The tasks of education must be completely rethought

The rapid pace of change, driven by digitalization and artificial intelligence, necessitates a complete reimagining of education. As AI increasingly takes over tasks, especially in expert professions, educational systems risk becoming obsolete by clinging to outdated methods or nostalgically focusing on the past. The current emphasis on international performance metrics, like the PISA rankings, has unduly narrowed the perceived purpose of education to measurable outcomes. This focus overlooks crucial aspects such as fostering personal growth, developing good citizenship, and rebuilding a sense of broader education (sivistys). While performance is important for assessing skill levels, it should not be the sole objective. Instead, educational institutions must raise their standards and encourage students to strive for deeper learning. For decades, curricula have stressed critical thinking, analysis, and problem-solving skills, which remain relevant. However, emerging needs like resilience in the face of change and future-oriented competencies are gaining prominence. The evolving societal landscape, marked by increased diversity and varied life paths, presents both richness and challenges for schools. This complexity demands new expertise from teachers and school communities, as evidenced by the rise in special education needs and learning support requirements. Traditional educational models and teaching practices are no longer sufficient, leading to issues in student well-being, school engagement, and teacher burnout. The authority of educators is shifting away from mere knowledge dissemination towards facilitating learning in a rapidly changing world. Solutions like smaller class sizes or more special education teachers, while potentially helpful, do not address the systemic need for reform. A fundamental overhaul of school operating models and the very nature of teaching professionalism is essential. This transformation, though potentially daunting, is unavoidable. It highlights the necessity of collaborative work within school communities and requires that both initial teacher education and ongoing professional development be equipped to meet these evolving demands.

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Emme voi tyytyä voivottelemaan emmekä etenkään haikailemaan entisaikaa. Ryhmäkokojen pienentäminen, tasoryhmät tai erityisopetajien lisääminen eivät tuo ratkaisua.