enrollment — an alternative to manually more 昀氀exible
enrolling devices — that allows schools to
and accessible,
manage and deploy Chromebooks at scale
easily. To help schools refresh older devices and ensuring that
increase their pe爀昀ormance for more e昀케cient collaboration is
teaching and learning, we developed ChromeOS
Flex, a fast, secure, cloud-昀椀rst, easy-to-manage possible.
operating system for Macs and PCs. With tools
like Google Meet, we help make learning
environments more 昀氀exible and accessible,
ensuring that collaboration is possible — and
simple — even beyond the four walls of
the classroom.

To encourage collaborative learning

environments, we’ve developed Cast moderator,
a new mode coming to select Chromebook devices
with Google TV. It enables educators
and students to wirelessly share their
Chromebook screen to a class display using an
access code, so that only people in the same
classroom as the display are able to cast. By
providing students and educators with the
oppo爀琀unity to share their screens with others in
their class, we hope to create learning
environments where content — whether it’s a
learning resource or a student project — can be
shared, discussed, and celebrated.

19 Trend 1: Upgrading learning environments

 Pa爀琀 3: Reimagining learning ecosystems

The last few years have shown us that it is possible for learning
environments to 昀氀ex and evolve to meet the immediate needs
of teachers, students, and society at large. As teachers work to
create the optimal learning environment for their students, our
goal is to give them the tools they’ll need to ensure simplicity,
safety, and 昀氀exibility, whether learning takes place at school,
home or somewhere in between.

20 Trend 1: Upgrading learning environments Google – Future of Education

TREND
Empowering
2 educators with data
 Pa爀琀 3: Reimagining learning ecosystems

Greater access to data and insights helps

educators determine which tools and practices
are likely to have the greatest impact.

23 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

How is data unlocking new insights

to transform learning?
For decades, researchers have been trying to This movement — sometimes called ‘evidence-
measure the e昀昀ectiveness of teaching practices based education’ — is accelerating, as digital
— to separate what works from what doesn’t. publishing and pla琀昀orms enable educators to
Without these e昀昀o爀琀s, teachers would be reliant more quickly and easily 昀椀nd and share best
on educational strategies that might not be as practices.21 In turn, governments are mandating
e昀昀ective for learning as other, more promising stricter evidence standards required for an
ideas. With be琀琀er data, and more access to
19
e昀昀ective education program. As outlined in the
evidence-informed resources, teachers, 2015 Every Student Succeeds Act (ESSA), to
school leaders, and policymakers are given make use of much federal and stimulus funding,
greater visibility over which teaching styles and school districts in the US are required to
tools actually suppo爀琀 student learning choose “evidence-based interventions.”22
outcomes, giving them greater con昀椀dence to
implement them.20

24 Trend 2: Empowering educators with data Google – Future of Education

As more education technology makes its way This is because collecting and analyzing
into the classroom, there is increasing focus on evidence surrounding the e昀昀ectiveness of
how e昀昀ective these tools are in making a edtech tools has historically been costly and
di昀昀erence for students and teachers. This complex, creating a major barrier for many
information can be challenging to come by — education technology providers. As such,
for example, in the US, where school districts educators have o昀琀en made decisions based on
use an average of 1,417 digital tools per month, anecdotal evidence and word of mouth, even
less than a third of teachers, principals, and though the success of edtech interventions may
administrators feel that there is a lot of vary depending upon local context.25
information available on how e昀昀ective their
edtech tools are.23,24

25 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

“ The ways in which edtech pla琀昀orms and

products provide access to real-time or
near real-time data should be a researcher’s
treasure trove … that’s exciting for the
sector as a whole.
Verna Lalbeharie
executive director at EdTech Hub, Global

Educational researchers have responded by

creating their own banks of evidence, which
aggregate existing research 昀椀ndings on di昀昀erent
edtech interventions. For example, in the US,
researchers, educators, industry representatives,
and policymakers collaborate to create the
EdTech Evidence Exchange Pla琀昀orm — a common
framework for assessing the e昀昀ectiveness of
di昀昀erent edtech tools in di昀昀erent se琀琀ings. The
tool will allow educators to document how well
various edtech interventions work within the
unique contexts of their local schools and districts,
information that empowers other educators to
learn from those working in similar contexts.26
Digital tools and pla琀昀orms like US-based
LearnPla琀昀orm, are also emerging to make it easier
for edtech providers to demonstrate evidence to
educators. This type of third-pa爀琀y validation helps
edtech providers stand out from their peers and
provides educators with be琀琀er visibility on what
new ideas and tools are working.27

26 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

There are also national initiatives geared towards teaching cannot be reduced to a science. And
suppo爀琀ing schools as they choose appropriate teachers can’t be expected to simply adapt
edtech interventions for their students. The UK’s overnight to changing research — scaling new
Depa爀琀ment of Education has shared guidance pedagogies takes e昀昀o爀琀 and time.29 Still, new
for 昀椀nding quality-checked suppliers, as well as information on the e昀昀ectiveness of edtech can
commissioning research to build an evidence help empower educators and policymakers to
28
base on technology in education. make more informed and independent decisions,
to deliver a be琀琀er future for learners, and ensure
Of course, evidence is not the only thing that that teachers have the tools best suited to the
ma琀琀ers in deciding how to educate learners; task, at their disposal.

27 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

“ One of the arguments I’ve

made for a long time is that a
lot of education is not
historically based on robust
evidence … people are sta爀琀ing
to ask more and more
questions about whether the
practices commonly
recommended in the
classroom really match up with
this evidence.
Daisy Christodoulou
director of education, No More Marking, and author of three books about education: Teachers vs Tech,
Making Good Progress, and Seven Myths about Education, United Kingdom

28 Trend 2: Empowering educators with data Google

Google –
– Future
Future of
of Education
Education
 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United States

Edtech product ce爀琀i昀椀cations

Digital Promise is a global non-pro昀椀t that works to expand oppo爀琀unity for
each learner. As pa爀琀 of its work, it helps educators and administrators
evaluate and compare the quality of edtech products, by providing
competency-based, research-driven product ce爀琀i昀椀cations that verify
edtech products against a speci昀椀c set of indicators.30 Digital badges and
ce爀琀i昀椀cation information can be displayed on edtech product websites.

For example, Pear Deck, a formative assessment tool designed by

teachers to suppo爀琀 student engagement, has earned two product
ce爀琀i昀椀cations from Digital Promise: a research-based design ce爀琀i昀椀cation
and learner variability product ce爀琀i昀椀cation.31 This recognition serves as
a signal to educators, administrators, and families that this product has
undergone rigorous research and evaluation and meets a set of well-
de昀椀ned standards for suppo爀琀ing learner needs.

29 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United States

Evidence-as-a-service
LearnPla琀昀orm, an edtech e昀昀ectiveness system, rolled out a new
subscription-based model aimed at helping edtech providers measure the
e昀昀ectiveness of educational programs against ESSA evidence
requirements, which include four tiers of evidence: Tier 4: demonstrates a
rationale; tier 3: promising evidence; tier 2: moderate evidence; and tier 1:
strong evidence.

LearnPla琀昀orm does this by guiding the user through the steps required,
including measuring student impact, assessing equity, and complying with
data privacy laws. By quickly and a昀昀ordably enabling the validation of
edtech tools, educators have greater choice, and con昀椀dence that a
solution is going to be successful.32

30 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | Global

Leveraging data for real-time

policy decisions
Founded in 2019, the World Bank’s Global Education Policy Dashboard
aims to leverage data collection to give low- and middle-income
governments a be琀琀er sense of what’s happening at classroom level, so
they can make real-time policy decisions at a national level.33

By measuring four key school-level ingredients of learning — teaching,

school management, inputs and infrastructure, and learner preparation —
the dashboard highlights gaps between current practice in schools and
systems and what the evidence suggests would best improve learning. It
also provides tools to help governments set priorities and track progress
as they close those gaps. While in early stages of development, currently
covering four education systems with more being added in late 2024,
the dashboard is a signal of new ways data can be used to be琀琀er inform
policymaking in real-time.

31 Trend 2: Empowering educators with data Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

The Google
perspective
Empowering educators
with data

As technology becomes fu爀琀her integrated

into education, we are generating more data
than ever before. This data can be used to
inform decisions, so that educators can feel
con昀椀dent that they are bringing the best edtech
tools into their classrooms and using them
most e昀昀ectively to help enhance and
elevate instruction.

32 Trend 2: Empowering educators with data

 Pa爀琀 3: Reimagining learning ecosystems

Measuring the impact of technology on teaching The goal is not to use data to standardize a
and learning is a complex, nuanced process that single “best” approach to teaching and learning,
requires data and input from multiple but simply to provide educators with useful
stakeholders. Also challenging is the process of insights that could be琀琀er inform the impact of
measuring the impact of technology on the e昀昀ective use of technology on instruction.
instruction. Today, there are frameworks that
measure the e昀케cacy of technology application, One way we’re doing this is by suppo爀琀ing data-
such as how well a teacher is using the driven instruction, that is, ensuring that
technology, but it’s more di昀케cult to evaluate educators have the information they need in
whether that e昀昀ective tech use is having a order to di昀昀erentiate instruction and best meet
positive impact on instruction — and to what the needs of their students. For example, a
degree. Through cross-industry collaborations, Chicago cha爀琀er school organization turned to
Google is working to help education leaders Data Studio, Google’s data visualization tool, to
measure the instructional impact of e昀昀ective help suppo爀琀 their organization’s personalized
tech use, while internally coming up with a learning goals. With real-time monitoring of
system to measure our own commitment to student progress, the tool suppo爀琀s teachers
suppo爀琀ing that instructional improvement.

Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

tools directly into advanced editions of Google

Workspace for Education. For example, with
practice sets in Google Classroom (in beta at the
time of writing), teachers can receive snapshots of
student progress and view automated insights of
with data-driven insights about academic assignment pe爀昀ormance trends to help them
pe爀昀ormance, classroom behavior, and social- tailor instruction for each student. To analyze
emotional learning. By combining data from student engagement, educators now have the
internal sources like Google Sheets with external ability to use the log expo爀琀 features in Gmail
public data sets, Data Studio helps teachers and Classroom to expo爀琀 data to BigQuery, our
analyze trends across schools and adjust their fully-managed data analytics warehouse. With
lesson plans. As a result of using Data Studio, audit logs, systems leaders can analyze
the school system had a be琀琀er understanding of individual activity and aggregated usage metrics
student growth and realized new oppo爀琀unities across a broad range of integrated tools
for instruction. including Admin console, Devices, Login, and
Google Workspace apps like Calendar and Drive.
Figuring out how to si昀琀 through a lot of data can Fu爀琀her, with BigQuery it’s possible to combine
be overwhelming, especially when educators activity repo爀琀s with usage data from other apps
and leaders are pressed for time. We aim to used by your organization to pe爀昀orm advanced
simplify the process by building insights-based searches on Google Workspace activity.

34 Trend 2: Empowering educators with data Google – Future of Education

 Intentionally
Intentionally designing features that are
connected to learning, behavioral, and designing features
a琀琀itudinal impact is core to our product that are connected
development process. One example of this is
with Read Along, our AI-enabled app developed to learning,
for elementary school students, which uses behavioral, and
speech recognition and text-to-speech, to help
children learn to read with suppo爀琀 from in-app a琀琀itudinal impact is
reading buddy Diya. The app also works core to our product
o昀툀ine on low-cost phones, which means
children with the greatest need also have
development
access to the app. To evaluate the impact of process.
Read Along, we pa爀琀nered with Sa琀琀va
Consulting and conducted a study in 昀椀ve
phases, in seven regions across India. The
study found that, through Read Along app
usage, a statistically signi昀椀cant propo爀琀ion
of early learners improved their reading
昀氀uency levels. In addition, parents perceived
a positive impact of Read Along on their
child’s con昀椀dence.

35 Trend 2: Empowering educators with data

 Pa爀琀 3: Reimagining learning ecosystems

As we generate more data than ever before, we have the

potential to make more informed decisions, from the
technologies we select, to how, when, and with whom they
are being used, both in and out of the classroom. We believe
that the use of data to help educators make be琀琀er, evidence-
based decisions will, in turn, help teaching and learning feel
more personal and rewarding, and elevate teacher instruction.
While complex, this is an area where we see greater focus in
the years to come.
TREND
Re-evaluating
3 student progress
 Pa爀琀 3: Reimagining learning ecosystems

Rising demand for more meaningful ways

to track and drive student progress
triggers a shi昀琀 towards faster, fairer, and
more e昀昀ective modes of assessment.

39 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

What innovations are shaping the

future of assessment?
Assessments can play a pivotal role in the Many educators believe that this system creates
trajectory of a student’s life — the grades they a limited snapshot of a student’s abilities and
receive a昀昀ect everything from their personal potential, failing to capture a broader picture of
belief in their academic capabilities, to their everything they have learned and achieved.36
ability to progress to higher education, and their Fu爀琀her to this, they believe that traditional, end-
future careers.34 Testing is also an impo爀琀ant of-year standardized means of assessment
means of keeping schools and teachers place too much emphasis on a student’s ability
35
accountable for academic achievement. to retain and reproduce information, placing
However, as it stands, most assessments stress on teachers to prepare students to
measure progress against a very narrow set of become ‘test-takers,’ rather than focusing on
criteria, at a given moment in time. their broader educational needs.37

40 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

“ More po爀琀able micro-credentials will

give people much greater ownership
over what they learn, how they learn,
when they learn.
Andreas Schleicher
director for education and skills, and special advisor on education policy to the
secretary-general at the Organisation for Economic Co-operation and Development (OECD)

From the student perspective, the anxiety that To realize a more equitable future, educators are
comes from high-stakes, end-of-year rethinking the design and delivery of
assessments can hinder their pe爀昀ormance and assessments. They’re looking for ways to assess
mask their abilities, especially for economically and provide feedback on students’ ongoing
disadvantaged students, who have been found progress in a way that motivates learners to
to experience elevated stress levels in test continue to develop; and to 昀椀nd be琀琀er indicators
38
environments. Poorly designed assessments of student a琀琀ainment that spotlight the
can widen a琀琀ainment gaps. One study found strengths and abilities of each individual,
that test format alone accounts for 25% of the without limiting anyone to a single grade or
variation in achievement gaps by gender for test score.
39
reading and math.
This type of system-wide change is typically
slow and hard to implement at scale, but
education systems around the world are taking
steps in this direction. For example, in France,
the secondary school assessment, known as the
baccalauréat, has been reformed to look beyond
only end-of-year exams. End-of-year testing
now represents 60% of a student’s 昀椀nal grade
with the remaining 40% determined by year-
round assessment.40

41 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

In addition, pro昀椀ciency-based assessments — Over 75 schools in New York City have adopted
an approach that focuses on measuring the the pro昀椀ciency-based approach, a small but
advancement of students based on mastery of growing e昀昀o爀琀 organized by a group called the
content rather than grades, age, a琀琀endance, or Competency Collaborative. Early analysis
other factors — is gaining steam as an suggests that the approach is e昀昀ective in
alternative to grade-based assessment closing equity gaps by boosting graduation and
throughout the US. While its application varies college readiness rates — a promising sign.42
from classroom to classroom, the core idea is However, designing and implementing a system
to allow students to progress through learning for such assessments, and the individualized
material at their own pace, only passing on learning paths they require, is a complex and
to new material when they are pro昀椀cient in a time-consuming task for educators. For future
given topic. The method includes frequent innovation, being able to identify ways to apply
assessment of progress to identify areas for this approach at scale is a key challenge.43
improvement, encouraging students to view
learning as a process.41

The core idea is to allow

students to progress
through learning material
at their own pace, only
passing on to new
material when they are
pro昀椀cient in a given topic.

42 Trend 3: Re-evaluating student progress Google – Future of Education

Technology is also helping to provide di昀昀erent More broadly, one of the big shi昀琀s shaping
means of evaluating student progress. Digital student assessment is the globalization of
badge systems are being implemented in content and curriculum. Countries and regions
schools, o昀琀en in tandem with traditional are becoming increasingly similar in the content
grading. Much like scout badges, students earn of their assessments. For developed countries,
badges by demonstrating their pro昀椀ciency in a the content can come from the frameworks of
pa爀琀icular area — which can either be academic, international assessments such as TIMSS, PIRLS,
or extracurricular. For example, in order to and PISA.45 For developing countries, there is the
achieve a writing badge, students would build content in the Global Pro昀椀ciency Framework
a po爀琀folio of writing projects. These badges (GPF) that is gaining traction.46 These
can then be collected and stored in cloud- frameworks synthesize content standards (what
based digital po爀琀folios, which serve as students should know and be able to do) from
alternative academic transcripts. The system countries around the world. They serve as a
allows students to collect evidence of their own reference point for curriculum reform, which in
learning, building a more detailed view of their turn a昀昀ects what is included in student
ongoing progress.44 assessments. Countries are increasingly using
global content standards and aligned
assessments as a way of improving their
economic competitiveness.

43 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

There are ce爀琀ainly promising changes in

this space. However, the move to new, be琀琀er
forms of assessment can only happen if
schools, teachers, parents, exam boards,
and policymakers work together. If
assessments are there to both de昀椀ne and
measure “what counts” in society, ge琀琀ing this
right is not just impo爀琀ant for education, it’s
impo爀琀ant for everyone.

“ We make all of these decisions about

schools in education policy based on
average test scores, which don’t
actually tell us very much about what
our students are learning. Tests aren’t
structured in a way to facilitate
learning, and they end up eating into
instructional time.
Elaine Allenswo爀琀h
director of the Lewis-Sebring Conso爀琀ium of the University of Chicago, United States

44 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

“ A lot of learners have

capacities which are outside
the things that we measure.
There’s frustration among
parents because we are saying
to a child, ‘you are lesser or
be琀琀er,’ but only judging upon a
very, very, very small subset of
things that are impo爀琀ant in life.
Claire Boonstra
founder, Operation Education, the Netherlands

45 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | Australia

Alternative pathways to
higher education
The University of Technology Sydney’s U@Uni Academy is a program that
enables students from low-socioeconomic pa爀琀ner schools to progress to
higher education, by diversifying how students’ abilities are assessed. The
approach looks beyond the conventional Australian Te爀琀iary Admission
Rank (ATAR) scoring system47 — a measure used nationally for te爀琀iary
admissions. Instead, applicants can join a two-year program that involves
a combination of on-campus experiences and in-school mentoring
and tutoring.

Students who complete the course and demonstrate skills such as

collaboration, creativity, and critical thinking receive a place at the
institution. Since its founding in 2019, the program has made university
education more accessible to students who were not on track to qualify
through traditional routes.48

46 Trend 3: Re-evaluating student progress

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United States

Replacing standardized testing

with student-led active learning
The New York Pe爀昀ormance-based Assessment Conso爀琀ium is a collective
of 38 schools with nearly 30,000 students across New York State, where
standardized assessment has been replaced with an alternative,
nationally-recognized system of ‘pe爀昀ormance assessment.’

Schools award diplomas to students who can demonstrate their knowledge

in the form of projects, papers, pe爀昀ormances, experiments, and
experiences. Known as Pe爀昀ormance-based Assessment Tasks, or PBATs,
students are externally assessed on topics they choose, like a paper
wri琀琀en about the Civil Rights Movement, or researching ‘The E昀昀ect of
Tank Volume on Gold昀椀sh Growth.’ These schools have had higher levels of
college enrollment than students from other New York City public schools.49

47 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Ideas in action | United States

Exploring the digital transcript

The Mastery Transcript Conso爀琀ium is a growing network of public and
private schools in the US that are introducing a digital high school
transcript that visualizes each learner’s strengths, skills, and
competencies.50 Instead of the grades that would show up on a traditional
academic transcript, this transcript takes a more granular and
detailed view of a student’s po爀琀folios of skills, which can include areas
such as ‘leadership skills,’ ‘writing skills,’ or pro昀椀ciency in ‘scienti昀椀c
experiment design.’

Serving as an alternative to traditional grades-based systems, the

transcript enables students to elect which projects, achievements,
interests, and abilities they display to higher education institutions
and employers. It’s designed to suit learners of all backgrounds,
suppo爀琀ing them in a variety of post-school paths, from university to
entry into the workforce.

48 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

The Google
perspective
Re-evaluating
student progress

The process of rethinking the design and

delivery of student assessments is complex. It
requires a consensus on which skills and
competencies should be measured, and a
scaleable, e昀昀ective way to measure them.
Determining what to measure is pa爀琀 of a much
broader conversation around which skill sets are
and will be most valuable in the future, which we
discuss at length in Pa爀琀 1 of this research. In
this section, we’ll focus on the tools we’re
building to help educators be琀琀er assess and
address student pe爀昀ormance at scale.

49 Trend 3: Re-evaluating student progress

 Pa爀琀 3: Reimagining learning ecosystems

At Google, one of our goals is to help educators student needs can be assessed and addressed
di昀昀erentiate learning, to address students’ with greater immediacy, and at a scale that was
personal learning needs. For example, we’re previously not possible.
seeing in 昀椀eld studies that a lot of teachers are
using our AI-driven, interactive assignment tool There are several tools in Classroom to help
practice sets (in beta at the time of writing) to teachers quickly evaluate student progress, so
run quick assessments, to get a sense of how they can determine where and with whom they
their class is doing with new concepts, so need to spend extra time. When teachers create
instruction can be tailored accordingly. With assignments in Google Classroom, they have the
practice sets, students receive immediate ability to provide feedback by leaving comments
feedback and tutor-like suppo爀琀. Auto-grading on submi琀琀ed assignments, or writing directly on
allows teachers to quickly and easily gain insight student work. To help streamline the feedback
into individual and class-level pe爀昀ormance, process, Classroom automatically saves a
which in turn informs their next lesson plan and teacher’s most-used feedback to a personalized
assessment. Typically, this learning loop would and automated comment bank. In addition,
take weeks or months to complete. With AI, teachers can draw or write on student work
using the Classroom mobile app.

50 Trend 3: Re-evaluating student progress Google – Future of Education

To help ensure consistent and transparent
grading, teachers can set up their own rubrics.
With rubrics, teachers can grade student work
with rubric criterion descriptions displayed right
alongside the assignment, and leave
personalized feedback for students. Also within
Classroom, teachers can create and grade
quizzes using Google Forms on its own or by
creating a quiz assignment in Classroom.

Of course, we can’t do this alone. It’s why we’re

working with pa爀琀ners like IXL, Nearpod,
Formative, Kahoot!, Pear Deck, and others, to
o昀昀er add-ons for Classroom that allow teachers
to 昀椀nd, add, use, and grade content from popular
edtech tools. With formative assessment
oppo爀琀unities across several add-ons, we aim
to provide educators with real-time visibility into
student pe爀昀ormance, and simple, 昀氀exible tools
to evaluate progress. In doing so, we also aim to
reduce the amount of time it takes for students
to take an assessment and receive teacher
feedback. This helps students quickly understand
where they need to improve and helps teachers
understand where to focus.

51 Trend 3: Re-evaluating student progress Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

As leaders and educators re-evaluate how we de昀椀ne and

measure student progress, and how to make student feedback
both personal and actionable, we believe that AI-suppo爀琀ed
technology has a big role to play here. By giving teachers
the ability to quickly assess student progress and providing
students with in-the-moment feedback, AI has the power to
close the learning loop faster, at scale. This space is still in its
early days, with lots of room for innovation — and we’re just
ge琀琀ing sta爀琀ed.

Google – Future of Education

 Visit learning.google
to learn more about our goal to
help everyone in the world learn
anything in the world.

54
 Pa爀琀 3: Reimagining learning ecosystems

Glossary
Blended learning OECD Summative assessments
Where all students receive a mixture of Organisation for Economic Co-operation The measure of what students have
in-person and vi爀琀ual/remote instruction.51 and Development. Member countries learned at a 昀椀xed point in time (e.g. end
include the United States, Mexico, Japan, of year exams) to ensure they have met
Turkey, Germany, United Kingdom, France, any required standards.58
Evidence-based education (also
Italy, South Korea, Spain, Poland, Canada,
known as ‘evidence-based teaching,’
Australia, Chile, Costa Rica, Colombia,
‘evidence-based practice’ and Transcript (also known as a
Netherlands, Belgium, Sweden, Czech
‘Transcript of Record’)
‘evidence-based learning’) Republic, Greece, Po爀琀ugal, Hungary,
Teaching practice or school-level Israel, Austria, Switzerland, Denmark, A record of a student’s achievements
approaches that are based on evidence.52 Slovakia, Finland, Norway, New Zealand, which could include course units or
Ireland, Lithuania, Slovenia, Latvia, Estonia, modules taken, the credits gained, and
Luxembourg, and Iceland. the grades awarded.59
Flipped classroom
Where students learn knowledge (e.g.
Pro昀椀ciency-based learning (also
reading, videos) at home and work on live
known as mastery-based, or
problem-solving during class (a form of
blended learning).53 competency-based learning)
Systems of instruction, assessment,
Formative assessments grading, and academic repo爀琀ing that are
based on students demonstrating that
The frequent assessment of a student’s they have learned the knowledge and
progress to identify learning needs and skills they are expected to learn as they
adjust teaching appropriately.54 progress through their education.57

Hybrid learning
Where some students a琀琀end class in-person,
while others join the class remotely.55

Hy昀氀ex learning
Where students are given a choice in how
they pa爀琀icipate in hybrid or blended
learning modes.56

ICT
Information and communications
technology.

55 Glossary Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Our research approach

It is Google’s goal to help learners develop the knowledge, Countries included in the study
mindsets, skill sets, and tool sets necessary to thrive in a
Austria, Australia, Belgium, Brazil, Canada, Denmark, Finland,
transforming world and actively co-construct a 昀氀ourishing,
France, Germany, India, Indonesia, Italy, Ireland, Japan,
diverse and equitable society.
Luxembourg, Mexico, the Netherlands, New Zealand, Norway,
Spain, Sweden, Switzerland, the United Kingdom, and the United
Suppo爀琀ing this ambition, in collaboration with our research
States of America. The central focus was primary and secondary
pa爀琀ner Canvas8, we conducted a global study to be琀琀er
education (K-12), with acknowledgement to how the trends are
understand the emerging shape of tomorrow’s
also impacting post-secondary education.
education ecosystem.

Research pa爀琀ner and advisor

Methodology Canvas8 (www.canvas8.com) is an award-winning strategic
insights practice operating out of London, LA, New York, and
Our study took us around the world, including Singapore. Its focus is on enabling organizations to be be琀琀er, by
• 94 in-depth expe爀琀 interviews with global and country-speci昀椀c understanding changes in human culture and behavior.
thought leaders in education, including expe爀琀s in policy,
academic researchers covering education, district-level Global nonpro昀椀t American Institutes for Research (AIR)
representatives, school principals and teachers and (www.air.org) served as an advisor and consultant to this research.
edtech leaders. Founded in 1946, AIR is one of the largest behavioral and social
science research and evaluation organizations in the world. Its
• Academic literature review focusing on the last two years of mission is to generate and use rigorous evidence that contributes
peer-reviewed publications, and desk research and media to a be琀琀er, more equitable world.
narrative analysis‡ across the education sector, including policy
research and teacher surveys.

Limitations
Macro questions we asked
This work is not intended to be a de昀椀nitive or comprehensive
• How do we expect education to evolve over
view of the future of education. It aims to bring together a range
the next 5-10 years?
of expe爀琀 perspectives from around the world, and across the
• What are the implications of macro trends on education ecosystem, to provide a picture of some of the key
education and schools? trends that will be shaping the future, especially when considering
• What are the emerging education technology the role of technology. The views and opinions expressed in
trends in each market? this repo爀琀 are those of the expe爀琀s and do not necessarily
re昀氀ect the views or positions of any entities, institutions or
organizations they represent. This repo爀琀 is intended to provide a
Our process global view of trends that are relevant across 24 countries. It also
• Interviews were conducted with a panel of international expe爀琀s acknowledges that each country is di昀昀erent and that there are
to identify the forces shaping the education landscape. signi昀椀cant variations within markets. By taking a big picture view,
we aim to help educators identify common challenges, ideas, and
• The interview transcripts were coded to create initial
oppo爀琀unities around the world.
hypotheses which informed a discussion guide for local
market interviews.
‡ Using media intelligence pla琀昀orm NetBase Quid
• Local market interviews were coded by local contributors to
(www.netbasequid.com), we conducted a “future of
identify the most prevalent themes across markets.
education” keyword search across global English-language
• Workshops with expe爀琀s and consultants helped re昀椀ne the media sources, covering the 昀椀ve-year period from December
a爀琀iculation and organization of the themes. 2016 - December 2021. This su爀昀aced impo爀琀ant events and
• Finally, desk research was conducted to elaborate the themes, topics, which fed into the global analysis.
providing additional theory and context for the readers.

Interviews were conducted between March 2022 and July 2022.

56 Our research approach

 Pa爀琀 3: Reimagining learning ecosystems

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57 Our research approach Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

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Learning,” 2019

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Development), “Policy linking method: Linking assessments
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58 Our research approach Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

Related repo爀琀s
“Reimagining learning ecosystems” is the third installment of the Future of
Education repo爀琀. Check out Pa爀琀 1 and Pa爀琀 2 below.

PA R T 1 PA R T 2

Preparing for a new future Evolving how we teach and learn

The future is shaping up to look radically The rate of change in education has accelerated
di昀昀erent from today. As educators work to equip faster than anyone thought possible.
students with the skills and mindsets they’ll The expe爀琀s we interviewed shared how
need to navigate massive change and prepare technological advances are evolving how we
for a new future, the educational expe爀琀s we think about teaching and learning, and how
interviewed discussed how and why they’re new immersive technologies are reframing our
rethinking the role of education. approach to learning design.

View repo爀琀 View repo爀琀

60 Related repo爀琀s Google – Future of Education

 Pa爀琀 3: Reimagining learning ecosystems

A B O U T G O O G L E F O R E D U C AT I O N

Products that power

education
Google for Education tools work together
to transform teaching and learning so every
student and educator can pursue their
personal potential.

Google Workspace for Education

Make collaboration easier, streamline
instruction, and keep your learning environment
secure with Google Workspace for Education. You
can select from tools available without cost, or
add enhanced capabilities to suit the needs
of your institution.

Learn more

Google Classroom Google Chromebooks

Google Classroom is your all-in-one place for A range of simple yet powe爀昀ul devices with
teaching and learning. Our easy-to-use and built-in accessibility and security features to
secure tool helps educators manage, measure, deepen classroom connections and keep user
and enrich learning experiences. information safe.

Learn more Learn more

61 About Google for Education Google – Future of Education

Learn more at edu.google.com.