This report explores the origins and consequences of New Zealand’s adherence to child-centred education. It contrasts the scientific consensus about how children learn with the different and, in many ways, contradictory advice given to educators and policymakers. It exposes how parts of the research community...
This working paper identifies OECD countries’ interests in digital innovation in education by analysing their policy papers on digital education.
This working paper aims to provide a selected array of artificial intelligence (AI) use cases in education and a glimpse into the opportunities and challenges raised by this technology, with a view to stimulating debate and providing sector-level insights into how the G20 AI Principles...
This scoping and co-design research project establishes how teachers in Victorian government schools and key stakeholders engage with digital educational resources primarily in teaching and learning and, to a lesser extent, in professional learning contexts.
There is now a growing body of research that focuses on the complex relationships between physical spaces, educational practices and learning. This paper draws on empirical findings from recent international research that includes the perspectives and the experiences of those who design and use these...
Rewarding commitment to attend school: a field study with Indigenous Australian high school students
This paper assesses the effectiveness of the FOGS Promise Program with a field study involving Indigenous students from six Queensland high schools, divided into two groups.
In this collection of essays, leading thinkers from the education sector and beyond set out their views on the future of education, in light of widespread technological, cultural and socio-political changes.
The world's economy is becoming increasingly knowledge intensive. This will drive further technological, societal and organisational change. A knowledge intensive economy gives the producers of knowledge – universities – a potentially key role in shaping our future.
This report should serve as both a starting point for knowledge acquisition, and as a springboard for the teaching profession to engage in debate about the current state and future of AI and emerging technologies in schools.