Future Competences and the Model of the Contemporary School: Proposals for Staffing, Curriculum, and Technological Changes
DOI:
https://doi.org/10.12775/SPI.2025.4.005Keywords
school change, individual change, group change, teacher preparation, educational goals, teaching methodsAbstract
The article examines the challenge of adapting contemporary schools to the demands generated by rapid technological advancement, socio-cultural transformation, and evolving labor market expectations. It takes as its point of departure the concept of future competences, defined as an integrated set of interdisciplinary, professional, and socio-emotional skills necessary for functioning in conditions of uncertainty and increasing digitalization. On this basis, the article proposes directions for change in three key areas: human resources, curriculum design, and educational technologies.
In the area of human resources policy, the article emphasizes the need to redefine recruitment procedures for teacher candidates and to strengthen their pedagogical and psychological preparation. Particular attention is given to the development of socio-emotional competences, supported by the introduction of virtual reality (VR) tools and educational simulations in teacher education programs. These technologies create a safe environment for practicing interpersonal skills and responding to instructional and educational situations. In terms of curriculum design, the article argues for a shift in educational objectives toward competence-based learning rather than a narrow focus on subject-specific content. It highlights the importance of interdisciplinary problems, activating and student-centered teaching methods, and tasks that foster creativity, collaboration, and critical thinking. With regard to educational technology, the article stresses the need for the systematic integration of artificial intelligence (AI) and virtual reality into the learning process, as these tools can support the simulation of complex phenomena, deepen understanding, and enable more personalized forms of instruction.
The article concludes that the effectiveness of the proposed reforms depends on the coordinated involvement of the school community, academic institutions, and educational policymakers, as well as on a willingness to adopt an innovative and future-oriented model of schooling.
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Kwiatkowski S.M. (2020). “Kompetencje przyszłości,” [in:] S.M. Kwiatkowski (ed.), Kompetencje przyszłości, Warszawa: Wydawnictwo Fundacji Rozwoju Systemu Edukacji, pp. 14–29.
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Strykowski, W. (2007). “Szkoła współczesna i zachodzące w niej procesy,” [in:] W. Strykowski, J. Strykowska, J. Pielachowski (eds.), Kompetencje nauczyciela szkoły współczesnej, Poznań: Wydawnictwo eMPi2, pp. 9–84.
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