Transforming Education: A Case for Future-Ready Learning for All 

When it comes to building a secure and prosperous Canada, nothing is more vital, more urgent, or more worthwhile than the education of our young people. Our competitiveness on the world stage and our ability to innovate, build, and lead are all directly tied to our ability to educate and engage learners. However, early indicators tell us we’re off track when it comes to meeting the needs of students now. 

The Global Talent Competitive Index – an indicator of our success in developing, attracting, and empowering our people, currently puts Canada at number 13 – a respectable position to be sure – but how do we maintain it or even grow it? Our place on this scale isn’t determined by the policies and investments we made a year or even five years ago, but by the education we provide students in their earliest years. 

The State of Education in Canada

Education is a long game, but that doesn’t make it any less urgent. Studies show that students are making choices about their education pathways as early as grades 6 and 7. And for many of today’s students, that pathway does not lead to post-secondary education. In Canada, only 50% of students go on to post-secondary education. In fact, in 2021/2022, 12% of 18 to 24-year-olds were not engaged in employment, education, or training of any kind. 

The recently released Programme for International Student Assessment (PISA) results show that numeracy and literacy levels among 15-year-olds have dropped in Canada, as they have in many countries across the globe. This downward trend, which predates the pandemic, is notable for the significance of the decline. The report shows a drop of 15 points in math and 10 points in reading compared to previous reports. The average before that report had never dropped by more than 4. The results of this study and the voices of teachers, academics, and researchers across the country are telling us that there is a disconnect between what students need and the way we are engaging them in the classroom. We need a new pedagogy – a new approach that is relevant, engaging, inclusive, and one that engages with the realities of a changed world. 

It may surprise parents to know that their child’s classroom experience is largely the same as not only their own but also that of their parents and even grandparents. Despite what we have learned about differing learning styles, neurodiversity, and the benefits of digital tools for student learning and engagement, the way we teach students and what we teach them has not changed in well over 50 years. 

Earlier this year, working with Fuse Insights, Microsoft commissioned a survey of more than 500 K-12 teachers and school leaders across Canada to assess the challenges facing modern educators. Almost all of the teachers surveyed (90%) said students should be taught the skills they need to succeed in a world transformed by the rapid pace of digital innovation, but only half (52%) believe we’re doing so. Half (48%) of the teachers surveyed went so far as to say they do not believe we are teaching students in ways that are relevant to the skills they need for the future. With the speed and transformative power of today’s new technologies, this should give us all pause.

Perhaps the most troubling gaps identified were related to inclusion and accessibility in today’s classrooms and meeting learner’s social and emotional needs. Fewer than half of the teachers surveyed (48%) say current teaching methods are inclusive and only 46% feel students are taught in ways that are responsive to their individual needs. 

New Approaches to Education

The question then becomes, how can we address these gaps and help all students thrive in a digital world? The PISA study shows that the conscious and deliberate integration of technology as a learning tool increased numeracy and literacy scores for students. This coincides with Microsoft’s own research that shows that teachers believe student engagement is better when their school has a digital strategy for learning. But technology alone isn’t the answer. The solution begins with arming teachers with the skills and training to make the most of the digitally- enhanced learning tools that allow them to be responsive to individual needs. It also means reimagining learning models to align with real-world problem-solving, which means a concentration on project-based learning. 

Project-based learning encourages students to be problem solvers able to adapt to the big problems of the real world. Rather than learning to complete a specific task, students are asked to combine math, literacy skills, and social sciences to achieve a goal and to answer the big questions that matter most. Digital tools enable this kind of learning.

Of course, no one is suggesting we abandon history, literature, and social sciences in lieu of coding and data analysis, though STEM skills are important. In fact, language arts and social studies have never been more critical for students in helping them create a sense of self in an increasingly complex world. Instead, it is about providing teachers with the tools they need to offer relevant, engaging, and personalized learning so no student is left behind.  

Technology’s Transformative Ability

Digitally-enhanced learning in classrooms provides better opportunities for learning, increases collaboration and participation among students, and fosters a greater sense of belonging. Building these digitally-enhanced learning environments is entirely possible when educators have the right support. Consider the Assistive Technology Pilot Project launched by the Louis Riel School Division in Winnipeg, Manitoba. This collaborative effort brought together teachers, students, psychologists, and occupational therapists to transform the learning experience of students with learning disabilities, leveraging assistive technology, including Microsoft’s Learning Tools like Immersive Reader and Dictate, to overcome accessibility barriers. 

We also see increased engagement and learning immersion with game-based learning. Minecraft Education is one example that encourages students of every ability to engage and experiment with interactive elements. Microsoft Canada recently launched a new world in partnership with the kʷikʷəƛ̓əm (Kwikwetlem) First Nation and the School District 43 (Coquitlam) Education team, allowing students to explore a holistic learning environment at their own pace and build meaningful connections with local First Nations.

I am also inspired by the way teachers around the world have begun to imagine new applications for today’s technologies. For example, the South Australia Department of Education recently trialled a chatbot designed in partnership with Microsoft to provide teachers and students with a controlled environment to explore AI and develop the skills to engage critically with it. This is a fantastic example of students taking control of their own learning and developing skills that will be critical in future careers.

The true test of our commitment to relevant, inclusive and engaged learning in Canada lies in our collective dedication to breaking down barriers. Our success as a nation does not rely solely on our children’s ability to perform well on a test. It’s about nurturing well-rounded individuals prepared for future careers and leadership roles. And it’s about fostering a learning environment where every learner, irrespective of their abilities, can discover their love of learning.

The way forward requires the support and dedication not just of teachers but of parents, schools, school boards, and industry to innovate for the world we all want and create environments that empower every student. This means asking the government to invest in teachers to arm them with the skills they need to reach students where they are. This means building tools that boost inclusion and engagement, making them accessible to teachers along with the training needed to successfully implement them. And this means reimagining the topics taught in our classrooms and how to approach them to offer relevant learning experiences. 

For our students, teachers, and our future place on the world stage – now is the time to act.