Summary: The modern classroom, increasingly dominated by screens, risks sacrificing the essence of high-quality learning. While technology offers undeniable benefits, an over-reliance on digital tools can stifle creativity, hinder critical thinking, and diminish the joy of learning.

This article argues for a balanced approach that prioritises hands-on experiences, meaningful interactions, and the application of knowledge to real-world situations, ensuring that students develop the skills and resilience necessary to thrive in the 21st century.The rhythmic clatter of keyboards has supplanted the gentle rustle of turning pages. The classroom, once bathed in the soft glow of natural light, now shimmers with the cold radiance of screens. Schools, like their counterparts across the globe, have embraced technology with a fervour that leaves many questioning whether we have traded a meaningful education for a digital mirage.

The pandemic, a seismic event that reshaped our lives, accelerated the integration of technology into the classroom. Suddenly, online learning became the norm, and the allure of personalised learning and engaging digital tools proved irresistible. Yet, as the dust settles, a sense of unease lingers.

Has this digital revolution, with its promise of innovation, inadvertently stifled the very essence of high-quality learning? True high-quality learning goes beyond mere knowledge acquisition; it empowers students to apply their learning to their own lives in a fun and engaging way.

The appeal of technology in education is undeniable. Interactive whiteboards, educational apps, and online resources offer a wealth of possibilities. They can tailor learning experiences to individual needs, cater to diverse learning styles, and even bridge the digital divide.

However, amidst this technological upheaval, something crucial appears to have been lost. The focus has shifted from deep engagement with ideas – the cornerstone of high-quality learning – to the rapid consumption of information.

High-quality learning demands more than simply memorizing facts; it necessitates the application of knowledge to real-life situations in a way that is both fun and engaging. Imagine a science lesson on weather patterns where children learn to predict the weather by observing clouds and making their own weather instruments. Or a history lesson where they recreate a Roman marketplace, learning about trade and social structures through role-playing.

The act of writing, once considered fundamental to the learning process, now often takes a back seat to the rapid tapping of keys. The tactile experience of pen on paper, the careful consideration of each word, the satisfaction of crafting something tangible – these elements risk becoming relics of a bygone era. Yet, writing is crucial for developing critical thinking, communication skills, and the ability to express their own ideas and creativity – all essential skills for navigating the complexities of their own lives and key components of high-quality learning.

Bombarded by a constant stream of data, students struggle to filter, analyse, and synthesise information effectively. Critical thinking skills, so vital for navigating the complexities of the modern world and essential for high-quality learning, may be inadvertently undermined.

High-quality learning should foster a sense of wonder and curiosity about the world around them. It involves creating a safe and supportive environment where children can explore their interests, ask questions, and experiment with different ideas.

Face-to-face interactions, crucial for developing vital social and emotional skills – integral components of high-quality learning – are increasingly replaced by online forums and virtual collaborations. The subtle nuances of body language, the spontaneous exchange of ideas, the simple joy of shared laughter – these elements are crucial for building strong relationships with teachers and peers, fostering a sense of belonging and support, and developing the confidence and resilience needed to apply their learning to their own lives.

Furthermore, the constant exposure to screens can have a detrimental impact on students’ well-being. Concerns about increased anxiety, sleep disturbances, and even a decline in mental health are mounting, all of which can significantly hinder high-quality learning and negatively impact students’ ability to thrive in their own lives.

This is not to condemn technology outright. Used judiciously, it can be a powerful tool for learning. However, the current trajectory, with its unchecked proliferation of screens, demands a critical re-evaluation.

We must ask ourselves: What are the long-term consequences of this digital immersion? Are we truly preparing our children for the future, or are we inadvertently creating a generation ill-equipped to apply their learning to their own lives and navigate the challenges of the 21st century?

It is time to reclaim the balance. Let us prioritise hands-on learning, cultivate a love of reading and writing, and foster meaningful human connection. Let us ensure that the digital classroom enhances, rather than overshadows, the timeless values of education: creativity, critical thinking, and the enduring joy of discovery – all cornerstones of high-quality learning that empower students to apply their learning to their own lives and make a positive impact on the world.

The future of education hinges on our ability to navigate this delicate balance. Let us not sacrifice the soul of learning, and therefore the potential for high-quality learning, on the altar of technology.

Frank Braccia

AI is emerging as a powerful tool, in education, it holds the potential to revolutionise school communities creating a more inclusive and supportive environment for students, parents, and educators. While some may view AI as ‘artificial,’ its effectiveness depends on how it is used and programmed. Below are ways AI can help build stronger school communities.

Enhancing Communication

Communication is the cornerstone of any school community, but school leaders and administrative teams can often struggle with consistency, especially in busy or understaffed schools.

AI can address this challenge by using:

Chatbots: AI-driven chatbots can answer common queries from parents, students, and staff, providing instant responses and reducing the burden on administrative staff.

Translation Tools

AI can bridge language barriers in diverse school communities by offering real-time translation services for meetings, newsletters, and announcements, ensuring engagement from all stakeholders and respecting diversity.

Personalised Notifications:

AI enables schools to send tailored updates and emails ensuring that everyone receives relevant and timely information. Personalized emails, as opposed to generic ones, have shown to receive better responses from parents and students, as they feel more valued and understood. This individualised approach helps ensure that each stakeholder receives the information most relevant to them, enhancing overall engagement and support within the school community.

Newsletters:

AI can automate the creation of newsletters, cutting down the time needed to compile and distribute curriculum updates and important information.

Promoting Collaboration

AI fosters collaboration by creating platforms and tools that enhance teamwork:

Virtual Collaboration Spaces:

AI can facilitate virtual spaces for teachers, students, and parents to collaborate on projects, enhancing communication and information sharing.

Community Building Activities:

AI can use analytics to identify shared interests and organize events or clubs, further bringing the community together.

Supporting Students

AI plays a crucial role in prioritising student well-being:

Early Intervention:

AI can analyse behavioural patterns, attendance records, and academic performance to identify students who need additional support, enabling targeted interventions.

Mental Health Tools:

AI-powered applications can provide access to mental health resources, including virtual counselling and mindfulness exercises.

Student Achievement:

AI can assist in creating personalised, data-driven curriculum plans by analysing learning patterns and suggesting modifications to address individual needs.

Student Assessment:

AI can automate grading and provide instant feedback, offering insights into areas of strength and areas for improvement.

Career and University Guidance:

AI can analyse students’ skills, interests, and academic performance to provide personalised career pathways, recommend potential universities, and match students with programs that align with their aspirations. It can also assist in drafting letters of recommendation by using student data to objectively highlight their key strengths and achievements, ensuring that the recommendations are compelling and tailored to their goals. By streamlining these processes, AI provides invaluable support to students in reaching their academic and career potential, while also alleviating teachers’ workloads, allowing them to focus on more direct and effective support for students throughout the university admissions process.

Streamlining Administrative Tasks

Administrative efficiency is key to allowing educators to focus on community-building. AI can streamline tasks like:

Parent-Teacher Conference Scheduling:

AI systems can automate the scheduling process, reducing stress and time spent organising meetings.

Creating Class Schedules:

AI-powered scheduling tools can automate class schedules, resolving conflicts and optimising resource allocation.

Tracking Absences:

AI can track absences and tardiness, providing real-time insights and notifying parents promptly.

Assignment submissions:

AI systems can monitor other key metrics, such as assignment submissions, behavioural trends, and extracurricular participation, offering schools a comprehensive view of student engagement and well-being to inform targeted strategies for improvement.

Challenges and Ethical Considerations

While AI offers numerous benefits, challenges such as data privacy, algorithmic bias, and the need for human oversight must be addressed. School leaders and staff must also understand how to effectively utilize AI and ensure its ethical application. AI serves as a partner in the process of building school communities, but it is NOT a replacement for leadership.

Conclusion

AI has the potential to transform school communities, creating stronger, more vibrant environments that benefit students, educators, and families alike. By integrating AI thoughtfully and strategically, schools can fostering a more inclusive and thriving community……. And yes I  have utilized AI in preparing  this essay.

The Human Touch in the Age of AI: Elevating High-Quality Teaching and Learning

As Artificial Intelligence (AI) transforms education, it is tempting to view technology as the ultimate solution for all teaching and learning challenges. However, the essence of high-quality education lies in human connection—the relationships, insights, and inspiration that educators bring to their classrooms. In this new age, the integration of AI and technology must amplify, not replace, the human elements that make teaching and learning meaningful.

High-quality learning environments are built on active engagement, mutual respect, and a shared commitment to growth. While AI can provide personalised learning pathways and interactive tools, it is the teacher who breathes life into these resources. A skilled teacher knows when to ask the right question, offer encouragement, or create space for reflection. These moments of human connection foster trust and motivation, helping learners reach their full potential.

Teaching that challenges students’ thinking is a cornerstone of impactful education. AI offers powerful tools to support this by providing real-time insights into student performance. These insights enable teachers to ask targeted, thought-provoking questions that inspire dialogue and reflection, promoting deeper understanding. AI tutors and chatbots can complement this process, fostering a culture of inquiry and self-discovery among learners.

Critical thinking and problem-solving thrive in environments where students feel safe to explore ideas and make mistakes. AI can offer data-driven insights and scenarios, but it is the teacher who creates a culture of curiosity and resilience. By modelilng empathy, adaptability, and perseverance, educators instil values that go beyond any algorithm’s capacity to teach.

Meeting individual student needs is a hallmark of high-quality teaching, and while AI can tailor content to learning styles and preferences, it cannot truly understand the unique context of each learner. Teachers bring a nuanced understanding of their students’ strengths, challenges, and aspirations. They see beyond the data to nurture not just academic success but also personal growth and well-being.

Innovation in education is not just about adopting the latest technology—it is about fostering creativity, independence, and collaboration. Teachers play a crucial role in guiding students to use AI tools ethically and thoughtfully. They encourage learners to ask big questions, make meaningful connections, and see the world from diverse perspectives. These are skills that cannot be automated.

Self-regulated learning, a vital outcome of high-quality education, flourishes when students feel supported and inspired. AI platforms can provide structure and feedback, but it is the teacher who sparks the intrinsic motivation to learn. Through genuine encouragement and mentorship, educators help students develop the confidence to take charge of their education and navigate the complexities of the world.

Collaboration and communication are fundamentally human endeavours, even in a digital age. Technology can facilitate teamwork and streamline interactions, but it is the teacher who fosters empathy, active listening, and respect among peers. These human skills are essential for building strong, inclusive communities, both in and beyond the classroom.

Authentic measurement of progress and attainment is another critical component of high-quality education. While AI can provide data-driven insights into learning patterns, true progress is reflected in the holistic development of a student. Teachers bring a vital human perspective to this process by incorporating self-assessments, peer feedback, and reflective practices. These approaches ensure that progress is measured not just by numbers but by growth in understanding, skills, and confidence.

The heart of high-quality teaching and learning lies in the relationships educators cultivate with their students. AI and technology can enhance these relationships by freeing teachers from administrative burdens and providing new tools for engagement, but they cannot replace the human touch.

As we embrace the opportunities AI brings, we must also reaffirm the irreplaceable value of human connection in education. By integrating technology thoughtfully and purposefully, schools can create environments where both innovation and empathy thrive—preparing students not just for a technology-driven future but for a deeply human one.

The Impact of Technological Advancements on Education: Reflecting on my article -predictions from 2019.

Since 2019, technology has profoundly reshaped education, particularly with the integration of AI tools like ChatGPT.

These platforms have enabled personalised learning through tailored lesson plans, real-time tutoring, and adaptive assessments, aligning with Generation Alpha’s preference for interactive, hands-on education.

Digital tools, gamified learning, and the rise of hybrid models—spurred by the pandemic—have normalized online classrooms and broadened global access to resources.

However, challenges such as the digital divide and equitable access to technology remain pressing concerns.

Educational reforms are increasingly prioritising critical thinking, creativity, and problem-solving to equip students for a rapidly evolving, tech-driven job market.

Looking ahead, classrooms are shifting to more tech-integrated environments with AI-driven platforms, tablets, and interactive tools transforming teaching methods.

Teachers are moving from traditional roles to being facilitators, guiding students in applying knowledge creatively.

Curricula now emphasise emotional intelligence, digital literacy, and adaptability alongside academic achievements.

Schools are also addressing mental health and well-being, acknowledging their role in holistic education.

Despite these advancements, ensuring equitable access to technology and providing adequate training for teachers are vital to bridging gaps and preparing all students for an interconnected, dynamic future.

The use of technology in education enhances personalised learning and student engagement, but we must address issues like the digital divide and the impact of excessive screen time.

It’s important to balance innovation with equitable access and support for students’ well-being.

Title

Generation Alpha” – next generation will be “the most formally educated generation ever, the most technology-supplied generation ever, and globally the wealthiest generation ever.

By 2025, which is the year when the youngest Alphas are born, Generation Alpha will account to 2 billion of the global population. Generation Alpha is the most technological-infused demographic up to date. They use smartphones and tablets naturally. They were born along with iPhones, iPads, and apps.

They don’t know or can imagine how life was without them.

They are not afraid of technology or touching buttons to learn what those buttons do. Alphas learn by doing. They are growing up with the voice of Siri, Alexa, and Google Assistant in their home. In the world of the Alphas, interacting with Artificial Intelligence and voice assistants is simply natural.

Generation Alpha is an exciting generation.

The older Alphas at age eight are more tech-savvy than their predecessors.

Artificial Intelligence is expected to be mainstream by the time the first Alphas reach their twenties.

Many of us being Millennial parents of Generation Alpha kids already use health apps to track our health data. Our children thus see AI health-trackers from day one in life.

AI-powered chatbots equipped with disease databases, patient history and symptoms will be able to diagnose sick Generation Alpha children in a matter of seconds with 100 percent accuracy.

“By 2025, Generation Alpha will number 2 billion globally. It will be the wealthiest, most educated, and technologically literate in history.” – Robert Hannah, Chief Operating Officer at Grant Thornton U.K.

• Facial recognition and machine learning is being used as we speak, health, immigration, banking.
• Robot surgeons will be operating on Alpha children and doctors will use data from AI to make life or death health decisions.
• AI social robots are now caring for the elderly. Generation Alpha will not suffer from cancer due to AI technology in diagnosing the illness.
• Generation Alpha and will have a better quality of life thanks to improved overall health.
• The older Alphas at age eight today are already more tech-savvy than we are.
• Gen Alphas are super direct and confident about expressing their opinion.
• Alphas have a great influence on Millennials. We download Instagram and Facebook simply because they use it.

Changes in education

The needs of Generation Alpha is changing the educational landscape. We now use latest technology in classrooms. We are beginning to consider different learning experience opportunities for our Alpha children. For our Alpha learners, knowledge is acquired by doing and experiencing. How do we enhance this type of learning?

“These children are the most connected, educated, and sophisticated generation ever, so when educating, a school should provide an environment that enhances learning for these digital integrators.” –

Jenny Coetzee, career educator and founding member of the ADvTECH Group‘s prestigious Crawford School La Lucia

Generation Alpha requires changes and a new approach to education at all levels.

We need to develop a learning strategies that require deep learning with a curriculum that is flexible enough to be adapted and changed quickly according to the young Alphas’ inquisitive minds. We need to develop their critical thinking and problem-solving skills. We need to ensure that Generation Alpha children are able to see problems from different and global perspectives. We need to involve them in collaboration and allow them to analyze alternative solutions according to different viewpoints, and then make decisions based on their own personal and individual critical thinking.

This is the generation that will co-live with advanced Artificial Intelligence.

Gen Alphas need to be creative. They are quick thinkers.

How generations have changed? Has education kept up with societal needs?

So how has this happened?

The Lost Generation children were born between 1883 and 1900 . This is the generation that came of age during World War 1. They were “Lost” “disoriented, wandering, directionless”—a recognition that there was great confusion and aimlessness among the war’s survivors in the early post-war years.

In the “Silent Generation” fit was felt that it was dangerous to speak out – born between 1925 and 1945.

Baby boomers born from 1946 to 1964 began to become associated with privilege, as many grew up during a period of increasing affluence, they were wealthier, more active and more physically fit than any preceding generation and were the first to grow up genuinely expecting the world to improve with time.

They were also the generation that reached peak levels of income in the workplace and could, therefore, enjoy the benefits of abundant food, clothing, and retirement programmes. The increase in consumerism was seen by some as excessive.

The Leading-Edge Baby Boomers are individuals born between 1946 and 1955, those who came of age during the Vietnam War era. The other half of the generation was born between 1956 and 1964. Called Late Boomers, or Trailing-Edge Boomers, sometime known a generation Jones.

In 2004, the British baby boomers held 80% of the UK’s wealth and bought 80% of all high-end cars, 80% of cruises and 50% of skincare products.

Key characteristics of cohort one were: experimental, individualism, free spirited, social cause oriented. Later Boomers are associated with narcissism and the ‘me generation’ being “better off” than the one before it.

This is how we planned education and in many schools we still plan it this way with personal social and health education programmes – we teach history, individuals and society. Then came Gen X…

Generation X or Gen X

Gen X is the birth years from the early-to-mid 1960s to the early 1980s. They are the children that were brought up with changes in societal values, increasing divorce rates mothers now going to work – the MTV generation, grunge, hip hop. When they were in their teens, punk rock became a major and highly controversial cultural phenomenon in the United Kingdom.

By 1977 the influence of punk rock music and subculture became more pervasive, spreading throughout various countries worldwide. In the late 1970s punk experienced its second wave.

Gen Xers were becoming the creators of music as well as the consumers. In addition to lyrical self-glorification, hip hop was also used as a form of social protest. Lyrical content from the era often drew attention to a variety of social issues including afrocentric living, drug use, crime and violence, religion, culture, and the modern man’s struggle.

We planned our curriculum around this – right?

The birth control pill introduced in the early 1960s, there was increased immigration. The Latchkey children especially in middle and upper class children lacked supervision in the day and during mothers working hours. This was a generation of crack, increased violent crime, AIDS.

Gen Xers were the first children to have access to computers in their homes and schools.

They are referred to as ‘Génération Bof’ because of their tendency to use the word ‘bof’, which translated into English means ‘whatever”.

Gen Xers were often portrayed as apathetic, slackers. Stereotypes of Gen X young adults also included that they were “bleak, cynical, and disaffected”. Children in the 20s were described as aimless and unfocused.

As the 1990s and 2000s progressed, entrepreneurship emerged. By 2002, Gen Xers … Aren’t Slackers After All, as confidence and optimism, 80% to 90% of Gen Xers were deemed self-confident and optimistic with entrepreneurial tendencies creating the high-tech industry that fueled the 1990s economic recovery.

Gen Xers got used to cohabiting, getting married in increasing numbers following the terrorists attacks, with Gen X survey respondents reporting they no longer wanted to live alone.

They were independent, resourceful, self-managing, adaptable, cynical, pragmatic, skeptical of authority, and see a work life balance.

This is how we taught them in schools. These are the skills that dominated our curricula, our school visions, our professional development courses.

These learners are described as the greatest entrepreneurial generation in history as they became high-tech savvy as well as an increased awareness of globalization.

Then came the Millennials, Generation Y or Gen Y starting birth years were in mid-1990s to early 2000s .. the “echo boomers” due to a major surge in birth rates in the 1980s and 1990s, and because millennials are often the children of the baby boomers.

Psychologist Jean Twenge, the author of the 2006 book Generation Me, considers millennials, along with younger members of Generation X, to be part of what she calls “Generation Me’ – showing increased narcissism among millennials compared to preceding generations when they were teens and in their twenties

Members of Generation Y are digital natives because they have grown up experiencing digital technology and have known it all their lives.

Fewer follow sport than their Generation X counterparts.

Millennials place an emphasis on producing meaningful work, finding a creative outlet, and have a preference for immediate feedback.

Introduction of social media has augmented collaborative skills and created a preference for a team-oriented environment.

Millennials “expect close relationships and frequent feedback from supervisors”

9 out of 10 millennials place an importance on work-life balance, favoring familial over corporate values – contrasts to the Baby Boomers’ work-centric attitude.

Millennials “Trophy Kids”, reflects a trend in competitive sports, as well as many other aspects of life, where mere participation is frequently enough for a reward.

Millennials have too great expectations from the workplace -they will switch jobs frequently, holding many more jobs than Gen Xers due to their great expectations – younger millennials being “more practical” and “more attracted to industries with steady work and are more likely to say they are willing to work overtime” which earns them more money

They look for versatility and flexibility in the workplace, innovation and strive for a strong work–life balance in their jobs.

Generation Flux – Societal change has been accelerated by the use of social media, smart phones, mobile computing, and other new technologies. “Generation Flux” have birth-years in the ranges of both generation X and millennials.

Millennials will have a lower marriage rate compared to previous generations, predicting that by age 40, 31% of millennial women will remain single, approximately twice the share of their single Gen X counterparts.

Millennials, “they’re the group much more likely to live with their parents.” furthering “they’re concentrating more on school, careers and work and less focused on forming new families, spouses or partners and children”. High student debt is described as one reason for continuing to live with parents, but may not be the dominant factor for this shift as the data shows the trend is stronger for those without a college education.

Over half of millennials polled in the United Kingdom in 2013 said they had “no religion nor attended a place of worship”, other than for a wedding or a funeral.

Next Generation X college students, born between 1983–1992, are frequently in touch with their parents and use technology at higher rates than people from other generations. They own computers, mobile phone, MP3 players.

Remember Gen Xers and millennials were the first to grow up with computers in their homes. They use social networking sites, such as Facebook, Twitter etc…, to create a different sense of belonging, make acquaintances, and to remain connected with friends.

Millennials are the children of Baby Boomers or Generation X, while some older members may have parents from the Silent Generation.

Generation Y was more “open-minded than their parents on controversial topics. Millennials are less likely to strongly identify with the generational term when compared to Generation X or to the Baby Boomers

In addition to millennials being the most ethnically and racially diverse compared to the generations older than they are, they are also on pace to be the most formally educated. Along with being educated, millennials also tend be upbeat.

Generation Z or Gen Z, mid-1990s to mid-2000s.

Most of Generation Z have used the internet since a young age and are comfortable with technology and social media.

Generation Z see their peers as competitive, spontaneous, adventuresome, and curious; all characteristics that they do not see readily in themselves.

In addition, some authors consider that some of their competencies, such as reading competence, are being transformed due to their familiarity with digital devices, platforms and texts.

They are more risk-averse than earlier generations.

Generation Z youth had lower teen pregnancy rates, less substance abuse, and higher graduation rates compared with Millennials.

Generation Z as a more educated, well-behaved, stressed and depressed generation in comparison to previous ones.

Generation Z was the first generation to have widespread access to the Internet at an early age.

This began to cause a lot of debate in schools as on one hand, technology offers the potential for deeper involvement in learning and more individualized instruction, thereby making this generation potentially better educated and more well-rounded, whereas on other hand, some there is concern that the there is emerging technology dependence which may hinder child development.

This is where we stand at the moment in most schools.

Reality check.

An online newspaper about texting, SMS and MMS writes that teens own cellphones without necessarily needing them.

As children become teenagers, receiving a phone is considered a right of passage so that they can contact their peers and be safe. It is now a social norm to have one at an early age. They are also more likely to “follow” others on social media than “share” and use different types of social media for different purposes

This is important to them. Twitter and Instagram, Snapchat – videos, pictures, and messages being sent instantly. Speed and reliability are critical to

Generation Z – quick communication is presented in popular Generation Z apps like Vine and the use of emojis.

Young people use the Internet more as a way to gain access to information and to interact with others.

Teens spend most of their time online in private communication with people they interact with outside the Internet on a regular basis. It does also increase global connections.

The parents of the Gen Z’ers fear the overuse of the Internet by their children.

Parents dislike the ease of access to inappropriate information and images as well as social networking sites where children can gain access to people worldwide.

Conflict. Children feel annoyed with their parents complaining and controlling what they say, is their lives – when it comes to their Internet usage.

They cant understand as for them its a positive experience as they interact with people who they otherwise would not have met in the real world.

Emotional issues arise. They tend to feel more lonely and left out. They are concerned about how their posting will be perceived by people or their friends.

There is an immediacy to Generation Z’s consumption habits. They want things now.

Dangers include incidents of cyberbullying, decreased self-esteem, and emotional instability, girls more than boys.

Girls are more likely to use Pinterest, Facebook, and Instagram than boys.

Boys are more likely to utilise online forums, e-chat groups, and Reddit than girls.

Spotify is now ranked first for music listening among Gen Z, terrestrial radio ranked second, while YouTube was reported to be the preferred platform for music discovery.

YouTube contains music from all musical genres and time periods, allowing Gen Z access to a wide variety of music which would not have easily been available to teens who came of age in the era of Top of the Pops, MTV and CDs.

Additionally, Soundcloud and Bandcamp allow Gen Z access to music from artists who are not yet even signed to a music label.

Most Generation Z believe that obtaining a college degree is necessary in achieving their career goals but they are worried about the debt they will accumulate.

This aspiration helps us a educational leaders. It was not always the same in previous generations – but this comes at a price if we don’t change our teaching strategies.

Educating Gen Z

There is a real popularity in entrepreneurship and owning their own business.

They now have access to social media platforms, bring your own device, website builders, 3D printers, and on line shipping platforms providing them with so many opportunities to start a business at a young age.

They can market globally without ever leaving their house.

They are becoming much more conservative, money-oriented, and pragmatic about money compared with Millennials”.

Generation Z’s valuable characteristics in education are their acceptance of new ideas – they prefer person-to-person contact as opposed to online interaction so are well prepared for a global business environment.

They no longer just want a job: they want a feeling of fulfillment and excitement in their job all the time.

They are eager to be involved in their community and their futures, and because of the global opportunities they are already out in their world searching how to take advantage of relevant opportunities that will give them new experiences for the future.

These are the children that populate our schools at the moment – and then came the Alpha Kids, who can already live and work and be educated anywhere in the world, travel as often as they like, for as long as they like, change what they’re working on to make it fun, visualise and actualise uncapped earning potential, work with peers all over the world, choose their own hours and office …

Sir Ken Robinson ‘Out of Our Minds’, observes that ‘The more complex the world becomes, the more creative we need to be to meet its challenges’.

In his book ‘Who’s Afraid of the Big Bad Dragon?’, educational thought leader Yong Zhao warns, “National standards and national curriculum, enforced by high-stakes testing, can at best teach students what is prescribed…

As a result, students talented in other areas never have the opportunity to discover those talents.

Students with broader interests are discouraged, not rewarded. The system results in a population with similar skills in a narrow spectrum of talents. But especially in today’s society, innovation and creativity are needed in many areas, some as yet undiscovered.”

Unfortunately in schools we continue to teach to a standardised curriculum much through memorisation, at a one-size-fits-all pace.

In reality learners can stay at home and learn the same by watching a YouTube video and now ChatGPT

Remember …

• Generation Z – born between 1995 and 2009 – do not remember life without the internet.
• Generation Alpha – born since 2010 – they are younger than smartphones, the iPad, 3D television, Instagram, and music streaming apps like Spotify. This is the first generation likely to see in the 22nd century in large numbers.

The Alpha kids have never been more than a few seconds away from the answers to their questions, with everything just a quick search away.

The current students we have in schools come from Generation Z and Generation Alpha.

They are the most globally connected students in history and can make friends on the other side of the planet they travel more.

They are intelligent, independent and extremely capable and are comfortable with global and intercultural communication.

The coalition P21 (Partnership for 21st Century Learning) has identified four ‘Skills for Today’:

• Creativity
• Critical thinking
• Communication
• Collaboration

Creativity is about thinking through information in new ways, making new connections and coming up with innovative solutions to problems.

Critical thinking is about analysing information and critiquing claims.

Communication is understanding things well enough to share them clearly with other people.

Collaboration is about teamwork and the collective genius of a group that is more than the sum of its parts.

Entrepreneurship, Inquiry and problem solving, empathy, relationships.

McCrindle predicts by the time the youngest are born in 2025, this generation could reach 2 billion people worldwide.

We need to empower our students with transferable skills – as the future is uncertain, curriculum review and relevance….

Teaching and learning

Schools need to be forward-thinking, curious and flexible.

They must also be learners: learning new ways of teaching, and learning alongside their students.

Reviewing their vision statements, their guiding principles.

What will our students need twenty or fifty years from now?

Are we reviewing our mindsets?

Baby Boomers?

Gen X -yes it was different then right?

What will jobs be like in 20 years when our alpha kids graduate?

The ability to think critically and creatively, to collaborate with others, and to communicate clearly empowers our learners to lead happier, healthier lives as well as become prepared for the inevitable … are we ready to challenge motivate and inspire?

Tassos Anastasiades