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2 references
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- Vol 4 RE: Chapters 18, 24, 27, App A, App B, App C
- Vol 6 RE: App B, App D
student agencyco-agencytransformative competenciesanticipation–action–reflection cycleknowledge skills attitudes and valuesethical judgmentlearner voiceindividual and collective wellbeingReport Evidence summaryAt a glance
The OECD Learning Compass offers an aspirational framework for what learners may need to shape individual and collective wellbeing toward 2030. Its compass metaphor emphasizes navigating unfamiliar situations responsibly rather than following fixed instructions.
Key ideas
Student agency and co-agency sit at the center: learners act purposefully while working with peers, teachers, families, and communities. The framework integrates knowledge, skills, attitudes, and values and highlights three transformative competencies—creating new value, reconciling tensions and dilemmas, and taking responsibility. An anticipation–action–reflection cycle describes how learners consider consequences, act, and revise understanding. The accompanying concept notes clarify constructs including foundations, agency, competencies, knowledge, skills, attitudes, and values. OECD presents the framework as globally informed but locally contextualized, not as a prescribed curriculum or assessment instrument.
Why it matters
Its practical implication is that education should support disciplinary understanding alongside adaptability, ethical judgment, collaboration, and the capacity to influence one's environment. Curriculum design must therefore connect learning goals, pedagogy, assessment, learner voice, and wider social purposes rather than treating future readiness as a list of isolated skills.
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- Vol 4 RE: Chapter 23
future-ready learninglearner agencyethical judgmentteacher autonomylifelong learning ecosystemsdigital transformationReport Evidence summaryAt a glance
Prepared for the International Summit on the Teaching Profession, this report considers future-ready learning, digital transformation, and partnerships for lifelong learning. Education should equip learners with knowledge, skills, attitudes, and values that support agency, ethical judgment, resilience, and the ability to create new value under uncertainty.
Key ideas
Teachers are central to this work and need professional autonomy, collaboration, learning opportunities, and policy support to design richer environments rather than deliver fixed content. Digital tools and AI can personalize support, expand access, streamline work, and improve system information, but may also distract, deepen inequality, threaten privacy, or reproduce weak pedagogy. Transformation therefore requires infrastructure, capability, evidence, and governance, not technology acquisition alone. The report also argues that schools cannot remain isolated from families, employers, communities, and other institutions.
Why it matters
Partnerships, vocational pathways, workplace learning, micro-credentials, and community hubs can connect formal education with changing life and work. Governments and teacher organizations should jointly shape reforms so innovation strengthens relationships, professional expertise, inclusion, and coherent lifelong learning ecosystems.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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