Developing Minds in the Digital Age

Towards a Science of Learning for 21st Century Education

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This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering. These new developments offer fascinating new perspectives, based on technological advances, which enable a re-examination of longstanding problems in learning, raise new questions, and offer new approaches to the study of learning. This report seeks to catalyse discussions on the implications of these research findings for education practice and policy, and in turn, on how knowledge and experience from real-world education practice and policy could challenge and inform research agendas and theory building.


Executive Summary

Powerful trends are reshaping the context for education. They accompany calls for change and innovation to meet the demands of rapidly changing technology, new skills in the workplace, and the need to foster equity, social cohesion and global citizenship. Central to success in meeting these demands and expectations is the development of an individual’s full capacities to learn throughout his/her life span. Only then can education produce individuals who are productive in, and can successfully navigate an increasingly knowledge-intensive and technology-driven 21st century. A key pathway to realising this ambition is to use the best available research evidence on human learning to inform educational practice and policy.


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