current issues in education pdf

Global education trends and research to follow in 2022

Subscribe to the center for universal education bulletin, emily gustafsson-wright , emily gustafsson-wright senior fellow - global economy and development , center for universal education @egwbrookings helen shwe hadani , helen shwe hadani former brookings expert @helenshadani kathy hirsh-pasek , kathy hirsh-pasek senior fellow - global economy and development , center for universal education @kathyandro1 maysa jalbout , maysa jalbout nonresident fellow - global economy and development , center for universal education @maysajalbout elizabeth m. king , elizabeth m. king nonresident senior fellow - global economy and development , center for universal education jennifer l. o’donoghue , jennifer l. o’donoghue deputy director - center for universal education , senior fellow - global economy and development @jennodjod brad olsen , brad olsen senior fellow - global economy and development , center for universal education @bradolsen_dc jordan shapiro , jordan shapiro nonresident fellow - global economy and development , center for universal education @jordosh emiliana vegas , and emiliana vegas former co-director - center for universal education , former senior fellow - global economy and development @emivegasv rebecca winthrop rebecca winthrop director - center for universal education , senior fellow - global economy and development @rebeccawinthrop.

January 24, 2022

• 12 min read

As the third calendar year of the pandemic begins, 2022 promises to be an important one—especially for education. Around the world, education systems have had to contend with sporadic closures, inequitable access to education technology and other distance learning tools, and deep challenges in maintaining both students’ and teachers’ physical and emotional health. At the same time, not all of the sudden changes precipitated by the pandemic have been bad—with some promising new innovations, allies, and increased attention on the field of global education emerging over the past three years. The key question is whether 2022 and the years ahead will lead to education transformation or will students, teachers, and families suffer long-lasting setbacks?

In the Center for Universal Education, our scholars take stock of the trends, policies, practices, and research that they’ll be closely keeping an eye on this year and likely in the many to come.

More than ever, in 2022 it will be critical to focus on strengthening the fabric of our global education system in order to achieve positive outcomes—particularly through an increased focus on data-informed decisionmaking. We have seen a renewed focus on different forms of data that are critical to enhanced education outcomes, such as real-time performance data, which allow teachers and other decisionmakers to course-adjust to the needs of learners to better support their educational journeys. Additionally, high-quality program cost data are needed for decisionmakers to plan, budget, and choose the most cost-effective interventions.

One way we are seeing these areas strengthened is through innovative financing for education, such as impact bonds , which require data to operate at full potential. This year, pooled funding through outcomes funds—a scaled version of impact bonds—should make a particularly big splash. The Education Outcomes Fund organization is slated to launch programs in Ghana and Sierra Leone, and we also expect to see the launch of country-specific outcomes funds for education such as OFFER (Outcome Fund For Education Results) in Colombia, the Back-to-School Outcomes Fund in India, and another fund in Chile. At the Center for Universal Education, we will be following these innovations closely and look forward to the insights that they will bring to the education sector.

As we look ahead to 2022, one continued challenge for many families is navigating the uncharted territory of supporting children’s learning with a growing number of school closures . But while the pandemic forced an abrupt slowdown in modern life, it also provided an opportunity to reexamine how we can prioritize learning and healthy development both in and out of school. Moreover, the cascading effects of the pandemic are disproportionally affecting families living in communities challenged by decades of discrimination and disinvestment—and are very likely to widen already existing educational inequities in worrisome ways.

One innovative approach to providing enriching learning opportunities beyond school walls that address the inequities in our current systems is Playful Learning Landscapes (PLL) —installations and programming that promote children and families’ learning through play in the public realm. A current focus for PLL at Brookings is measuring the impact of these spaces to show that PLL works and to garner greater investment in them. To that end, Brookings and its partners developed a framework and an initial set of indicators from both the learning science and placemaking perspectives to help assess the positive effects of PLL on learning outcomes , as well as its potential to enhance social interaction and public life in revitalized spaces. The framework will continue to evolve as we learn from communities that are testing the expansion and adaptation of PLL—this important work is just beginning.

The pandemic highlighted several trends in education that promise to be the focus of future policy and practice in 2022 and beyond: the importance of skills that supplement the learning of content, systemic inequities in education systems, and the role of digital technology in the education of the future. It has become increasingly clear that the memorization of content alone will not prepare children for the jobs and society of the future. As noted in a Brookings report “ A new path for education reform, ” in an automated world, manufacturing jobs and even preliminary medical diagnoses or legal contracts can be performed by computers and robots. Students who can work collaboratively—with strong communication skills, critical thinking, and creative innovation—will be highly valued. Mission statements from around the globe are starting to promote a “whole child” approach to education that will encourage the learning of a breadth of skills better aligning the education sector with needs from the business sector.

The past year also demonstrated weaknesses and inequalities inherent in remote learning that I’ll be closely tracking in the years to come. In fact, the Centers for Disease Control and Prevention suggested that virtual learning presents risks to social-emotional learning . Further, research suggests that academic progress during the pandemic slowed such that students demonstrated only 35 to 50 percent of the gains they normally achieve in mathematics and 60 to 68 percent in reading. The losses are not experienced uniformly , with children from underresourced environments falling behind their more resourced peers.

The failure of remote learning also raises questions about the place of digital learning in the classroom. Learning will become more and more hybrid over time, and keeping an eye on advances in technology—especially regarding augmented reality and the metaverse—will be particularly important, as both have real consequences for the classrooms.

In 2022, I’ll be focusing on one group of children in particular–refugees–who are among those children who have historically had the least access to preprimary education. The pandemic has affected them disproportionally , as it pushed them and their families into poverty and deprived them from most forms of education during the school closures.

While much more investment in early childhood education research and evaluation is needed to improve evidence and channel scarce resources effectively, there are a few important efforts to watch. A report commissioned by Theirworld last year provided an overview of the sector and focused on a critical gap and opportunity to address the inequity of access to early childhood education in refugee settings by better supporting teachers and community workers. This year, Theirworld and partners will pursue two of the report’s recommendations–making the science of early childhood brain development widely accessible in refugee communities and building the evidence base on what works in supporting early childhood education teachers and the young refugee children they teach.

The report was informed by existing initiatives including Ahlan Simsim, which in 2017 received the largest known grant to early education in a humanitarian context. While the evaluation of Ahlan Simsim will not be complete until two more years, the Global Ties for Children research center, Sesame Workshop, and the International Rescue Committee will share critical insights into their learning to date in a forthcoming episode of the podcast the Impact Room .

This coming year I’ll be focused on how education systems can prepare for future disruptions, whatever the cause, with more deliberateness. The past two years of the COVID pandemic have seen education systems throughout the globe struggle to find ways to continue schooling. Additionally, there have been other public health crises, natural disasters such as earthquakes, floods, and severe storms, and wars and terrorism in different parts of the world that have gravely tested school systems’ ability to minimize the cost of catastrophes on students and teachers. Finding safer temporary learning places outside the school and using technologies such as radio, TV broadcasts, and online learning tools have helped, but quick fixes with little preparation are not effective approaches for sustaining and advancing learning gains.

In the age of broadcast and digital technologies, there are many more ways to meet the challenges of future emergency situations, but life- and education-saving solutions must be part of the way school systems operate—built into their structures, their staffing, their budgets, and their curricula. By preparing for the emergencies that are likely to happen, we can persevere to reach learning goals for all children.

By the close of 2021, a number of studies began to document the impact of COVID-19 on girls’ educational trajectories across the Global South. These studies point to promising trends –lower than expected dropout rates and reenrollment rates similar to (if not greater than) those of boys–while still highlighting the particular challenges faced by adolescent girls and girls living in poverty , conflict, and crisis .

In 2022, it will be critical to continue to generate more nuanced evidence—carefully considering questions such as “for which girls,” “where,” “when,” and “why.” And then we must put this knowledge to use to protect and promote girls’ and young women’s rights not just to education, but to participate and thrive in the world around them. Ensuring that marginalized girls and young women become transformative agents in improving their lives and livelihoods—as well as those of their families and communities—requires us to develop new strategies for learning and acting together.

At the Center for Universal Education, this means strengthening our work with local leaders in girls’ education: promoting gender-transformative research through the Echidna Global Scholars Program ; expanding the collective impact of our 33 Echidna alumni; and co-constructing a learning and action community to explore together how to improve beliefs, practices, programs, and policies so that marginalized adolescent girls’ can develop and exercise agency in pursuing their own pathways.

Going into year three of COVID-19, in 2022 I’m interested to see whether countries will transform their education systems or largely leave them the way they are. Will leaders of education systems tinker around the edges of change but mostly attempt a return to a prepandemic “normal,” or will they take advantage of this global rupture in the status quo to replace antiquated educational institutions and approaches with significant structural improvement?

In relation to this, one topic I’ll be watching in particular is how countries treat their teachers. How will policymakers, the media, parent councils, and others frame teachers’ work in 2022? In which locations will teachers be diminished versus where will they be defended as invaluable assets? How will countries learn from implications of out-of-school children (including social isolation and child care needs)? Will teachers remain appreciated in their communities but treated poorly in the material and political conditions of their work? Or will countries hold them dear—demanding accountability while supporting and rewarding them for quality work?

I’m interested in learning more about how pandemic lockdowns have impacted students. So far, we’ve only gotten very general data dealing with questions that are, in my opinion, too simple to be worthwhile. It’s all been about good and bad, positive and negative, learning loss and achievement. But I’ll be watching for more nuanced studies, which ask about specific ways increased time away from school has impacted social-emotional development. How do those results differ between gender, race, socioeconomic status, and geographic location? I suspect we’re going to learn some things about the relationship between home environment and school environment that will challenge a lot of our taken-for-granted assumptions.

In 2022, I’ll be tracking emerging evidence on the impact of the COVID-19 school closures on children and youth. Several researchers, including my co-authors and me , have provided estimates of the school closures’ impact on student learning losses, unemployment, future earnings, and productivity globally. But only recently are researchers analyzing actual evidence of learning losses , and an early systematic review finds that “Although robust and empirical research on COVID-19-related student learning loss is limited, learning loss itself may not be.”

Likewise, there is little rigorous reviews of remote learning tools’ and platforms’ impact on student learning during the school closures. After the pandemic, it is almost certain that remote and hybrid learning will continue—at a minimum occasionally and often periodically—in primary, secondary, and post-secondary education. It is urgent that we build the evidence base to help education decisionmakers and practitioners provide effective, tailored learning experiences for all students.

Finally, a key issue for education is how to redesign curricula so that this generation (and future generations) of students gain a key set of skills and competencies required for technologically-advancing labor markets and societies. While foundational literacy and numeracy skills continue to be essential for learning, a strong foundational knowledge of science, technology, engineering, and mathematics is ever more important in the 21st century, and I look forward to contributing research this year to help make the case for curricula redesign efforts.

I will be interested to see how parent-teacher relationships progress after the pandemic has (hopefully) faded into the background. COVID-19 has had an inescapable impact on the way we deliver education globally, but none more so than on how education leaders and teachers interact with students and their families.

For the past three years, I have been studying family-school collaboration. Together with my colleagues and partners, we have surveyed nearly 25,000 parents and 6,000 teachers in 10 countries around the world and found that the vast majority of teachers, parents, and caregivers want to work together more closely. Quality family-school collaboration has the potential to significantly improve educational outcomes, spur important discussions on the overall purpose of school, and smooth the path for schools and families to navigate change together. From community schools in New Mexico  to text message updates from teachers in India , new innovations are popping up every day—in every corner of the world. I’m excited to see what the future holds for family-school collaboration!

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Vol. 24 No. 1 (2023)

I am honored to introduce Volume 24, Issue 1 of Current Issues in Education. 

This year, CIE is celebrating 25 years as a student-led, open-access journal! The celebration of this milestone serves as a reminder of the vital role student-led journals play in providing hands-on experiences for graduate students in publishing, editing, and contributing to the field. Over the past 25 years, student editors like myself and everyone else on the editorial board have published issues featuring articles on wide-ranging topics, from innovative student engagement strategies to critical discussions on foundational concepts of teaching and learning . This experience has been transformative in preparing us for academic careers through experiential learning opportunities. 

This anniversary also provides an opportunity for us to reflect on the progress made and the work that still needs to be done to advance the quality of education for everyone. CIE’s continued commitment to being open access ensures that its articles and insights reach a wide audience, fostering greater collaboration and dialogue in the field of education. This issue is no exception. The articles in this issue are a collection of insightful and thought-provoking articles that delve into the complex and multifaceted nature of the international education landscape. The articles highlight important research that seeks to challenge conventional thinking, provoke dialogue, and provide practical insights into critical educational issues.

The first article, "Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context , written by Adaobiagu Obiagu at the University of Nigeria, examines the career choice motivations and professional identity of preservice teachers in Nigeria. Through a narrative research method, the study sheds light on the factors that influence the choice of teaching as a profession and the development of teacher professional identity. This research provides crucial insights into the development of social education teacher pedagogy and ethics training programs in developing contexts.

The second article, TeleNGAGE: Enhancing Collaboration Between Families and Schools , written by Katherine Curry and colleagues at Oklahoma State University, explores the potential of TeleNGAGE, a new ECHO® line, in facilitating engagement between families and schools. The study uses a qualitative case study approach and the lens of Communities of Practice (CoP) to examine how relationships between families and schools change due to participation in TeleNGAGE. The findings promote a shift in perspectives and practices in equitable family engagement.

The third article, Complementary Medicine in the Classroom: Is it Science? , by Frank Trocco at Lesley University, provides a strategy for teaching complementary and alternative medicine (CAM) in the classroom. This essay demonstrates how educators can use inquiry-based constructivist pedagogy to enhance students' critical reflection skills when examining controversial and polarizing medical topics. By incorporating hands-on CAM experiments in the classroom, students can deepen their learning and better understand the complex nature of medical knowledge.

Derek Thurber Assistant Editor, on behalf of the CIE Editorial Team

"Not motivated but frustrated": Preservice Teachers’ Career Choice Motivations and Professional Identity in an African Context

Telengage: enhancing collaboration between families and schools, complementary medicine in the classroom: is it science, make a submission, journal summary.

Current Issues in Education ( CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines . As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

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Finding common ground.

A former K-5 public school principal turned author, presenter, and leadership coach, DeWitt provides insights and advice for education leaders. He can be found at www.petermdewitt.com . Read more from this blog .

11 Critical Issues Facing Educators in 2023

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For several years, I wrote a list of 10, 11, or even 15 critical issues facing education at the end of a year to give a glimpse into issues to consider for the following year. Then COVID happened and blew my last list of issues up. Why? Because it never occurred to me to put a pandemic on the list of critical issues in 2019.

We have educational issues to consider every year that also highlight what teachers, leaders, and students face. Education has often been a dumping ground for criticism of educators who are tasked with teaching children content, feeding them when they come in hungry because they live in poverty or are homeless, and, at the same time, practicing school safety drills because students and teachers have to prepare for fending off the next school shooter.

Television shows and movies poke fun at educators and school, politicians have “plans” about how they can do it better, although the large majority of them ever step foot in a school since they graduated. During all of that “entertainment,” educators are supposed to just go in and do their jobs for the love of education and children.

And that’s exactly what they do.

11 Issues for 2023

These issues were chosen based on the number of times they came up in stories on Education Week or in workshops and coaching sessions that I do in my role as a leadership coach and workshop facilitator.

For full disclosure, some of the issues will be difficult to read, but they are the reality for teachers, leaders, staff, and students around the country. With that being said, the issues on the list are not exhaustive, and as always, if you have an issue to add to the list, find me on social media and let me know which ones are a top priority for you.

Guns – Recent research from the Centers for Disease Control shows that firearms are the leading cause of death for children. This research study cites the CDC report and says there were 45,222 total firearm-related deaths in the United States in 2020, and around 10% of those were children and teens . Just to be intentional, because people will accuse me of a political argument, what this has to do with schools is the fact that the children who are killed or injured are our students. These deaths and this topic have an enormous impact on schools.

Politics in education – In the last couple of years, school leaders and teachers have had to fight rumors about teaching critical race theory, and we know states like Arkansas, Oklahoma, and Florida have governors or secretaries of education who want to ban conversations around equity, race, and social-emotional learning. Politics have always been a part of education, but the last few years have brought an increased level of it into our classrooms and schools.

Social-emotional learning – Critics believe that social-emotional learning is about indoctrinating students, which is wholly inaccurate. Social-emotional learning is about teaching students about empathy and how to self-regulate their behavior so they can better deal with stress and anxiety. This will continue to be an issue playing out in schools, and we will see work by researchers like Marc Brackett and his team at Yale be at the forefront of this issue.

The Flu – I’m not putting this on the list because I didn’t anticipate COVID in 2019. It’s on the list because, according to the CDC , there are millions of children each year who get the flu. Currently, we know that the respiratory virus RSV has affected millions of children under the age of 5, which does impact preschool- and kindergarten-age children, as well as their siblings or grandparents. Between the flu and RSV, schools will continue to see an increase in student absenteeism. Considering the COVID learning-loss debate that hit schools after COVID, that discourse will only continue. Here’s a recent story written by my Ed Week colleague Evie Blad covering student absences.

De-implementation – This is not as self-serving as it may seem. I say that because I have done a great deal of research on the topic of de-implementation and written a book about it . It’s on the list because it is a topic that school leaders are exploring. No longer should the conversation about workload be one that we push to the side, and de-implementing ineffective practices is a way to make the workload more manageable. Here is a YouTube video with 5 areas to consider when de-implementing.

Substitute teachers – In many states, it is no longer required that substitute teachers have an associate degree. There are states that have lowered the requirement to a high school diploma, yet there is still a shortage of substitute teachers. The lesser standard also brings into question the ability of substitute teachers to cover important core content for students.

Poverty – According to the National Center for Children Living in Poverty, there are 11 million children in that situation. Countless schools around the country are tasked not only with educating students but also feeding them breakfast and lunch as well. During COVID, school leaders, teachers, and staff made bag lunches for these students on a daily basis.

Teacher shortage – My Ed Week colleague Madeline Will recently wrote a story highlighting just how bad the teacher shortage is in the United States . However, this is not just a problem in the United States. Countries around the world are experiencing the same issue. Please check out this article by Ed Week reporter Caitlynn Peetz for the sobering statistics behind this issue.

Teacher-prep programs – Not only should there be conversations about how colleges and universities are preparing our nation’s teachers, but a big issue for 2023 is how those same colleges and universities are recruiting prospective teachers to enter the profession in the first place.

Tutoring programs – With a lot of coverage about COVID learning loss, tutoring as a means of “catching kids up” is going to be a big topic in 2023. Education Week is planning to do a series of articles and provide research on the topic, and I will be moderating a conversation on the topic for A Seat at the Table in 2023.

A love for learning – I know this sounds hokey, but it’s not. There are countless teachers, leaders, and staff trying to inspire a love for learning for themselves and their students. Too often, education is seen as a system of compliance rather than an institution of inspiration and creativity. We need to change that in 2023. Will the political rhetoric allow us to do that?

The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Conformal Geometry and Dynamics

Published by the American Mathematical Society since 1997, the purpose of this electronic-only journal is to provide a forum for mathematical work in related fields broadly described as conformal geometry and dynamics. All articles are freely available to all readers and with no publishing fees for authors.

ISSN 1088-4173

The 2020 MCQ for Conformal Geometry and Dynamics is 0.49 . What is MCQ? The Mathematical Citation Quotient (MCQ) measures journal impact by looking at citations over a five-year period. Subscribers to MathSciNet may click through for more detailed information.

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Contents of Volume 28 HTML articles powered by AMS MathViewer