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2 references
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- Vol 5 RE: Chapter 15
student agencyco-agencytransformative competenciesanticipation-action-reflection cycleinterdisciplinary knowledgesocial and emotional skillscollective wellbeingfuture-oriented curriculaPolicy paper Evidence summaryAt a glance
This foundational Education 2030 position paper presents an early version of the OECD learning framework for a world shaped by technological, social, economic, and environmental change. It argues that education must help young people navigate uncertainty, contribute to collective wellbeing, and shape the future rather than merely adapt to it.
Key ideas
The framework combines disciplinary and interdisciplinary knowledge, cognitive and metacognitive skills, social and emotional skills, physical and practical skills, and attitudes and values. Student agency is central and develops through co-agency with teachers, peers, families, and communities. Three broad transformative competencies are introduced: creating new value, reconciling tensions and dilemmas, and taking responsibility. An anticipation–action–reflection cycle supports learners in considering consequences, acting purposefully, and revising their understanding.
Why it matters
OECD emphasizes orientation rather than prescription: the framework was co-created internationally and must be interpreted within local contexts. The paper also points toward later work on curriculum, pedagogy, assessment, and instructional systems needed to turn aspirational competencies into equitable learning opportunities.
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- Vol 4 RE: Chapter 12
disciplinary knowledgeinterdisciplinary knowledgeepistemic knowledgeprocedural knowledgephenomenon-based learningproject-based studycurriculum integrationteacher collaborationConcept note Evidence summaryAt a glance
The Knowledge for 2030 concept note distinguishes four forms of knowledge needed within future-oriented curricula: disciplinary, interdisciplinary, epistemic, and procedural. Disciplinary knowledge supplies the conceptual foundations and ways of organizing understanding developed within subjects.
Key ideas
Interdisciplinary knowledge connects concepts across fields so learners can address complex problems that do not respect subject boundaries. OECD identifies five curriculum approaches: transfer broad concepts or “big ideas” across disciplines; make connections among concepts explicit; organize thematic or phenomenon-based learning; combine related subjects or create new learning areas; and create space for project-based study. Epistemic knowledge concerns how practitioners in a discipline think, justify claims, and create knowledge, while procedural knowledge concerns how to perform processes and may be domain-specific or transferable. The note rejects a choice between strong subjects and integration: interdisciplinary work depends on sufficient disciplinary grounding.
Why it matters
It also links knowledge design to equity, curriculum overload, transfer, authenticity, and opportunity to learn. Effective integration requires deliberate sequencing, teacher collaboration, and assessment that recognizes connected understanding.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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