Rethinking Education: Youth Perspectives on the Curriculum of 2040

By Lenka Marcanova, Youthwise, the OECD’s youth advisory board

“Education systems are preparing young people for a world that no longer exists.”

This stark statement echoed through discussions at the 8th Global Forum on the Future of Education and Skills 2040, illuminating the urgency for educational reform. In a time when artificial intelligence and green transitions shape labor markets, it’s critical to evaluate if current educational frameworks equip youth with the necessary skills and adaptability for the future.

The forum convened a diverse group of policymakers, educators, researchers, and young representatives from around the globe in Bratislava. This setting—a mix of elegance and austerity—symbolized the existing gap between outdated education systems and the rapidly evolving demands of the future.

As a participant representing Youthwise, the OECD’s youth advisory panel of 24 members aged 18 to 30, it became clear that young people are not merely stakeholders; they must be active architects of their education's future. Policymakers must recognize this to foster education systems that truly prepare youth for what lies ahead.

The Implications for Educational Stakeholders

The notion that education has fallen behind technological advancements is no exaggeration. According to OECD data, around 27% of jobs in member countries are projected to undergo substantial transformation due to AI and automation. This evolution often leads to shifts in roles rather than outright job loss. Employers consistently express frustration over a disconnect between the skills cultivated in educational environments and those required in the job market. Areas like critical thinking, digital literacy, and adaptability remain glaring gaps.

From conversations with peers, it's evident that young people recognize this disparity. OECD findings present a concerning image: rising anxiety levels among students regarding their future employment prospects, shaped by factors like rapid technological change and economic instability. Nearly half of 15-year-old students across OECD countries report feeling unprepared for life following compulsory education.

Youths' insights at the forum resonated with concepts outlined in the OECD Learning Compass 2030, emphasizing the importance of learner agency, collaboration, and the capability to navigate complexities. Four themes emerged from group discussions:

1. Adaptability: Curricula must continuously evolve alongside societal and technological advancements, rather than shifting only once every decade.
2. Inclusion: Learning environments should embrace a variety of backgrounds, abilities, and learning paths while working to eliminate inequalities.
3. Future-ready skills: Education should prioritize the teaching of critical thinking, digital literacy, collaboration, and resilience, moving away from rote memorization.
4. Wellbeing: The educational framework must promote identity and mental health alongside academic success.

These insights reflect genuine experiences, including students grappling with irrelevant curricula and teachers striving to incorporate new methodologies in a system that often resists change.

Insights from Slovak Schools

A highlight of the Forum was the opportunity to visit Slovak schools, witnessing firsthand the practical application of these concepts. Many classrooms showcased educators experimenting with novel teaching methods, utilizing AI tools, and enhancing both student and teacher agency. Notably, technology served not as a panacea but as a catalyst for rethinking educational practices, encouraging deeper exploration and meaningful collaboration.

At the Slovak University of Technology (STU), the integration of AI into learning exemplified how it can support practical experiences. Students displayed projects ranging from engineering prototypes to data-driven design tools, illustrating AI’s potential to enhance problem-solving capabilities.

Real-World Applications

The forum produced compelling examples of educational adaptability in crisis situations, offering lessons for broader implementation. Ukrainian teacher Anna Duchenko illustrated how AI-enabled tools are facilitating learning under challenging conditions, from displacement scenarios to inadequate school access. These innovations help maintain educational continuity by providing resources and psychological support even when traditional settings are inaccessible.

In her presentation, Singaporean professor Suzanne Choo proposed a revised view of Maslow’s Hierarchy of Needs tailored for the digital age. She emphasized the necessity of fostering a welcoming and secure environment before learners can fully engage with AI-enhanced education.

Contributions from attendees like Romanian student David Cristea and consultant Love Basillote illuminated how crisis-driven educational redesign is emphasizing flexibility and empathy. Their insights showcased that resilience stems not just from technological prowess but from values-driven frameworks and collaborative design. These narratives reaffirm that technological solutions alone won’t remedy educational shortcomings; empowering youth and embracing their values are vital steps toward effective reform.

A Vision from Youthwise

Through my involvement with Youthwise, I’ve witnessed young people spearheading initiatives focused on digital equity, well-being, and educational accessibility. Forums like this are vital—they create connections across generations, ideologies, and implementation strategies. For the educational community, the imperative now isn't just to listen to youth; it’s to embed their contributions into policy-making, governance, and classroom practices.

Three actionable steps stand out:

1. Establish advisory bodies consisting of youth at local, national, and school levels.
2. Embed student agency in educational practices using frameworks like the OECD Learning Compass 2030.
3. Invest in educator training focused on AI literacy, inclusive teaching methods, and student well-being, as outlined in the OECD Teaching Compass.

Ultimately, young people are not merely the future of education—they are active participants in shaping its present. The forum underscored the possibilities that emerge when we empower the youth, demonstrating how platforms like Youthwise can lead to education systems that are inclusive, resilient, and responsive to the realities awaiting learners.

For further information on Youthwise and opportunities for youth engagement, please visit the Youthwise website.