Singh Nandini Chatterjee, Gilead Tal, Chakraborty Anya, Van Herwegen Jo, van Atteveldt Nienke, Borst Gregoire, Bugden Stephanie, Jasinska Kaja, Kay Jonathan, Pugh Kenneth, Duraiappah Anantha
UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), New, Delhi, India.
Seymour Fox School of Education, Hebrew University of Jerusalem, Jerusalem, Israel.
NPJ Sci Learn. 2025 May 10;10(1):24. doi: 10.1038/s41539-024-00288-w.
The International Science and Evidence Based Education Assessment examined whether current education systems develop each person's full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education's focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.
国际科学与循证教育评估考察了当前的教育系统是否能发挥每个人的全部潜力（与《联合国人权宣言》保持一致），并对可持续发展目标4做出贡献。来自45个国家的近300名科学家采用多学科方法进行了评估，呼吁将教育重点从经济增长转向促进人类繁荣。主要发现包括：（a）需要采用综合学习方法；（b）超越精英主义，探索将潜力作为衡量学生学习潜力的更好指标；（c）明智地使用技术以实现可扩展、公平和个性化的学习。本文旨在突出那些对评估至关重要但在评估中未得到充分讨论的主题。它倡导制定一个全球跨学科研究议程，以填补证据空白并为政策提供信息，从而考虑教育系统的复杂性以及超越现有惯例进行思考的必要性。
