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.



In the first decades of the 21st century, many actors and stakeholders have urgently argued that education needs to be transformed in order to meet the demands of rapidly changing technologies, new skill demands in the workplace, and to foster equity, social cohesion and global citizenship. Implicit in these demands and expectations is the aim to realise every individual’s potential. Twenty-first century education requires teachers, environments, technologies, educational content and pedagogical practices that can help learners attain that goal.


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