We have had the pleasure of working with 8billionideas again this academic year as part of our ongoing commitment to Future-focused Education. The term itself is open to a range of interpretations. It might conjure up images of the latest tech being adapted for the classroom – a virtual reality tour of the Jurassic era or ancient Rome, for instance. However, this is a superficial application of what is, in reality, a complex and evolving debate. As you’d expect, the future of education is full of unknowns, especially in the context of rapid technological, political and social change.
In just a handful of generations, new and transformational General Purpose Technologies (GPTs) – which, by definition, change the way we live and work – have become ever more impactful. Of the 24 cited by economists Richard Lipsey and Kenneth Carlawi, half have emerged in the last 200 years. A comparison between life before and after the rise of mass media illustrates just how dramatically new technologies can shape how people think, what they do for entertainment and how they learn. The advent of mass media technology in the early twentieth century – first radio, then television – had a lasting influence on society, shaping identity, politics and global awareness. By the late twentieth century, society had become almost unrecognisable compared to life in the Victorian era.
The most recent GPTs identified by Lipsey and Carlaw have all emerged within the last generation: the computer, the internet, lean production, biotechnology and nanotechnology. As a result, students in recent decades have faced a pace of change far faster than that experienced by previous generations, requiring them to learn new skills, grasp new concepts and apply innovative thinking in meaningful and effective ways. There is much debate about what the next GPTs will be. The rise of generative AI has the potential to revolutionise the world of work, social interaction and the arts, as well as accelerate the development of further technologies. Similarly, advances in nanotechnology and quantum computing could significantly enhance the processing power behind AI tools, opening up new possibilities for what could be achieved within a single generation.
Future-focused Education must not only consider the accelerating pace of technological change, but also the skills and knowledge needed to thrive in an economy that is not yet fully realised. Cognitive scientist Guy Claxton argues that an education fit for the future must foster a culture of lifelong learning, rather than focusing on the retention of isolated knowledge without connections or meaning. His ‘Building Learning Power’ ii framework outlines four key capacities – resilience, resourcefulness, reflection and reciprocity – that enable students to become more effective learners. This means being ready, willing and able to learn; managing distractions and persisting through challenges; asking questions and thinking critically; planning, revising and organising their work; and learning to collaborate, empathise and build strong social relationships. In essence, Claxton suggests that education should prioritise developing students as learners, not just focus on what is learned.
Educationalists Bill Lucas and Ellen Spencer have built on these ideas by exploring how schools can foster creative thinking.iii Creativity lies at the heart of an education system fit for the future and needs to be considered in a more horizontal way, rather than simply fostering creativity in the creative arts subjects. All subjects require creative thinking and students should be encouraged to draw on both learned knowledge and imaginative approaches to solve problems in a range of contexts. In practical terms, schools should aim to promote intellectual curiosity, encourage collaborative work that enhances creative thinking and create space for students to be imaginative and think outside the box. To help students apply these skills in real-world situations, education must also support the development of persistence – the ability to see a challenge through to the end. Schools that focus on nurturing these qualities are equipping students with the skills they need to thrive in a rapidly changing world.
At Kingsley, our partnership with 8billionideas is just one of the many ways we’re preparing our students for the future. Through this collaboration, learners across all year groups participate in engaging, real-world projects that promote creativity, curiosity and adaptability. In Year 7, students take part in a series of workshops designed to encourage creative thinking, entrepreneurship, self-reflection and sustainability. Currently, they’re exploring potential careers in the space sector, before moving on to an exciting project where they will become ‘world-class designers’. In Year 8, pupils have been learning about the ethics and challenges associated with Artificial Intelligence, developing their understanding of one of the most significant emerging technologies of their time.
Students have also benefited from valuable off-timetable days with the 8billionideas team. Years 12 and 13 explored how to become ‘CEO of their own lives’, applying business management principles to set and achieve personal goals. Years 9 and 10 learned how to set up their own charities and develop models that are both sustainable and effective. Our Year 7 students designed their own board games, considering how to tailor their products to meet customer needs. Meanwhile, Year 8 explored how to ‘work smart’ by prioritising time and maximising their learning. Prep pupils have also participated in a wide range of engaging workshops covering topics such as ‘Stone Age Travellers’, ‘Historical Hobbies’ and ‘Ancient Egypt’. Across all year groups, 8billionideas has made a meaningful impact by equipping students with future-ready skills and providing careers guidance that supports their long-term ambitions.
As the world continues to change at a pace few could have predicted, our role as educators is to prepare students not just for the challenges they will face, but for the opportunities they will create. By embedding the principles of Future-focused Education, we aim to develop learners who are adaptable, curious, resilient and ready to navigate uncertainty with confidence and purpose. We can’t predict the future, but we can equip our students to help shape it.
Article by Mr Bucknall, Deputy Head Academic
