From Life Skills to Future Skills:

Competencies that Nowadays’ Children Will Need in Ten Years’

Time

Corinna Borer1, Wiltrud Weidinger2

Dr., Scientific associate, Centre for Teaching and Transcultural Learning, Zurich University of
Teacher Education, Switzerland1
Prof. Dr., Head of Centre for Teaching and Transcultural Learning, Zurich University of
Teacher Education, Switzerland2

Abstract

During the past decade school systems have introduced life skills education in various forms in their
curricula. Future challenges in society, global and regional, call for an adaptation of the concept of life
skills education with a more future-oriented approach. These so-called future skills are subject of this
article. In this respect theoretical frameworks of both approaches are presented and the shift from life
skills education to future skills education is illustrated [1],[2]. In the light of different compilations of
future skills or “transformative competencies” [3] that have been developed by in the last five years the
question is raised about which skills nowadays’ school children will need in their future personal and
professional lives [3], [4], [5], [6], [7]. Future skills as a concept are discussed from the perspective of
teacher in- and pre-service education and its implementation in compulsory schooling. As a
suggestion, driven by the experiences in international cooperation projects of the Zurich University of
Teacher Education a set of characteristics for future skills learning programs is presented. The set
includes hints on how to formulate learning goals and competencies, how to develop content and
topics, which teaching and learning methods to apply, how to include reflection and assessment of
learning processes as well as general remarks about a future skills-oriented mindset of teachers.
Teachers have a central position in this development, as they must adapt their own understanding of
their role in context-specific teaching practices to support learners so that they can acquire and
effectively apply the knowledge, attitudes, and skills necessary in their future development and
learning. It is therefore important to provide teachers with a professional development that enables
them to accept the challenge in the interests of high-quality education. Teachers need to be equipped
so that they are active as facilitators in practical project-based teaching processes, involving learners
in decision-making processes, staying in dialog with each other to learn from each other (peer-
learning) and preparing learners and themselves for current world events in a collaborative way. In
transition countries, such as the Republic of Moldova, teacher training still emphasizes theory to an
extent that is at the expense of practical relevance. A reform of the curricula at universities would be
very welcome, as we are convinced that a solid reflection on everyday practice can lead to teachers
being seen more as facilitators in the process of developing future skills than as mere lesson
providers.

Keywords: life skills, future skills, transformative competencies, learning program, teacher education, peer-
learning, professional development

1. Introduction

The world is increasingly falling apart. Wars, climate disasters, terrorism, the rise of radical regimes,
and the loss of faith in democracy dominate our daily news feeds. What will our future look like,
especially that of our children? In what world will today's schoolchildren live and work ten or twenty
years from now? What do they need right now to be able to cope with the challenges that lie ahead? Is
our school system prepared for this? Or are we exaggerating everything? Are we instilling fear about
the future, causing our attempts to adequately prepare children to backfire? How can we motivate
learners and involve them positively in the world, equipping them with the necessary skills for it?
These questions are more evident than ever before even though the need to train learners in
transversal skills as much as in disciplinary subjects has been present in education worldwide for the
past ten years. The educational discourse on programs focusing on life skills, 21st century skills,
transversal skills or future skills has shaped curriculum reforms in many countries around the world.
Be in through specifically developed school subjects or cross-curricular teaching and learning
activities, getting equipped with the necessary competencies and skills for facing small problems in
everyday life as much as contributing to the solution of big problems of societies education and school
have adopted the necessity for life skills or transversal education. However, in the light of the
overwhelming challenges of the future, the discourse on the formerly known life skills has incorporated
a future-oriented dimension including attitudes and values as well as specific competencies. The
transition from the formerly used life skills approach to the approach towards future skills is the subject
of this article always bearing in mind the central question: Which competencies and skills will
nowadays‟ children need in their future professional and private lives and how does formal and non-
formal education contribute to this?

2. Life Skills And Their Significance For Education

Before we define life skills for the educational context and examine the integration of the life skills
approach into formal and non-formal education it is important to also analyse the roots and the
presence of the life skills concept in different areas of society. Life skills are not only a concept used
by education.
According to Murphy-Graham & Cohen [8] the three areas of discourse in life skills are: prevention &
protection (public health), labour market outcomes (economy) and quality education (education).
Taking a closer look at these three areas the different shapes and focus points are interesting and are
briefly presented here [8]:
a) Prevention & protection (public health) - Focus on healthy choices, protection from risky
behaviour (e.g. drug use, unprotected sex, gang involvement). Decision-making,
communication, resisting peer pressure and self-knowledge and care are the most important life
skills.
b) Labor market outcomes (economy) - Focus on life skills that are important for the labour market,
for employment, productivity, job quality, entrepreneurship, and earnings. The “big five”
personality domains such as conscientiousness, openness, extraversion, agreeableness,
emotional stability, as well as teamwork, communication and problem-solving are the most
important life skills.
c) Quality education (education) - Focus on well-being outcomes, meeting day to day challenges
and making informed decisions. Leadership, communication, critical thinking, social and
emotional competencies and 21st century skills are the most important life skills.
Even though these three areas put different emphases on life skills there is common ground when
examined a little closer. The core areas that overlap in the idea that children and young people “need
to: 1) master certain tasks, knowledge and/or information, (2) develop a group of social and emotional
competencies that will lead to valuable behaviours, and; (3) have ways of thinking that we consider to
fall within the category of critical thinking.” [8].
Considering the development of the life skills concept in these three areas it becomes also evident
that even though life skills in the public health sector already started in the 1990s and discourse in
economy and education followed in the early 2000s the goals and contents were influenced by the first
discourse but soon overlapped and derived the parts necessary for the specific sector.
Examining the field of education more thoroughly the life skills approach as originally defined by the
World Health Organization (WHO) in 1998 was used as a reference for many initiatives and programs
that followed, not only focusing on health or prevention but also on other aspects. The WHO‟s
definition of life skills gained prominence as early as 1998 as "the abilities for adaptive and positive
behaviour that enable individuals to deal effectively with the demands and challenges of everyday life "
[1]. These skills encompass decision-making, problem-solving, creative, and critical thinking, effective
communication, interpersonal skills, self-awareness, empathy, and the ability to manage emotions and
cope with stress [1]. International organizations have started using life skills approaches for several
education projects in the field of international development education, using the concept as the
“bottom line message about education quality” [8]. In addition to literacy and numeracy skills, life skills
are seen here as the key component of education quality [8]. Among all approaches in this field and
among all organizations, there is consensus that learners should develop life skills as an element of
quality education [9], [10], [11], [12], [13].
UNICEF‟s example illustrates this: Still focusing on health, but also on health education, UNICEF
outlined a model for life skills, encapsulated in an A-S-K framework of competencies. This model
represents “a behaviour change or behaviour development approach designed to address a balance
of three areas: knowledge, attitude and skills" [2]. UNICEF's definition is underpinned by research
which suggests that fostering changes in risk behaviour is unlikely without simultaneously addressing
knowledge, attitudes, and skills-based competencies [2]. When we delve into the specific skills,
various international organizations collectively identify ten fundamental life skill strategies and
techniques, which encompass problem-solving, critical thinking, effective communication, decision-
making, creative thinking, interpersonal relationship skills, self-awareness enhancement, empathy, as
well as techniques for coping with stress and managing emotions [2].

3. From Life Skills to Transformative Competencies

Given the rapidly evolving nature of our societies, encompassing changes in the environmental,
economic, and social spheres, the OECD Learning Framework 2030 underscores the necessity for
broader educational objectives [14]. This forward-looking vision places a strong emphasis on individual
and collective well-being, with education playing a pivotal role in the pursuit of these objectives.
According to this vision, education is seen as a critical means of developing the knowledge, skills,
attitudes, and values that empower individuals to contribute to and thrive in an inclusive and
sustainable future. The ability to set clear and purposeful goals, collaborate with individuals holding
diverse perspectives, discover unexplored opportunities, and devise multiple solutions to complex
challenges will be indispensable in the years ahead. Education's purpose should extend beyond
merely preparing young people for the workforce; it should also equip learners with the skills
necessary to become active, responsible, and engaged citizens [14]. The demand for an inclusive
education system that places learners at the heart of their learning journey, coupled with a
personalized environment that nurtures and inspires each student, fosters connections between
various learning experiences, and empowers learners to shape their learning processes
collaboratively with others, is emphasized [14].
Following the OECD Learning Compass within the Learning Framework 2030 the overview of all the
skills that are likely to be important in the future shows strong connections to the life skills concept
[14]. OECD defines them as “transformative competencies”, describing skills “that students need in
order to contribute to and thrive in our world, and shape a better future” [14]. According to the authors,
these transformative competencies are distinctively human and “can be seen as higher-level
competencies that help learners navigate across a range of different situations and experiences” [15].
Transformative competencies are therefore transferable and can be used throughout one‟s entire life.
The OECD divides the transformative competencies into three main areas: (1) creating new value, (2)
reconciling tensions and dilemmas and (3) taking responsibility [14].
The OECD Learning Compass 2030 takes another step forward and looks at the future challenges
and opportunities in the education sector. This visionary concept aims to align education systems
worldwide with the needs and requirements of the 21st century. The Learning Compass 2030
promotes a holistic approach to education that goes beyond the teaching of subject knowledge and
emphasizes the development of key skills such as creativity, critical thinking, social intelligence, and
digital literacy. The aim is to better prepare young people for a constantly changing world and to
provide them with the skills and knowledge they need to succeed in a globalized society. The concrete
key competencies within the framework of the described three areas of transformative competencies
of the OECD Learning Compass 2030 that are considered crucial for success in an ever-changing
world are as follows [14]:
1. Critical Thinking: The ability to analyse information, evaluate it, and make informed decisions.
2. Creativity: The ability to develop innovative solutions for problems and generate original ideas.
3. Communication: The ability to communicate effectively, both orally and in writing, and convey
information clearly.
4. Collaboration: The ability to work in teams, resolve conflicts, and collaborate productively with
others.
5. Self-Regulation: The ability to exercise self-control, self-motivation, and engage in independent
learning.
6. Digital Literacy: The ability to effectively use digital technologies, conduct online research, and
develop media literacy skills.
7. Social Intelligence: The ability to be empathetic, build relationships, and appreciate cultural
diversity.
8. Entrepreneurship Skills: The ability to develop entrepreneurial thinking and actions to promote
innovation and competitiveness.
 9. Global Citizenship: Understanding global challenges, cultural diversity, and the willingness to
take responsibility as a global citizen.
In the discourse about the uniqueness of transformative competencies the OECD‟s authors claim that
the three big competency areas are uniquely human [14]. Any form of artificial intelligence (AI) cannot
compete with the skills integrated into any of the three areas.

4. Transformative Competences = Future Skills?

There is an ongoing debate in academic circles [16] as to whether 'transformative skills' are
synonymous with 'future skills' or '21st century skills'. While 21st century skills tend to encompass
creativity, collaboration, critical thinking and communication, transformative skills extend further into
the future and serve as tools to address societal changes and challenges with confidence and
resilience [17]. These include skills related to achieving common goals, engaging in dialogue,
managing conflict, and adapting to change.
Future skills encompass competencies that enable individuals to self-organise and thrive in highly
emergent contexts of action, solving complex problems [4]. They are based on cognitive, motivational,
volitional, and social resources and can be acquired through learning processes. Future skills
emphasise the urgency of action and are distinct from transversal skills [4]. This future orientation is
reflected in fundamental changes in the way learning is perceived in educational institutions, such as
the need for less standardised learning, the translation of specialised knowledge into actionable
competence, and navigating hierarchical structures [4].
The NextSkills study by Ulf Ehlers [4] identifies 17 future skills across three dimensions: individual
development-related, individual object-related and individual organisation-related [4]. These include
skills such as learning, design thinking, sensemaking and collaboration. Similar explorations of future
skills are emerging in both German- and English-speaking regions, with lists of advocated skills
evolving or differing in minor details (Karrierebibel.de).
An examination of the original concept of future skills and its three relationships - individual, object,
and organisation - could be aligned with the OECD's areas of transformative competences. This could
provide a blueprint for organising future skills or the OECD's nine key competences.

5. What Will Our Future Hold In Store And What Will Be Best To Learn?

A different perspective in the discourse about future skills uses future scenarios for developing skill
sets. The Future Skills study by the Gottlieb Duttweiler Institute also identifies three dimensions into
which Future Skills can be categorized, particularly emphasizing their relevance to schools and
learners [5]. The four possible scenarios for our future, as outlined in the study, are:
1. Collapse: A world where there is no more international trade, and everything operates locally.
In this scenario, people must reorganize themselves amidst the "ruins" of a globalized and
industrialized world. Survival depends on possessing craftsmanship skills, engaging in
knowledge exchange with others, being highly adaptable and stress-resistant, and collaborating
with unknown individuals.
2. Gig-Economy Precariat: Due to digitization, machines have taken over many jobs, resulting in
a shortage. Although freedoms are not restricted, inequalities have intensified. Only small elites
live in prosperity. Survival depends on being able to work autonomously, being digitally adept,
thinking entrepreneurially, and effectively managing stress.
3. Net-Zero: In a world where abundance reigns, most people lack nothing. Individuals have
recognized the need to live climate-neutral, leading to restricted freedoms. Survival depends on
emotional stability, possessing craftsmanship skills, experiencing self-efficacy, and having a
certain level of knowledge in economics and ecology. The willingness to engage in the
community, appreciate non-material values, and make democratic decisions becomes
increasingly important.
4. Fully Automated AI Luxury: Due to digitization, machines have taken over many jobs here as
well, but the results are not reserved for a small elite. They are accessible to everyone, leading
to a lack of scarcity. Digitization is experienced as liberation, not a threat, as everything is
digitally available for free. Survival thrives on the ability to set long-term goals independently,
take responsibility for them, and have the courage to make mistakes. Curiosity, creativity, and
imagination, as well as trust in the community and the ability to make decisions in a group,
become more important. A technological understanding of AI, as well as the ability to
comprehend essential information from statistics or similar sources, gains significance.
Regardless of which scenario occurs or occurs in a partial or mixed form, individuals will need to
demonstrate their abilities in three dimensions: Knowledge, Willingness, and Action [5]. Drawing a
conclusion from the partially gloomy, partially exuberant scenarios results in a set of skills that will
undoubtedly be crucial for survival in an uncertain future.
Knowledge: People need a form of foundational knowledge about democracy, economy, environment,
and technology. They must also know how to acquire information and be able to process it. This
includes at least a basic understanding of scientific texts and the ability to question their own
knowledge.
Willingness: Individuals must be able to recognize their own competencies and be willing to use them
responsibly. They need to show a willingness to develop new ideas, especially in collaboration with
others. Self-directed learning, self-responsibility, introspection, reflection on emotions and needs,
creativity, imagination, as well as questioning societal values and existing truths are part of this
dimension. The willingness to engage in community, think in longer time horizons, and feel a sense of
responsibility toward future generations is a central focus of these Future Skills. This also includes
trusting others to do the same.
Action: To tackle future challenges, individuals must act. Awareness of one's own effectiveness and
implementation, the courage to make mistakes, perseverance, as well as practical and manual skills,
administrative abilities, concrete computer skills, and a certain organizational capacity will be of high
importance. In the realm of action, working with others, showing empathy, listening to others, handling
decision-making processes in a group, and, above all, conveying one's own ideas are also crucial.

6. How Can Teachers Support A Future-skill Oriented School And Be Supported

Themselves?

Schools play a crucial role in shaping the future of education in today's rapidly changing world. The
promotion of equal opportunities and adaptability is an important part of this, as schools move away
from rigid curricula. To prepare learners for the uncertainties and challenges of the future, promoting
future-ready skills and competencies in the classroom is key. This includes encouraging critical
thinking, collaborating, and applying knowledge in different subject areas. Schools should also
prioritise the promotion of questioning and individual engagement over rote learning. The key to
meeting the complex challenges of the future is to ensure that learners are educated with the right
balance of knowledge, preparedness, and practical skills.
In this context, the changing role of teachers over time represents both a challenge and an
opportunity. Teachers play a crucial role in fostering future skills by creating engaging learning
environments and integrating new pedagogical approaches and technologies. At the same time, these
changes offer the opportunity to create more dynamic and effective learning environments that are
better suited to preparing learners for the demands of the modern world. Flooding teachers with
training programs is not the answer; instead, targeted career coaching can make a significant
contribution to individual and institutional development. Balancing these responsibilities requires
targeted support, including access to training and coaching, and providing resources for professional
development. Collaboration, participation, feedback, coaching, and reflection are integral aspects of
effective teaching practice, beyond merely imparting knowledge.
To support teachers in their professional development, practical and long-term training courses
accompanied by individualized coaching are essential. Teachers should also engage in continuous
reflection and peer learning to promote ongoing growth and development. Mentors and coaches play a
vital role in helping teachers and learners set goals, develop strategies, and overcome obstacles,
ensuring that both realize their full potential [18], [19]. This process not only requires resources and
support from the education system, but also requires teachers to step out of their comfort zones, share
personal experiences, and foster trust and intentional communication.
In addition to issues such as the use of digital technology, stress management techniques and
inclusion, aspects such as collaboration, participation, feedback, coaching and reflection should be
considered as integral parts of pedagogical practice. Collaboration goes beyond cooperative learning
methods in the classroom to promote student collaboration; it also plays an important role within the
teaching staff. It's imperative that university and school professionals see themselves as a learning
community that strengthens academic and professional competencies through mutual learning.
Schools can set up specialized teams or interdisciplinary working groups to achieve common goals at
institutional level. Continuous reflection on one's own teaching and courses is essential in educational
institutions. Teachers should use reflection through targeted observation and constructive feedback
with colleagues (peer learning, team learning) as a tool to promote continuous learning and
professional development. As role models, teachers encourage learners to reflect on their own
learning processes and actions.
A case study from international cooperation in education: In the Republic of Moldova, teacher
training is still mainly focused on the transfer of knowledge rather than on the practical aspects of
teaching and learning. As a result, teachers function mainly as transmitters of knowledge. This can
lead to a lack of practical relevance. Nevertheless, there have been developments in the education
system, such as the regular adaptation of the curriculum and the introduction of competency-based
education in areas such as personal development and civic education. There have also been
recommendations for new teaching and learning materials and numerous training programmes.
However, the practical implementation of these innovations in the classroom is often perceived as
ineffective. This is because the training courses often only provide information, and the practical
application of materials and methods by teachers is not sufficiently supported. It would therefore be
desirable to make the curricula practice-orientated and to plan a practical and target group-oriented
introduction. Projects such as 'Better Teaching for a Better Future' (funded by the Charity Fund of the
Canton of Zurich) and 'REFLECT Phase II - Quality Learning through the Peer-to-Peer System in
Moldova', funded by the Swiss government as part of the 'Moldova - Promoting Active Citizenship'
programme, train Moldovan teachers to incorporate the approaches into everyday life. The trainings
are compact and very active, with hands-on practice, which is generally well received by teachers.
Although there is some resistance to the additional workload and to changes in learner behaviour and
teaching, the practical teaching tools and approaches indicate that changes are beginning to take
place towards more active teamwork in universities and the development of implementation strategies
for existing courses. In addition, the introduction of professional reflection on daily practice can help
teachers to be role models for future teachers and to be perceived as facilitators in the process of
future competence development. The training programmes are being developed in a participatory
approach with Moldovan experts and have the potential to change the mindset of the teachers from
the inside out so that they can adequately prepare the future generation of teachers and learners. This
requires courage, openness, and trust in oneself, but also in the team.

7. Characteristics Of Future Skills Programs

In the light of all definitions, descriptions, and clarifications about transformative or future skills we ask
ourselves the question: How do successful programs have to look like in terms of their structure,
goals, and contents to contribute to the development of the forementioned competencies? In addition
to that, what are the teaching and learning methods that can be foreseen to prepare children and
young people for the unknown future? The following table gives a concise overview of the different
criteria for creating meaningful learning opportunities for future skills education.

Criteria Indicators Descriptions and examples

Goals - Goals focus on competencies and - Blooms Taxonomy for formulating
and transformative skills goals, using active verbs
Competen- - Are communicated to the learners - Repeating key concepts at a more
cies - Learning programs should be aligned complex level throughout the entire
in a spiral curriculum program
- Be aligned with the present curriculum - Defining the “core” subject in which
and foresee cross-curricular teaching future skills are in the focus
opportunities
Contents - Contents and activities have to have a - Using every-day life examples
and significance in the present and future - Activities cover all three dimensions of
Topics lives of learners future skills education, e.g. climate
- Contents must be aligned with change:
knowledge, willingness, action - Knowledge: What effects does
- Contents and topics must be carbohydrate have on different
discussed in a participatory way dimensions of life (humans, animals,
- Background knowledge and materials plants, sea etc.)
are provided by the teacher - Willingness: How do I personally deal
- Knowledge in the community is with climate change and how do I feel
integrated into school and made about it?
visible - Action: What could I and we change
about our daily life?
Teaching - Peer learning and co-operative - Working together on a participatory
And learning settings essential project, e.g. our visions for our
Learning - Methods are based on a cooperation- school(yard) etc.
Methods oriented classroom structure, not a - Introducing methods to do research on
competition-oriented one the internet
- Project-orientation and task-based - Peer feedback as a fixed element after
learning intensive learning phases
- Learners become active as soon as - Using model lessons
possible - Differentiating between pure online
- Introduce new and innovative teaching sessions, hybrid sessions and face-to-
and learning methods face sessions; Co-operation in all
- Constant use of digital learning settings
Continuous - Reflection by all actors involved - Using self-reflection and peer
Reflection - Regular feedback for individual and group
- Self-reflection and reflection by others tasks (e.g. oral presentations, group
- Reflection-in-action and reflection-on- presentations etc.)
action - Using tools such as the JOHARI
- Identify blind spots through self- window for separating the dimensions
reflection and peer feedback of observation and perception
Assessment - Assessment based on individual and - Using self-assessment techniques and
of learning criteria orientation peer reflection, peer feedback, regular
processes - Formative assessment as the central peer visit
form of assessment - Regular peer feedback among
learners after presentations etc.
Mindset of - Mistakes are viewed as learning - Adopting an iterative process
teachers opportunities - Using task-based learning approaches
- Playfulness as the central driver for - Changing the channels for learning
learning and involving different senses
- Autonomy and freedom, self-efficacy - Celebrating uniqueness in class
and feeling of social inclusion - Installing partnerships with nearby
- Inclusion and diversity as valuable stakeholders (e.g. old people‟s home,
- Orientation towards strengths local NGO etc.)
- Openness to what is going on outside - Opening one‟s classroom, teaching
of school – close by and far away and learning outside
- Interest about what the current labor - Using the school‟s community for
market needs internal research activities
- Openness to change own traditions, - Valuing mistakes, “celebrating”
methods and views lessons learned among teachers

8. Conclusion and Outlook

The conducted analysis and the ongoing implementation of the future skills programme in the
Republic of Moldova show that this orientation must be based on the three basic pillars of knowledge,
willingness, and action for not only the learners but for all stakeholders within the school partnership.
But how to start? Schools, principals, and teachers need to commit themselves and adopt the
necessary mindset for breaking up a traditional teaching and learning culture. This includes taking an
active part in the decision-making processes on the possible focus points that will be adapted. In this
respect, the “Future Skills Navigator” model can provide guidance and support
(www.futureskillsnavigator.com/en/). We include this resource on purpose in our concluding section as
a food for thought and an illustrative tool for exploration. It divides competencies into four fundamental
"Future Skill areas." These describe the rational, emotional, spiritual, and transformative domains [20].
Three different levels come into play in the orientation or implementation of Future Skills. Me, you, us,
and all (things). The authors assign the competencies mentioned above to each level that is or will be
primarily concerned with it. The model that emerges describes concentric circles in four quadrants,
which, from the inside out, first deal with the self, then with others, with us, and finally, with everyone
or everything. For each skill and level, the Future Skills Navigator provides suggestions and
implementation proposals. Thus, it becomes possible to "navigate" through the Future Skills landscape
at different levels with different goals and groups. However, working with the Future Skills navigator
also requires a mindset that is characterized by openness and flexibility, risk-taking and rather than
fear of failure, the feeling of psychological safety, a conscious focus on development rather than
constant assessment and the awareness that the foundation for a future-ready school and education
system can be laid through a systemic lens which considers also the environment outside the
classroom, the school and the district.

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