learning to live together pillar of education examples

Four Pillars of Learning And Their Examples

Learning is a lifelong process, and it’s important to have a system in place that supports you along the way. It is an essential part of life, and it doesn’t stop when you finish school or leave the workforce.

Throughout your life, you’ll continue to learn new things – whether you’re studying for exams, brushing up on your skills for a new job, or learning new information for your own pleasure.

Four pillars support learning: learning to know, learning to do, learning to live together, and learning to be

In this article, we’ll take a look at the four pillars of learning and their examples and show you some examples of how they’re used. We hope that this will help you to better understand how learning works and how it can benefit you in your own life.

Who Proposed the 4 Pillars of Education?

The 4 pillars of education were first proposed by the World Commission on Culture and Development in its 1995 report, Our Creative Diversity . The commission was chaired by Spanish scientist, scholar and diplomat Federico Mayor Zaragoza , and the report was authored by a team of international experts.

The 4 pillars are:

• Learning to know
• Learning to do
• Learning to live together
• Learning to be

The commission argued that these 4 pillars are essential for an education system that meets the needs of a rapidly changing, increasingly globalized world. They noted that traditional educational systems often emphasize learning to know, but neglect the other three pillars. As a result, they argued, many people graduate from school without the skills they need to be successful in today’s world. The 4 pillars of education have been endorsed by UNESCO and are now being implemented in schools around the world. In 2006, UNESCO published a book called Education for All: The Four Pillars of Education, which outlines how the four pillars can be integrated into education systems. Many countries have since adopted policies based on the 4 pillars approach.

Four Pillars of Education And Their Examples

There are four pillars of education, which are essential for the development and progress of any society. They are:

1) Learning to know : This pillar refers to the acquisition of knowledge and understanding. It is the foundation upon which all other pillars are built. Without this, it would be difficult for individuals to engage in critical thinking or develop their own opinions on various issues.

2 ) Learning to do: This pillar focuses on developing skills and abilities. It is important for individuals to be able to put what they have learned into practice. This can only be done if they have developed the necessary skillset.

3) Learning to be: This final pillar encourages individuals to reflect on their own values, beliefs, and identity.

4) Learning to live together: This pillar promotes social cohesion and harmony within a society. It emphasizes the importance of tolerance, respect, and understanding toward others. Only by working together can we hope to achieve common goals.

What is Learning to Know Examples?

In learning to know, we focus on acquiring and mastering new information and concepts. This could involve, for example, learning the names of different countries in Europe or memorizing the steps in a scientific experiment. We often use rote learning techniques such as repetition and drills to help us commit new information to memory. Some educators believe that this kind of surface-level learning is not deep or meaningful enough; however, it can be argued that without first acquiring this basic knowledge, it would be difficult to move on to more sophisticated levels of understanding.

Meaning of Learning to Do

In general, learning is about increasing knowledge and understanding. It may involve acquiring new skills, or expanding ones that are already possessed. It can also involve developing a greater understanding of oneself and one’s world.

Furthermore, it is acquiring knowledge and skills that will help students meet the demands of their contemporary world. In the realm of cognitive learning, this would include things such as problem-solving, critical thinking, and creativity.

Additionally, students need to learn how to communicate effectively both orally and in writing so they can get their ideas across and build relationships with others.

What is Learning to Be in the Four Pillars of Education?

In the 21st century, education is no longer about memorizing facts or regurgitating information. Instead, it’s about learning how to think critically, solve problems and become a lifelong learner. This shift in thinking has led to the Four Pillars of Education: creativity, critical thinking, communication and collaboration. Creativity is all about thinking outside the box and coming up with new ideas. It’s important for students to be able to tap into their creative side as they’ll need to be innovative in order to succeed in today’s ever-changing world. Critical thinking is an essential skill that all students must learn in order to be successful. They need to be able to analyze information and make thoughtful decisions. Communication is another key pillar of education. In order for students to collaborate effectively, they need to be able to communicate clearly and concisely. Lastly, collaboration is crucial in today’s society. With the advent of technology, it’s easier than ever for people to work together on projects from around the globe.

Learning to Live together

Learning to live together in the four pillars of education is about developing skills that will help students grow and interact with each other positively and should be able to express their thoughts and feelings calmly and constructively.

Students should learn how to communicate effectively with others so that they can resolve issues peacefully. They must also be able to collaborate effectively in order to share resources and ideas productively.

They have to develop a tolerance for different cultures and beliefs in order to have constructive dialogue- tolerance is necessary so that all people can interact productively regardless of different backgrounds or beliefs

Finally, students need to be responsible for their actions both inside and outside of the classroom setting in order to build positive relationships.

Reflection About Four Pillars of Education

Reflection About Four Pillars of Education. Learning to know, Learning to do, Learning to live together, Learning to be.

In a world where so many people are focused on what they do, it is refreshing to see the “Four Pillars of Education” as an important part of a successful educational system.

The Four Pillars provide a strong foundation for lifelong learning, which means that students can continue developing their skills throughout their lives.

They help students learn to know themselves, their abilities and potential, how others learn and work together, and how to live respectfully in a changing world. These pillars provide a strong foundation for lifelong learning by helping students understand who they are and what they can accomplish.

Reflecting on the Four Pillars of Education, I believe that they are important in helping students learn to be successful adults . Understanding ourselves and others is essential for living harmoniously together, and knowing how to work effectively with others is crucial in today’s professional world.

FOUR PILLARS OF EDUCATION

The Four Pillars of Learning are a framework that can be used to enhance the learning process. We hope you enjoyed reading this article. These pillars have been known to bring about success for generations because of their sound foundations. Now that we’ve talked about how important they are, let us know your opinions in this regard.

Sherry Lane

Meet Sherry Lane, a proud holder of a PhD in Educational Psychology with a concentration in Montessori Methods. At EduEdify.com, I dive deep into Montessori Education, Teaching-Learning, and Child-Kid paradigms. My advanced studies, combined with years of research, position me to provide authoritative insights. Let's explore the many facets of education, ensuring every child receives the best instruction tailored to their needs.

4 thoughts on “Four Pillars of Learning And Their Examples”

very amazing content also very helpful for my project.

It’s our pleasure. You may browse the whole website for further articles. Thanks.

As an educationist, I have unshakeable faith in these 4 Pillars (Key Learning Outcomes) of a successful education system. They have been well unpacked in this article.

I’m a teacher in Cambodia. I have red your texts on Four Pillars of Learning and their examples. Based on my title experience as a teacher in history in upper secondary school and learning, I have some question to ask you. In Cambodia education system also used four pillar as your mention(Learn to know, Learn to do, Learn to live togethers and Learn to be). My question are: 1. Why did any countries set up the pillar for their education differently? 2. What different for pillars of education? some countries, those pillars are started by noun and verb. Example in Japan, there are four pillars too but they started with noun like: 1. International understanding. 2. Educational Information and technology. 3. Social welfare. 4. Human right.

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Home / Learning / Exploring The Four Pillars Of Learning – A Comprehensive Guide

Exploring The Four Pillars Of Learning – A Comprehensive Guide

The four pillars of learning, a concept originating from UNESCO, encompasses Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. Each pillar plays a crucial role in holistic education and personal development. In this post, we delve into these pillars, offering insights and practical strategies to integrate them into everyday learning. We focus on innovative methods to enhance cognitive skills, promote hands-on experiences, foster social and cultural understanding, and encourage self-reflection and personal growth.

Welcome to our insightful exploration of the Four Pillars of Learning , a transformative concept reshaping both educational theory and personal development.

These pillars – Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be – are theoretical constructs and vital tools that empower us throughout our lifelong educational journey.

In this blog, we delve into how these pillars interconnect, forming a robust framework that supports and enhances learning at every stage of life. We’ll uncover their profound impact on our approach to education , personal growth, and engaging with the world around us.

Whether you’re an educator, student, or lifelong learner, these pillars offer invaluable insights.

Prepare to uncover the nuances of each pillar, explore their real-world applications, and understand why they are pivotal in shaping well-rounded, adaptable individuals.

By the end of this journey, you’ll grasp the essence of these four pillars and learn how to integrate them into your daily life for enriched learning and personal evolution. Join us as we unlock the potential of the Four Pillars of Learning.

Historical Context Of The Four Pillars Of Learning

The Four Pillars of Learning were developed as part of the 1996 report by UNESCO’s International Commission on Education for the 21st century, chaired by Jacques Delors.

The report, titled “Learning: The Treasure Within,” proposed these pillars as a foundational framework for rethinking education in the face of the challenges of the 21st century.

Critical educational theorists and institutions have played a significant role in shaping and endorsing these concepts. The pillars were influenced by various educational philosophies and theories, including the work of John Dewey, who emphasized experiential learning, and Paulo Freire, known for his advocacy of critical pedagogy.

As a leading global institution in education, UNESCO provided the platform and global reach for these ideas.

Over time, the Four Pillars of Learning have evolved to address the changing needs of society and the educational landscape.

They have been incorporated into various educational reforms and policies worldwide, reflecting a shift towards a more holistic, inclusive, and flexible approach to education. 

The Significance Of Holistic Education

Holistic education is an approach that seeks to educate the whole person, encompassing not just academic skills but also emotional, social, ethical, and physical development .

This concept emphasizes the interconnectedness of different aspects of learning and personal growth, aiming to create well-rounded individuals who are not only knowledgeable but also emotionally and socially competent.

The Four Pillars of Learning are critical in promoting this well-rounded educational experience . Each pillar addresses a different aspect of holistic education

• Learning to Know focuses on intellectual development and critical thinking.
• Learning to Do emphasizes practical skills and the application of knowledge.
• Learning to Live Together fosters social skills, empathy, and cultural understanding.
• Learning to Be encourages personal growth, self-awareness, and ethical reasoning.

In comparison to traditional education models , which often prioritize academic achievement and rote learning, a holistic approach offers several benefits

• Balanced Development: Holistic education nurtures intellectual, emotional, social, and physical development, leading to a more balanced and adaptable individual.
• Life Skills: It equips students with life skills, such as critical thinking, problem-solving, teamwork, and emotional intelligence, which are essential in today’s complex world.
• Emotional Well-being: Holistic education supports better mental health and resilience by focusing on emotional and personal development.
• Social Cohesion: It promotes understanding and respect for diversity, fostering a sense of global citizenship and community engagement.
• Lifelong Learning: Holistic education instills a love for learning that extends beyond formal education, encouraging continuous personal and professional development.

Exploring The Four Pillars Of Learning

Embark on a journey through the Four Pillars of Learning: Learning to Know, to Do, to Live Together, and to Be. This exploration offers a deep dive into their significance in shaping our educational experiences and personal growth. 

Discover how these pillars guide lifelong learning and foster comprehensive development in today’s fast-evolving world.

1. Learning To Know

The First Pillar, ‘Learning to Know,’ is a cornerstone in our lifelong education journey. It emphasizes acquiring a broad base of knowledge and developing intellectual skills.

This pillar is not just about amassing information; it’s about understanding how to process, analyze, and use that information effectively. 

One must engage in critical thinking and adopt diverse learning strategies to enhance this type of learning. This could include interactive learning, research-based methods, and harnessing the power of technology for educational purposes .

Encouraging curiosity and fostering a love for learning are also crucial. Real-life examples abound. 

Consider successful entrepreneurs continually adapting to changing business landscapes through research and learning. Or scientists whose discoveries stem from a deep understanding of their fields.

These success stories underscore the value of ‘Learning to Know’ as a fundamental step towards achieving personal and professional excellence.

2. Learning To Do

The Second Pillar, ‘Learning to Do,’ shifts our focus from theoretical knowledge to the acquisition and application of practical skills . This pillar champions the idea that real understanding comes from doing, where knowledge is transformed into action.

It’s about bridging the gap between what we know and how we apply it in real-world scenarios.

Experiential learning, internships, and hands-on projects are at the core of this pillar. They provide invaluable opportunities for learners to apply theoretical knowledge in practical settings , thereby gaining skills and confidence.

This hands-on approach reinforces learning and fosters innovation and problem-solving abilities.

There are numerous case studies where ‘Learning to Do’ has proven its effectiveness. For instance, tech companies often attribute their success to a culture encouraging experimentation and practical application of ideas.

Medical professionals, too, gain their expertise through years of practical training and internships, demonstrating the critical role of applied learning in skill development and professional growth .

3. Learning To Live Together

The Third Pillar, ‘Learning to Live Together,’ is integral to developing harmonious community living and social cohesion. It centers on cultivating social skills and understanding the importance of collaborative and respectful coexistence .

This pillar encourages individuals to see beyond their experiences, fostering a world of paramount empathy, teamwork, and cultural understanding.

Embracing diversity and practicing empathy are vital components. Individuals can build stronger, more inclusive communities by understanding and appreciating different cultural perspectives and values.

Teamwork, another critical aspect, involves learning to work collaboratively, respecting different viewpoints, and sharing responsibilities.

To foster these skills, it’s essential to engage in diverse environments. This can be achieved through community projects, multicultural events, or educational programs that promote cultural exchange.

Encouraging open dialogue and active listening also play a vital role in enhancing empathy and understanding among individuals from various backgrounds. By prioritizing these practices, ‘ Learning to Live Together ‘ becomes a concept and a lived reality that enriches our social fabric.

4. Learning To Be

The Fourth Pillar, ‘Learning to Be,’ is fundamental in the holistic development of an individual. It emphasizes personal growth, self-awareness, and ethical understanding.

This pillar encourages us to explore and embrace our identities, values, and beliefs. It’s about nurturing our inner selves, developing a strong sense of ethics, and realizing our full potential.

Personal growth and self-reflection are crucial strategies under this pillar. Practices like mindfulness, journaling, and engaging in creative pursuits allow individuals to connect deeply with themselves, fostering self-awareness and emotional intelligence.

Exploring ethical dilemmas and engaging in philosophical discussions can also enhance moral reasoning and empathy.

‘Learning to Be’ significantly contributes to overall well-being and life satisfaction. It promotes mental health, self-acceptance, and resilience, enabling individuals to navigate life’s challenges with a grounded sense of self.

By focusing on personal development, ‘Learning to Be’ helps individuals lead more fulfilled, purposeful lives, positively impacting both their personal and professional spheres.

Integrating The Four Pillars Into Daily Life

Integrating the Four Pillars of Learning into daily life involves a balanced approach that embraces all learning and personal development aspects. Here are some tips for weaving these pillars into everyday activities:

Balancing Knowledge and Practical Skills (Learning to Know and Do):

Combine your pursuit of knowledge with practical application. For example, if you’re learning a new language, practice speaking with native speakers. Or, apply a business concept you’ve read about in a real-world project.

Fostering Social Skills and Self-Exploration (Learning to Live Together and Be):

Engage in activities that require teamwork and collaboration, enhancing your social skills. Simultaneously, set aside time for self-reflection and hobbies that promote self-awareness and personal growth.

Lifelong Learning Journey:

Recognize that learning is a continuous process. Stay curious and open to new experiences, whether attending workshops, reading, or exploring new cultures and ideas.

Self-Assessment and Development:

Periodically assess how you cultivate each pillar in your life. Set goals for areas you wish to develop further, whether it’s enhancing your professional skills (Learning to Do), improving your understanding of different cultures (Learning to Live Together), or dedicating time to personal well-being (Learning to Be).

Final Thoughts

The Four Pillars of Learning – Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be – collectively provide a comprehensive personal and professional development framework.

‘Learning to Know’ deepens our understanding and critical thinking skills . ‘Learning to Do’ translates knowledge into practical skills, enhancing our ability to navigate and innovate in various contexts.

‘Learning to Live Together’ fosters empathy, teamwork, and cultural appreciation, which are vital for thriving in our interconnected world. Finally, ‘Learning to Be’ emphasizes personal growth and self-awareness, contributing to our well-being and ethical maturity. 

Frequently Asked Questions

What are the four pillars of learning.

The Four Pillars of Learning are a set of principles proposed by UNESCO for lifelong learning: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be. They emphasize acquiring knowledge, applying skills, social understanding, and personal development.

How Can ‘Learning To Know’ Be Applied In Real Life?

‘Learning to Know’ involves developing critical thinking and a broad knowledge base. It can be applied in real life by continuously learning, staying curious, and using critical thinking skills to solve problems and make informed decisions.

What Is The Importance Of The ‘Learning To Do’ Pillar?

‘Learning to Do’ focuses on acquiring practical skills and applying knowledge in real-world scenarios. It’s important for personal and professional development, as it enables individuals to implement ideas and adapt to various situations effectively.

Can ‘Learning To Live Together’ Help In Workplace Environments?

Absolutely. ‘Learning to Live Together’ is crucial in the workplace for fostering teamwork, understanding, and respect among diverse individuals. It promotes a collaborative and inclusive work environment, enhancing productivity and employee satisfaction.

How Does ‘Learning To Be’ Contribute To Overall Well-Being?

‘Learning to Be’ contributes to overall well-being by focusing on personal growth, self-awareness, and ethics. It involves developing a deeper understanding of oneself, which leads to improved mental health, resilience, and a more fulfilling life.

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Four Pillars of Education

It is well documented that education is a human right and a necessity in modern societies, especially in emergencies and post-conflict relief situations. It is also known that transformation can happen through authentic, learner-centered, and quality education, hence making education an important tool for change.  A major report by UNESCO (Delores, et al.1996) articulates well the role education plays in human development and identifies four critical components or pillars of learning for future generations that are worth sharing and exploring in this blog series. The four components are: learning to know, learning to do, learning to live together, and learning to be. This blog post reviews them and provides further thinking on examples in religious education contexts.

As an educator myself and someone who has accumulated experiences and learned lessons from working in conflict areas, I have witnessed the importance of all these pillars of learning to achieve and enable individuals as well as groups to change their lives. Transformation must involve creativity in pedagogy and curriculum along with addressing learners’ rights, starting with providing safe spaces for teachers and students to develop, make mistakes, and gain confidence. Unfortunately, the four pillars, representing a more comprehensive approach to transformation, are not always adopted, and acknowledged in schools and in higher education. This approach challenges change efforts because when only learning to know and do are prevalent, education does not fulfill its role of improving society, especially in countries with limited resources. As Schliecher (2019) suggests, the future of education is in combining knowledge and technological skills together with socio-emotional skills and values for humans to grow and develop. This is of great importance today especially since government emphasis on academic scores and rankings is losing the battle on socio-emotional learning and the values needed to improve youth and their lives (Kearns, 2010).

The learning to know component is very much focused on the transfer of knowledge and information; the educator is at the center of the learning process and holds all the power over information and its delivery, with the learners being passive recipients. This is the most common form of education where teachers provide new information to students which they are supposed to assimilate or accommodate into their existing collection of information, what Piaget calls schemas (Mooney, 2013). This knowledge ranges from basic reading, writing, mathematics, science, and memorization of the holy Quran and prophetic traditions in the case of religious education. In today’s realities of globalization and interrelatedness, learning to know is not sufficient by itself to prepare the next generations of leaders and citizens of the world as the information is available and accessible to anybody who would like to know more. Having the skills to identify, analyze, synthesize, and create knowledge is needed today more than the basic skill of learning to know.  

The learning to do pillar is more about competencies and behaviors but also about technical skills and the abilities related to the physical environment and how we interact with it. For young children, it’s the ability to tie shoes, open a book, ride a bike, and put a puzzle together. It is also about having digital intelligence and learning to navigate the social media platforms and online world safely ( https://powerof0.org/lifeskills/ ) or getting from one point to another using public transportation, a bike, or a map. In Islamic religious education, it entails learning how to pray, clean oneself, and finding the qibla  (the direction towards the Kaaba when praying). The first two pillars work together to seek knowledge, navigate, and do. Although in the learning to do component there is a call for independence and mastery of life skills, online platforms today are flooded with trouble-shooting instructions on doing everything one can think of, like the information overload for learning to know.

Learning to live together requires a collective approach where government officials, policy makers, non-governmental organizations, and religious leaders spread the message about living with the other, starting with differences in the immediate local community. Recently, there is more emphasis on the learning to live together pillar of education through curriculum materials and global players who have been collaborating to promote the approach. One international example is the work of the Ethics Education for Children curriculum that has been translated into many languages and is in partnership with UNICEF and UNESCO as well as other international organizations ( https://ethicseducationforchildren.org/en/what-we-do/learning-to-live-together ). In religious education, there are also available resources by Muslim scholars to support the learning to live together. For instance, the works of El-Moslimany (2018) and Qurtuby (2013) speak about the inclusion of the whole world and all humans when thinking about the “Oneness of God” ( Tawheed ). 

The fourth pillar, learning to be , goes beyond all three and includes the spiritual learning where one needs to feel safe to explore their state of mind in relation to self and others. The learning to be requires all three previous pillars to work together including the cognitive, social, and emotional skills along with values of individuals and groups to seek higher virtues to live by (Nasser, et. Al. 2019). These may be inspired by human as well as revealed knowledge of the holy Quran, the Sunna , and religious teaching. In addition, this pillar cannot be forced but needs to become a natural step evolving from and along the other pillars.

The first two pillars of education are more prevalent than the last two because educators have easier access to resources and ways to achieve learning objectives and there is more familiarity with them. The resources on knowledge and ways to teach skills are also available to teachers who are in the formal system and in non-formal settings of education. The learning to live together and the learning to be components are at an advanced level of learning (see below Bloom’s taxonomy and its hierarchical learning model described in Armstrong, 2010). They require further engagement of educators and students alike in terms of analysis, evaluation, and creating new knowledge (Armstrong, 2010). As mentioned, they entail a wider involvement of the immediate communities and stakeholders to model and reinforce the types of behaviors, values, and principles that strengthen the ability to live together, to be which also requires personal development, and to aspire towards higher states of consciousness (Nasser, et.al. 2021). Both pillars, in fact, aim at promoting a healthy and inclusive human development, especially elevating the spiritual and psychosocial aspects of learning. As such, in education settings, whether formal or informal, there is a need for a more intentional approach and emphasis on these two pillars.

To expand on the learning to be pillar and explore it further, situating it within the empirical and field-based scholarship, this blog series focuses on learners in PK-12 and higher education, especially in Muslim communities, to discuss the aspects of growth relevant in promoting learning to be. It shares recent studies examining youth wellbeing, sense of belonging, ethics, curriculum, needs of students in schools and universities, as well as how teachers respond to the pedagogical requisites of students. Our Mapping the Terrain empirical study on Muslim youth, educators, and parents in Muslim societies highlighted the critical need to explore the learning to be as a critical state of learning and its manifestations in self-development, values, and competencies among participants in 15 Muslim countries. We hope to extend the conversation and explore other models of educational transformation with this blog series. Enjoy!

Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved April 28, 2022, from  https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ .

Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham,W., Kornhauser, A., Manley, M., Padrón Quero, M., Savane, M. A., Singh, K., Stavenhagen, R., Suhr, M. W., & Nanzhao, Z. (1996).  Learning: The treasure within.  UNESCO.

El-Moslimany, A. (2018).  Teaching children: A moral, spiritual, and holistic approach to educational development.  International Institute of Islamic Thought.

Kearns, L. (2010). High stakes standardized testing and marginalized youth: An examination of the impact on those who fail.  Canadian Journal of Education, 34 (2), 112–130.

Mooney, C. G. (2013).  Theories of childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky  (Rev. ed.). Redleaf Press Publisher.

Nasser, I., Cheema, J., & Saroughi, M. (2019).  Advancing education in Muslim societies: Mapping the terrain report 2018 – 2019.  International Institute of Islamic Thought. http://doi.org/10.47816/mtt.2018.2019

Nasser, I. Saroughi, M. Shelby, L. (2021).  Advancing education in Muslim societies: Mapping the terrain report 2019 – 2020.  International Institute of Islamic Thought. http://doi.org/10.47816/mtt.2019-2020-march2021

Schleicher, A. (2019).  Helping our youngest to learn and grow: Policies for early learning. International Summit on the Teaching Profession. OECD Publishing. https://doi.org/10.1787/9789264313873-en

Qurtuby, S. A. (2013). The Islamic roots of liberation, justice and peace: An anthropocentric analysis of the concept of “Tawhīd.”  Islamic Studies, 52,  297–325.

About the author

Ilham Nasser , Ph.D., is the Director of the Human Development program in the Advancing Education in Muslim Societies (AEMS) initiative at the International Institute of Islamic Thought (IIIT). She can be reached at [email protected] .

• Research and knowledge
• New social contract
• Digital learning futures
• The Initiative 2019-2021
• National & local dialogues
• International advocacy

About the Initiative

The context.

With accelerated climate change the fragility of our planet is becoming more and more apparent. Persistent inequalities, social fragmentation, and political extremism are bringing many societies to a point of crisis. Advances in digital communication, artificial intelligence, and biotechnology have great potential but also raise serious ethical and governance concerns, especially as promises of innovation and technological change have an uneven record of contributing to human flourishing.

Knowledge and learning are humanity’s greatest renewable resources for responding to challenges and inventing alternatives.  Yet, education does more than respond to a changing world. Education transforms the world. 

This initiative aims to mobilize the many rich ways of being and knowing in order to leverage humanity’s collective intelligence. It relies on a broad, open process of co-construction that involves youth, educators, civil society, governments, business and other stakeholders.

One central piece of the work was guided by a high-level International Commission of thought-leaders from diverse fields and different regions of the world. In November 2021 the commission publish its report  Reimagining our futures together: A new social contract for education,  which presents a forward-looking vision of what education and learning might yet become and allow us individually and collectively to become.

The  Reimagining our futures together: A new social contract for education  is the latest in a series of global reports commissioned by UNESCO to grapple with the challenges that the future holds in store and to inspire change and issue policy recommendations for education.

The first of these reports,  Learning to Be: the world of education today and tomorrow  was developed in 1971-1972 and prepared by a commission chaired by Edgar Faure, a former Prime Minister and Minister of Education of France. The  Learning to Be  report warned of the risks of inequalities, privation and suffering and emphasized the universal features education. The Faure report called for the continued expansion of education and for lifelong education.

From 1993-1996 a second international commission under the leadership of Jacques Delors, former President of the European Commission and former French Minister of Economy and Finance, prepared a report that was published as  Learning: The Treasure Within .  This report further emphasized the importance of a humanistic approach to education and established “the four pillars” of education, namely: learning to be, learning to know, learning to do, and learning to live together.

Among other important UNESCO publications on education in the intervening years is the 2015 report.  Rethinking Education: towards a global common good?  which proposed a rethinking of education and knowledge as global common goods. 

How does this initiative approach the future?

This project uses the concept of futures in the plural in order to recognize that there is a rich diversity of ways of knowing and being around the world. The plural form also acknowledges that there are multiple dimensions to the future and that there will likely be various desirable and undesirable futures – all of which will vary greatly depending on who you are and where you stand. Rather than attempting to chart a single future, looking at  futures  in the plural validates multiple possible and desirable futures of humanity on our shared planet.

UNESCO’s Futures of Education initiative also approaches the future as a space for democratic design that is connected to, but not limited by, past and present. It builds on dedicated  evidence-based trend analysis that can help shine light  on anticipated challenges and opportunities. This is complemented by participatory mechanisms for envisioning new possible futures of education. Consultations across world regions will tap the visions and aspirations of a wide range of stakeholders under the understanding that innovation and ownership of the future need to be locally anchored as well as globally discussed.

The project embraces a fluid, iterative, and collective approach to futures-making. The goal is to generate discussion and action on the role of education, knowledge and learning in view of the predicted, possible and preferred futures of humanity and the planet.

Why look beyond the 2030 Agenda?

Education is a key piece of the  2030 Agenda for Sustainable Development . Despite the scope of these global commitments and the expected achievements, there is still an urgent need to look beyond this fast-approaching horizon. While the  Education 2030 Incheon Declaration and Framework for Action  lays out a roadmap for the transformation of education systems and affirms a central commitment to inclusion and equity, we must still ask what education might yet become – and what education might yet enable us to become. UNESCO’s Futures of Education initiative uses the horizon of 2050 and beyond in order to anticipate and shape both nearer and more distant futures.

UNESCO Key References

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