The educational environment is important not only as a source of knowledge, but also as a mechanism for building personal resilience, social trust and a culture of peace. A special international study conducted by the Centre for Social Change and Behavioural Economics in collaboration with Deloitte and with the support of the OECD and Education Cannot Wait covered a number of countries. It explored the views of students, teachers, and parents on the functions of school, priority skills, and the challenges of the teaching profession.
speczialne-doslidzhennya_uaResearch methodology and geography
The survey was conducted in several countries, including Ukraine, the United States, the United Kingdom, Finland, Estonia, Lithuania, Japan, Turkey, Mexico, South Africa, the United Arab Emirates, and others. In each country, the target sample consisted of approximately 200 students aged 15–17, 100 teachers, and 100 parents. The study combined interviews and questionnaires to capture the views of different participants in the school triangle — students, teachers, and parents — and to identify expectations regarding the roles of the school and the teacher.
What pupils, teachers and parents consider most important
Respondents identified a number of educational functions, with preparation for independent living and acquisition of employment skills remaining the most important. Participants emphasised the importance of access to technology and the development of communication skills. School is seen as a space that should provide emotional support to students and promote their self-understanding. Students more often noted a sense of security and belonging at school: about 80% of respondents reported that they feel safe and supported by teachers. These data confirm the role of the school community in shaping emotional stability.
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Skills for the future and the priority of critical thinking
Most countries participating in the study prioritised critical thinking as a key skill for the future. Support for this skill exceeded half of the respondents, indicating expectations for education systems to teach information analysis and evaluation. Along with this, teamwork, self-awareness, clear communication skills and creative thinking are highly valued. Different countries have specific combinations of priorities: for example, Ukraine places a high value on teamwork on a par with critical thinking, while Northern Europe focuses on resilience and adaptability.
School as a space for development and challenges of transformation
School education is perceived as a platform for developing an understanding of professions, acquiring digital skills and forming emotional intelligence. However, participants point to a gap between these expectations and practice: only some students believe that school systematically prepares them for the labour market. Challenges include motivating students, combating boredom among students, and increasing workloads for teachers. Teachers report higher levels of motivation and job satisfaction, but they also experience higher levels of anxiety and burnout, which affects the quality of teaching and student support.
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The role of the teacher as a moral authority and mentor
Respondents in many countries note that teachers act not only as bearers of knowledge, but also as role models, people who support and explain complex topics in accessible language. Respect for teachers, fairness in their treatment of students, and the ability to maintain interest in learning were cited as key qualities that make teachers role models. At the same time, respondents pointed to systemic problems: low pay, heavy workloads and insufficient government support. The result is increased vulnerability of the profession and growing risks to the stability of the school community.
Digital technologies, artificial intelligence and learning
The surveyed students and teachers noted the use of artificial intelligence in education. Some students and teachers reported regular use of AI during the educational process. The spread of digital tools raises the question of adapting curricula and teacher training so that the integration of technology does not boil down to passive consumption of content, but rather promotes the development of critical and creative thinking.
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Emotional balance of participants in the educational process
The study revealed a contrast in the psychological experiences of students and teachers. Teachers feel more motivated and, at the same time, more anxious. Students are more likely to feel bored, which may indicate insufficient engagement or a need to modernise teaching methods. School practices aimed at developing emotional resilience improve academic performance and promote readiness for life’s challenges.
Areas for policy and practice in the education system
The findings highlight the need to invest in the professional development of teachers, whose overload undermines the quality of education. Educational programmes should strengthen the critical thinking component, include practical career guidance sessions, and integrate digital and ethical literacy when working with AI. Enhancing the role of the school community in creating a safe environment and empathy development programmes will contribute to the formation of a culture of peace.
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