Global Innovative Trends in Basic Education
China National Academy of Educational Sciences (CNAES) has carried out the "Global Innovative Trends in Basic Education" research project. This project aims to outline the panorama and direction of global basic education innovation, providing valuable references for the reform and innovation of Chinese basic education. It also endeavors to offer theoretical foundations and strategic guidance for improving the quality of global education, narrowing the gaps, addressing the challenges brought by social and cultural diversity, and promoting the sustainable development of humanity.
The report points out eight current global innovative trends in basic education as follows: first, focusing on enhancing the digital literacy of teachers and students; second, attaching great importance to cultivating the innovation awareness and ability; third, actively building the STEM educational ecosystem; fourth, promoting vocational education; fifth, emphasizing social and emotional learning; sixth, thoroughly implementing thematic interdisciplinary learning; seventh, deeply exploring digital-intelligence-empowered assessment; eighth, strategically promoting educational equity and inclusion.
Specifically, the drafting of the "International Basic Education Innovation Trends Report" mainly involved three tasks: first, a review of relevant Chinese and foreign literature, including an analysis of research themes from 685 highly relevant articles in the Global Citation Database (WOS, Web of Science) within the past five years; second, case analysis based on the eight trends, carried out according to the latest five-year education strategies, major policy documents, and key research reports from important international organizations such as the United Nations, the World Bank, the OECD, the EU, and ASEAN, as well as more than ten developed and developing countries including the United States, the United Kingdom, Australia, Germany, and Finland; third, multiple rounds of expert consultations, drawing on the research team's decade-long continuous tracking of global basic education development trends.
