future educational challenges essay in english

Short Essay: Future Educational Challenges

Education is a dynamic field that constantly evolves to meet the changing needs of society. As we look toward the future, it is essential to recognize and address the challenges that will shape the landscape of education. Writing an essay on future education challenges provides an opportunity to explore the key issues and propose innovative solutions to ensure that education remains relevant, inclusive, and effective. In this introduction, we will discuss the importance of examining future education challenges and provide a glimpse into the topics that will be explored in the essay.

Table of Contents

Significance of Future Education Challenges

Understanding and anticipating future education challenges is crucial for educators, policymakers, and stakeholders. By examining these challenges, we can proactively respond to emerging trends, technologies, and societal shifts. It allows us to identify potential gaps, inequalities, and barriers that may hinder educational progress. Furthermore, exploring these challenges provides an opportunity to envision and shape a future education system that equips learners with the skills, knowledge, and competencies necessary to thrive in an ever-changing world.

Topics to Explore

In writing an essay on future education challenges, several key topics can be examined. These may include:

Technological Advancements: Explore the impact of emerging technologies such as artificial intelligence, virtual reality, and automation on education. Discuss the potential benefits and challenges they bring, such as the need for upskilling and reskilling, the digital divide, and ethical considerations.

Changing Workforce Needs: Analyze how the evolving job market and workforce demands will shape the education system. Discuss the skills and competencies that will be essential for future careers, the role of lifelong learning, and the need for flexible, adaptable educational models.

Equity and Inclusion: Address the persistent challenges of equity and inclusion in education. Explore how to ensure equal access to quality education for all learners, regardless of socio-economic background, gender, race, or ability. Discuss strategies to bridge the digital divide, reduce educational disparities, and promote inclusive educational environments.

Globalization and Intercultural Competence: Examine the impact of globalization on education and the importance of developing intercultural competence. Discuss how educational systems can foster global awareness, cultural understanding, and collaboration among learners from diverse backgrounds.

Environmental Sustainability: Explore the role of education in addressing environmental challenges and promoting sustainable practices. Discuss how education can cultivate environmental literacy, foster a sense of responsibility, and empower learners to become active agents of change.

Proposed Solutions

In addition to identifying future education challenges, your essay can propose innovative solutions and strategies. Discuss how educational institutions, policymakers, and stakeholders can adapt and respond to these challenges. Consider the integration of emerging technologies, the implementation of learner-centered approaches, the promotion of interdisciplinary education, and the importance of collaboration among different stakeholders.

Future Education Challenge Tips

Research Thoroughly: Begin by conducting in-depth research on the current state of education and the emerging trends and challenges that are anticipated in the future. Explore reputable sources, academic journals, reports, and relevant studies to gather comprehensive information on the topic.

Define and Focus: Clearly define the specific future education challenges you want to address in your essay. This will help you maintain focus and ensure that your arguments and analysis are coherent and well-supported.

Structure Your Essay: Organize your essay into logical sections such as introduction, body paragraphs, and conclusion. Each section should have a clear purpose and contribute to the overall flow and coherence of your essay.

Provide Context: Begin your essay by providing some background information on the current state of education and the importance of addressing future challenges. This will help set the stage for the specific challenges you will discuss.

Use Evidence and Examples: Support your arguments with credible evidence, data, and examples. This will enhance the credibility of your essay and demonstrate a deep understanding of the topic. Reference relevant research studies, reports, and real-world examples to strengthen your points.

Analyze and Evaluate: Go beyond describing the challenges and their potential impact. Analyze and evaluate the implications of these challenges on the educational system, learners, and society as a whole. Consider the opportunities and threats they present and discuss the potential consequences if they are not addressed effectively.

Propose Solutions: Offer innovative and practical solutions to address the identified challenges. Consider the role of various stakeholders, the integration of technology, policy changes, and educational reforms. Your proposed solutions should be supported by evidence and aligned with the specific challenges discussed.

Consider Multiple Perspectives: Acknowledge and consider different perspectives on the future education challenges. Address potential counterarguments and engage with alternative viewpoints to demonstrate a nuanced understanding of the topic.

Write Clearly and Concisely: Use clear and concise language to effectively communicate your ideas. Avoid jargon and complex sentence structures that may confuse the reader. Ensure that your essay flows smoothly and is easy to follow.

Revise and Edit: Take the time to revise and edit your essay. Check for grammatical errors, clarity of arguments, and overall coherence. Consider seeking feedback from peers, mentors, or educators to further improve the quality of your essay.

Future Education Challenges Essay Example #1

As we stand on the cusp of a rapidly evolving world, it is crucial to recognize and confront the challenges that will shape the future of education. The landscape of learning is undergoing significant transformations, driven by technological advancements, changing workforce needs, equity and inclusion concerns, globalization, and environmental sustainability. This essay aims to explore these future education challenges and propose innovative strategies to ensure that education remains relevant, inclusive, and effective in preparing learners for the opportunities and uncertainties that lie ahead.

The integration of emerging technologies presents both immense potential and distinct challenges for education. Artificial intelligence, virtual reality, and automation have the power to revolutionize learning experiences, personalizing education, and expanding access to knowledge. However, it is essential to address the digital divide, ensure equitable access to technology, promote digital literacy, and navigate the ethical considerations surrounding data privacy and algorithmic biases.

The future workforce will demand a new set of skills and competencies. The traditional model of education must adapt to foster critical thinking, problem-solving, creativity, collaboration, adaptability, and digital literacy. Lifelong learning and upskilling initiatives should be integrated into educational systems to meet the evolving demands of the job market. Flexible educational models that embrace interdisciplinary approaches and experiential learning will prepare learners for the uncertainties of the future workplace.

Despite significant progress, equity and inclusion gaps persist in education. Future challenges demand a relentless commitment to ensuring equal access to quality education for all learners, regardless of socio-economic background, gender, race, or ability. Efforts must be made to bridge the digital divide, provide support for marginalized communities, and create inclusive learning environments that celebrate diversity. Culturally responsive pedagogies, inclusive curricula, and targeted interventions can foster equitable educational opportunities.

In an increasingly interconnected world, global awareness and intercultural competence are vital. Education must equip learners with the skills to navigate diverse cultural contexts, appreciate global perspectives, and collaborate across borders. Intercultural education programs, virtual exchange initiatives, and language learning opportunities can foster mutual understanding, empathy, and cooperation among learners from different backgrounds.

The urgency of addressing environmental challenges requires embedding sustainability education within the core of the curriculum. Education must cultivate environmental literacy, instill a sense of responsibility, and empower learners to become active agents of change. Integrating sustainable practices into educational institutions, promoting environmental stewardship, and fostering a deep connection with nature can create a generation that values and strives for a sustainable future.

The future of education is filled with immense possibilities and challenges. By acknowledging and addressing these challenges head-on, we can ensure that education remains a transformative force that prepares individuals to thrive in an ever-changing world. Embracing emerging technologies responsibly, adapting to changing workforce needs, ensuring equity and inclusion, fostering global awareness, and embedding environmental sustainability will shape an education system that empowers learners to navigate the complexities of the future. It is through collaborative efforts, innovative approaches, and a shared commitment to educational excellence that we can navigate the horizon of future education challenges with confidence and optimism.

Future Education Challenges Essay Example #2

Education is a dynamic and ever-evolving field that must continuously adapt to meet the needs of future generations. As we look ahead, several significant challenges loom on the horizon, demanding our attention and proactive solutions. This essay explores key future education challenges and proposes strategies to overcome them, ensuring that education remains a transformative force in shaping individuals and societies.

One of the foremost challenges is narrowing the digital divide and harnessing the potential of technology in education. While technology offers unprecedented opportunities for personalized learning and access to information, it also highlights disparities in access and digital literacy. Closing the digital divide requires equitable distribution of resources, investments in infrastructure, and comprehensive digital literacy programs. Additionally, educators should be empowered to integrate technology effectively, blending it with pedagogical approaches that foster critical thinking, collaboration, and creativity.

The rapidly changing nature of work demands a shift in focus towards future-ready skills and competencies. Traditional educational models must embrace interdisciplinary learning, entrepreneurship, problem-solving, and adaptability. Encouraging experiential learning, project-based assessments, and partnerships with industry will help bridge the gap between educational institutions and the evolving needs of the job market. Lifelong learning initiatives and career guidance programs should be integrated to promote continuous skills development and empower individuals to navigate career transitions successfully.

The holistic development of learners requires addressing their social and emotional well-being. Future education must prioritize fostering resilience, empathy, self-awareness, and interpersonal skills. Implementing comprehensive social-emotional learning (SEL) programs will equip learners with the emotional intelligence needed to navigate complex societal challenges. Educators must be trained to create inclusive and supportive learning environments where students feel safe, valued, and empowered

Environmental sustainability is a pressing concern that necessitates embedding sustainable practices within education. Future generations must possess the knowledge, skills, and values to address environmental challenges. Environmental education should be integrated into curricula, promoting ecological literacy, responsible consumption, and sustainable lifestyles. Schools and educational institutions can serve as models of sustainability by adopting energy-efficient practices, promoting waste reduction, and integrating environmental stewardship into campus operations.

Globalization and migration have created diverse learning environments that require educational systems to adapt. Embracing cultural diversity and fostering intercultural competence should be integral to future education. Culturally responsive pedagogies, inclusive curricula, and multicultural awareness programs can promote understanding, respect, and collaboration among diverse learners. Emphasizing global citizenship and fostering intercultural dialogue will equip individuals with the skills needed to thrive in an interconnected world.

Addressing future education challenges is essential for creating an inclusive, equitable, and empowering educational system. By closing the digital divide, fostering future-ready skills, nurturing social-emotional well-being, promoting sustainability, and embracing cultural diversity, we can unlock the full potential of education in shaping individuals and societies. Collaboration among educators, policymakers, and stakeholders is crucial in implementing innovative strategies that prepare learners for a future marked by rapid changes and complex global challenges. Through these efforts, we can ensure that education remains a catalyst for personal growth, societal progress, and the realization of human potential.

Future Education Challenges Essay Example #3

As we navigate a rapidly changing world, the field of education faces unprecedented challenges that require innovative solutions. This essay delves into the future of education, exploring key challenges and proposing strategies to overcome them. By rethinking education and embracing transformation, we can ensure that learners are equipped with the skills, knowledge, and mindset necessary to thrive in the complex landscape of the future.

The one-size-fits-all approach to education is no longer effective in meeting the diverse needs and learning styles of students. Future education must prioritize personalized and individualized learning experiences. Leveraging technology, adaptive learning platforms, and data-driven insights can enable tailored instruction and support. By recognizing and nurturing each student’s unique strengths, passions, and learning preferences, education can foster greater engagement, motivation, and academic success.

In an era defined by rapid technological advancements and complex global challenges, the ability to think critically and solve problems becomes paramount. Future education should place a strong emphasis on developing these skills. Incorporating project-based learning, inquiry-based approaches, and collaborative problem-solving activities can cultivate the analytical, creative, and adaptive thinking abilities required to address real-world issues. By encouraging students to ask questions, explore multiple perspectives, and propose innovative solutions, education can prepare learners to thrive in an uncertain future.

Traditional assessment methods that focus solely on standardized testing and rote memorization do not adequately measure the diverse range of skills and competencies needed for the future. Education must embrace alternative forms of assessment that evaluate holistic learning outcomes, such as portfolios, presentations, and performance-based assessments. By assessing problem-solving, critical thinking, collaboration, communication, and creativity, education can better capture the multifaceted abilities of students and provide meaningful feedback for growth and improvement.

The pervasive influence of technology in education brings forth ethical considerations that demand attention. Future education should prioritize digital citizenship and responsible use of technology. Educators must guide students in understanding digital ethics, online safety, privacy concerns, and the impact of technology on society. By promoting digital literacy and fostering a culture of responsible digital behavior, education can empower students to harness technology for positive purposes while minimizing potential risks and pitfalls.

The future will require individuals to continuously learn, unlearn, and adapt to evolving circumstances. Education must instill a lifelong learning mindset and equip learners with the skills to navigate change. Emphasizing meta-cognitive skills, self-directed learning, and resilience can foster a growth mindset and the ability to embrace new challenges and opportunities. By nurturing a passion for learning and providing opportunities for ongoing skill development, education can prepare individuals for dynamic careers and personal growth throughout their lives.

The future of education holds both immense challenges and extraordinary possibilities. By rethinking traditional approaches, embracing innovation, and prioritizing the needs of learners, we can confront these challenges head-on. Personalized learning, critical thinking, alternative assessment methods, ethical technology use, and lifelong learning are key pillars in shaping an education system that prepares individuals for success in an ever-changing world. Through collaboration among educators, policymakers, and stakeholders, we can chart a path towards a future where education becomes a transformative force, empowering learners to thrive, adapt, and make meaningful contributions in an increasingly complex and interconnected society.

Final Thoughts

Writing an essay on future education challenges provides an opportunity to delve into the issues that will shape the educational landscape in the years to come. By exploring topics such as technological advancements, changing workforce needs, equity and inclusion, globalization, and environmental sustainability, we can gain insights into the potential hurdles and propose innovative solutions. By addressing these challenges head-on, we can ensure that education remains a transformative force that prepares learners for a future that is constantly evolving.

About Mr. Greg

Mr. Greg is an English teacher from Edinburgh, Scotland, currently based in Hong Kong. He has over 5 years teaching experience and recently completed his PGCE at the University of Essex Online. In 2013, he graduated from Edinburgh Napier University with a BEng(Hons) in Computing, with a focus on social media.

Mr. Greg’s English Cloud was created in 2020 during the pandemic, aiming to provide students and parents with resources to help facilitate their learning at home.

Whatsapp: +85259609792

[email protected]

"A multidisciplinary forum focused on the social consequences and policy implications of all forms of knowledge on a global basis"

We are pleased to introduce Eruditio, the electronic journal of the World Academy of Art & Science. The vision of the Journal complements and enhances the World Academy's focus on global perspectives in the generation of knowledge from all fields of legitimate inquiry. The Journal also mirrors the World Academy's specific focus and mandate which is to consider the social consequences and policy implications of knowledge in the broadest sense.

Eruditio Issues

• Volume 2 Issue 1
• Volume 2 Issue 2
• Volume 2 Issue 3

Volume 2 Issue 4

• Volume 2 Issue 5
• Volume 2 Issue 6
• Volume 3 Issue 1

Editorial Information

• Editorial Board
• Author Guidelines
• Editorial Policy
• Reference Style Guide

World Academy of Art & Science

• Publications
• Events & News

The Challenges for Future Education: A Global Perspective

ARTICLE | July 23, 2018 | BY Marco Vitiello

1. Introduction

Today we are living in a globalized world where interconnections between human beings as individuals, and nations and states, are becoming wider day by day, making us encounter cultures that are pretty different from our own.

These interactions are increasingly growing not only because of the modern amazing tools that make them easier than in the past (take the internet and the social networks for example), but also because today, as a globalized world, we find ourselves in front of difficult and complex challenges which necessarily need a global response in order to be solved: we need each other to survive not only as nations and states, but as a species. So, what is the role that higher education systems should play in this context? Universities across the world host students that one day will be the leaders of our world, those who will work to solve national problems and who will cooperate with other leaders in order to solve global issues and to build a more united international community.

This is why universities should provide their students with all the right tools that they will need in future not only to have a successful career, but also to be able to create valid international cooperation that will allow them to find creative and shared solutions for all kinds of problems.

But now the question is: what are these tools?

2. Moving Towards a Global Education

Universities are places where the adults and leaders of tomorrow are forged. It is then very much important to make higher education free of charge for those students coming from lower income social classes: this is a first step to ensure that those who are willing to invest their time in higher education are able to do it so they can direct their lives towards self-realization; in this way not only will we stimulate social mobility, but we will also build a fairer society with a qualitatively better human capital. Resuming free education means better chances for both individuals and societies.

Having said that, we need to remind ourselves how universities should be places where students not only are taught, but where they can grow as self-conscious and self-confident individuals, finding the chance to acquire important skills while developing their personal qualities, understanding what their path is in life. At the same time, they should be educated in order to be able to live in this complex world, knowing its history and its characteristics in an in-depth way.

Education should then be based on three main pillars:

• Values and Skills

2.1. Knowledge

• knowledge of the globalization process : students should be able to fully understand globalization, analyzing it in a critical way; they should know how to recognize its positive effects but also be aware of the negative ones, thereby learning how to deal with them.
• knowledge of human history and philosophy : students should interiorize through education those that can be considered the most important and universal human values, such as the prominence of human rights, of democracy and of social justice; they should learn the fundamental significance of dialogue both between individuals and countries/cultures.

2.2. Competency

• critical thinking : universities should teach students to deal with complex problems and to analyze them with a critical and open mind; students should also learn the importance of reconsidering their opinion in the face of new evidence.

Today’s problems and challenges are much more complex than in the past and cannot be explained in any satisfying manner if not analyzed from every possible point of view: only in this way we will be able to see the whole picture and to take wise decisions in order to tackle problems. Different disciplines should collaborate in a student’s education in order to make him analyze and resolve complex issues.

It is very important that students learn how to imagine a common future with better living conditions for everybody. Future education should find then a new paradigm that challenges inequality by boosting feelings of solidarity among human beings, allowing students and future leaders to see themselves as part of a bigger human community.

• team working : this is all about making sure that students participate in activities which require teamwork: only with constant practice in such kinds of activities they will understand how everyone can contribute in the achievement of a particular goal, on the basis of our personal qualities and skills.
• ability to deal with conflicts : conflicts, when we talk about humans, considered both as individuals and as societies, are pretty common, probably even inevitable. This is why students should be taught how to avoid them or, when necessary, how to deal with them in a wise way: talking about international politics, they should understand how war prevention is one of the most important issues in the world today. Our chances of survival as a species are based on the capacity of preventing wars and other kind of conflicts.

2.3. Values and Skills

• self-esteem, self-confidence : Even if these two elements seem to be quite simple to understand, they must not be taken for granted: in universities students should understand that the worse kind of failure is not trying: they must be encouraged to commit themselves to studying and to all kinds of parallel activities. They should be encouraged to get out of their comfort zones and to try new activities and challenges: if they fail, they must understand that from failure we rise. Failure helps us to improve our skills and to correct our mistakes. If they succeed in their tasks or activities, their confidence gets a boost: if we are able to develop fully confident youth, not only we will raise the chances of seeing them achieve their goals in life, but we will have raised great individuals whose life will have a positive impact on the whole society.
• social responsibility : students should learn the importance of social justice, the importance of creating a fairer world at all levels—national, regional and global levels.
• environmental responsibility : we have only one planet, but we still take it for granted. Students must learn that it is our responsibility as humans to make sure that our environment is respected. Especially today, since one of the main global issues is global warming, a complex problem which connects different dimensions of our living: politics, economics, etc.

3. Methodologies

What can be some good methods to make sure that higher education can provide students with the needed skills and abilities?

Here are a few proposals:

3.1. Global connections between universities.

It is important for students, as already mentioned, to know other cultures and comprehend their values. How can this be done?

• student exchange programs : implementing and strengthening student exchange programs is probably the best possible way to achieve this goal. Sending students to study abroad and welcoming students from different parts of the world is the absolute best way to ensure an interchange between countries and to let students understand other cultures and countries and their points of view.
• hosting researchers and professors coming from other parts of the world : by doing this, universities will enrich their didactics, giving students the chance to benefit from listening to professionals with different approaches to teaching.
• making sure that students know about the existence of the so-called MOOCs : in this way students will know how to have online access to courses taught by other universities. Universities should participate in this, and have their courses on online platforms.

3.2. Making students work on a project

Students should learn how to work on a project both alone and in a team. Such projects should also be presented and discussed in front of the whole class, so that students learn not only to write an essay, but also to speak properly in front of an audience.

3.2. Making sure students have access to cultural anthropology courses.

On the basis of my very personal experience, I think the importance of anthropology is underestimated: this subject can provide students with the right tools and knowledge to understand cultural relativism: there is no hierarchy between cultures and knowing this is fundamental in order to create a valid cooperation with other countries.

About the Author(s)

Subscribe here to free electronic edition.

Inside this Issue

Lead Articles

Papers presented at the rome conference, 2017, section 1: introduction.

Introductory Remarks by the President of WAAS

- Heitor Gurgulino de Souza

Introductory Report on the 2nd International Conference on Future Education

- Garry Jacobs & Alberto Zucconi

Contextual, Relational, Human-Centered Knowledge

- Edgar Morin

Education to Meet Societal Needs

- Peter Senge

SECTION 2: UNIVERSITIES REFLECTING THE CURRENT STATE OF THE SYSTEM

The European University in Crisis: A Vision From Spain

- Juan Cayón Peña

To Cope with Present and Future Catastrophic Risks, Higher Education must Train Future Decision Makers to Think Critically, Ethically and in System

- Lennart Levi & Bo Rothstein

The Knowledge of Complexity should be a part of Contemporary Education

- Jüri Engelbrecht

SECTION 3: THE NEED FOR A NEW PARADIGM

Some Reflections on the Future of Education

- J. Martin Ramirez & Tina Lindhard

Higher Education and the New Society of Third Millennium

- Emil Constantinescu

Future Education: A New Paradigm

- Federico Mayor Zaragoza

- Marco Vitiello

SECTION 4: WHERE TO BEGIN? CHANGE NEEDED AT THE PRIMARY LEVEL

Start Early, End Strong

- George Halvorson & Robert J. Berg

Breaking Barriers with Building Blocks: Attitudes towards Learning Technologies & Curriculum Design in ABC Curriculum Design Workshop

- Kristy Evers

Young Children, Digital Technology and the School of Tomorrow

- Marion Voillot

The Impact of Exogenous Urban Factors on Absenteeism & Dropout Rates

- Davor Bernardić

SECTION 5: MIND, THINKING AND CREATIVITY

Insights on Creativity

- Vani Senthil

SECTION 6: TRANSDISCIPLINARITY: BREAKING THE SILOS

UNIVERSITIES: Enhancing the Education, Research and Innovation Base

- Marcel van de Voorde

Transdisciplinary Education for Deep Learning, Creativity and Innovation

- Rodolfo Fiorini

SECTION 7: TOOLS/CATALYSTS IN THE TRANSFORMATION PROCESS

The Teacher as Catalyst: Skills Development & Self-Discovery in Group Contexts

- Ullica Segerstrale

The Future of Higher Education: The Role of Basic Values

- Winston P. Nagan & Megan E. Weeren

Online and Hybrid Learning

- Janani Ramanathan

Lifelong Learning: A Necessity in the Knowledge Society

- Raoul Weiler

Higher Education and Small Countries

- Momir Djurovic

Teaching Assistants (TAs) as Secondary Facilitators in an Academic Support Unit in a South African University

- Makhanya-Nontsikelelo Lynette Buyisiwe

SECTION 8: THE RESULT – PEACE, BETTER GOVERNANCE AND NEW ECONOMICS

Education, Democracy and Peace

- Siro Polo Padolecchia

Education: An Essential Tool for Reaching the UN SDGs by 2030

- Yehuda Kahane

SECTION 9: AGILE LEADERSHIP AND DECISION MAKING – THE ROAD AHEAD

Change Leadership: Leading by Empowering and Innovation

- Tatjana Mitrovic

Agile Management Education for the Future: The Role of Social Capital & Trust

- Grażyna Leśniak-Łebkowska

Sustainable Business as the Base for Sustainable Entrepreneurs:Some Theoretical and Practical Reflections

- Zbigniew Bochniarz

Papers presented at the Primrose Conference, Pondicherry, 2018

Section 10: role of education.

Education as a Civilizing Experience

- Ashok Natarajan

Essence of Educational Inspiration

- Vidya Rangan

Beauty of Mathematics and Overcoming the Agony of Math Education

Student Leadership Skill: A Sustainability Paradigm to Harness Demographic Dividend in India

- Malathy Iyer

Download Volume 2 Issue 4

Terms of Use | Copyright Policy | Privacy Policy

Main navigation

Shaping the future of education.

The problem we’re trying to solve

21st century education is facing the most extraordinary challenges. There’s globalisation, digitalisation and increasing marginalisation. And now there’s COVID-19.

Back in early 2019 a small team of people from Cambridge Assessment and Judge Business School had already been thinking about how we design and deliver education, and whether it was fit for purpose. The question we were asking ourselves was:

Is education continuing to meet the needs of young people, and preparing them for the type of world they will face when they leave school?

There is a lot of important and high-profile research on this topic that strongly supports the view that some fundamental changes in education are needed:

• The Future of Education and Skills OECD report makes clear that education needs to be trans formed not re formed.
• A focus on compliance is driving innovative teachers from the profession according to the Director of Education and Skills at the OECD. He says education is ‘losing its relevance’ in an increasingly digitised world, with creative teachers often restricted by the curriculum they are expected to teach. Furthermore, he says, ‘there is a big gap between what the world needs and what our education systems are designed for’.
• Four out of five CEOs say that skills gaps in creativity and problem solving make hiring difficult and nearly half of job tasks may be lost to automation within the next two decades. We need to start thinking differently about how we prepare young people.
• A recent Global Learner Survey clearly demonstrates perceptions that education systems are out of step with learners, and highlights the huge opportunity to reinvent learning to meet the needs of a new economy.
• The crisis in mental health is getting worse. Neglect and under-investment in addressing young people’s mental health needs have been exposed by the COVID-19 pandemic .

What we can do about the problem

As well as reading all the research, the team in Cambridge was also going to lots of education conferences. We noticed that there were ‘siloes’ of activity at these conferences.

This meant that there would be a conference for teachers, where only teachers talked to each other. And conferences for policy people, where only policy people talked to each other. And research conferences for research people. And so on.

What we also noticed was that entrepreneurs, start-ups and innovation teams did things differently. Fundamentally, they looked outside their own worlds. They built things in a cross-functional, iterative way. So we asked ourselves:

Could we borrow that model and apply it to education?

The start of SHAPE Education

We wanted to do more than just ask questions and talk about problems. We wanted to do something. And so we started SHAPE Education .

We realised it’s not practical or sensible to try and change something as complex as education from the top down. In the same way as entrepreneurs and start-ups, the approach which has a realistic chance of bringing successful change is to:

• start with properly understanding where the issues and problems are
• form some ideas and hypothesis about how to address them
• build a coalition, or community, of people who want to be involved in those changes
• run some experiments
• make some things happen.

This idea of creating a process of discovery, and ‘learning as you go’, is how change happens in society, and we know we can apply that to education.

Our aim was to:

• find a way that Cambridge could adopt this approach to solving the problems in education
• make this approach a cross-functional, collaborative, iterative way of working, meaning that teachers work alongside, for example, tech developers, researchers, learners, etc.

If you agree with this approach and you want to be part of SHAPE Education, then please visit shape-education.org  to sign up to our mailing list and see how you can get involved in helping make education more connected to your community. We’d love you to join us. Together we can tackle this challenge.

SHAPE Education is an initiative between Cambridge Assessment and Judge Business School.

Related Articles

Five ways a celta qualification will further your career.

Choosing the right English language teaching course for you can be a challenge. Here are five reasons why we recommend taking an official Certificate in Teaching English to Speakers of Other Languages (CELTA) qualification from Cambridge.

Real life English language skills for business – how Linguaskill can help

Linguaskill is a quick and convenient online test to help organisations check the English levels of individuals and groups of candidates, powered by Artificial Intelligence technology. It tests all four language skills - speaking, writing, reading and listening - in modules.

Linguaskill: the flexible option for language testing

Linguaskill’s modular testing offers a flexible option to test takers. If they need to improve their score in a particular skill, then they can take that part of the test again. Their other scores are unaffected and they won’t have to retake the other three sections. Linguaskill’s flexibility benefits institutions and employers, too. Let’s take a look.

Mediation skills in the English language classroom

Taking information, summarising it, and passing it on is an example of what linguists call mediation, and it is a key skill for language learners at all levels. It’s the subject of the latest Cambridge Paper in ELT which looks at some of the best strategies teachers can use to teach and assess mediation skills.

What the Future of Education Looks Like from Here

• Posted December 11, 2020
• By Emily Boudreau

After a year that involved a global pandemic, school closures, nationwide remote instruction, protests for racial justice, and an election, the role of education has never been more critical or more uncertain. When the dust settles from this year, what will education look like — and what should it aspire to?

To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and hosted by HGSE’s Askwith Forums , focused on hopes for education going forward, as well as HGSE’s role. “The story of HGSE is the story of pivotal decisions, meeting challenges, and tremendous growth,” Long said. “We have a long history of empowering our students and partners to be innovators in a constantly changing world. And that is needed now more than ever.”

Joining Long were Associate Professor Karen Brennan , Senior Lecturer Jennifer Cheatham , Assistant Professor Anthony Jack, and Professors Adriana Umaña-Taylor and Martin West , as they looked forward to what the future could hold for schools, educators, and communities:

… After the pandemic subsides

The pandemic heightened existing gaps and disparities and exposed a need to rethink how systems leaders design schools, instruction, and who they put at the center of that design. “As a leader, in the years before the pandemic hit, I realized the balance of our work as practitioners was off,” Cheatham said. “If we had been spending time knowing our children and our staff and designing schools for them, we might not be feeling the pain in the way we are. I think we’re learning something about what the real work of school is about.” In the coming years, the panelists hope that a widespread push to recognize the identity and health of the whole-child in K–12 and higher education will help educators design support systems that can reduce inequity on multiple levels.

… For the global community

As much as the pandemic isolated individuals, on the global scale, people have looked to connect with each other to find solutions and share ideas as they faced a common challenge. This year may have brought everyone together and allowed for exchange of ideas, policies, practices, and assessments across boundaries.

… For technological advancements

As educators and leaders create, design, and imagine the future, technology should be used in service of that vision rather than dictating it. As technology becomes a major part of how we communicate and share ideas, educators need to think critically about how to deploy technology strategically. “My stance on technology is that it should always be used in the service of our human purpose and interest,” said Brennan. “We’ve talked about racial equity, building relationships. Our values and purposes and goals need to lead the way, not the tech.”

… For teachers

Human connections and interactions are at the heart of education. At this time, it’s become abundantly clear that the role of the teacher in the school community is irreplaceable. “I think the next few years hinge on how much we’re willing to invest in educators and all of these additional supports in the school which essentially make learning possible,” Umaña-Taylor said, “these are the individuals who are making the future minds of the nation possible.”

Cutting-edge research and new knowledge must become part of the public discussion in order to meaningfully shape the policies and practices that influence the future of education. “I fundamentally believe that we as academics and scholars must be part of the conversation and not limit ourselves to just articles behind paywalls or policy paragraphs at the end of a paper,” Jack said. “We have to engage the larger public.”

… In 25 years

“We shouldn’t underestimate the possibility that the future might look a lot like the present,” West said. “As I think about the potential sources of change in education, and in American education in particular, I tend to think about longer-term trends as the key driver.” Changing student demographics, access to higher education, structural inequality, and the focus of school leaders are all longer-term trends that, according to panelists, will influence the future of education. 

Askwith Education Forum

Bringing innovators and influential leaders to the Harvard Graduate School of Education

Related Articles

Beyond Recovery

Future of Education: Human Development and Psychology – The Long View

Future of Education: Leading for Equity

Future Educational Challenges essay: Navigating the Path Forward

• 1 Introduction
• 2 Technological Advancements and Digital Learning
• 3 Adaptation to Changing Job Markets
• 4 Inclusive and Equitable Education
• 5 Mental Health and Well-being of Students
• 6 Environmental Education and Sustainability
• 7 The Role of Educators in the Digital Age
• 8 Assessment and Evaluation
• 9 Globalization and Cultural Competence
• 10 Conclusion

Introduction

The landscape of education is constantly evolving, shaped by advancements in technology, shifts in societal values, and the demands of a rapidly changing job market.

As we look to the future, several challenges emerge that will significantly impact the way we educate the next generation.

These challenges encompass a wide range of issues, from the integration of technology in classrooms to the need for more inclusive and equitable educational systems.

In this essay, we will explore some of the key challenges that the future of education is likely to face.

Technological Advancements and Digital Learning

One of the most prominent challenges in education’s future is the integration of technology into the learning process.

The COVID-19 pandemic accelerated the adoption of digital learning tools and remote education, revealing both opportunities and challenges.

While technology can enhance access to education and facilitate personalized learning, it also exacerbates the digital divide, as not all students have equal access to devices and high-speed internet.

To address this challenge, educators and policymakers must work together to ensure that technology is used effectively and inclusively in education.

Adaptation to Changing Job Markets

The job market is evolving rapidly, driven by automation, artificial intelligence, and other technological advancements.

As a result, educational institutions must prepare students for jobs that may not yet exist. This requires a shift towards teaching skills such as critical thinking, problem-solving, and adaptability, rather than just rote memorization of facts.

To meet this challenge, curricula must be flexible and responsive to changing workforce needs, and lifelong learning should be encouraged.

Inclusive and Equitable Education

Achieving inclusivity and equity in education remains a persistent challenge. Disparities in educational opportunities, resources, and outcomes continue to exist, disproportionately affecting marginalized communities.

To address this challenge, policies that promote access to quality education for all, regardless of race, socioeconomic status, or ability, must be prioritized.

In addition, culturally responsive teaching practices can help create more inclusive learning environments.

Mental Health and Well-being of Students

The mental health and well-being of students are becoming increasingly important concerns in education.

The pressures of academic performance, social interactions, and the uncertainty of the future can take a toll on students’ mental health. Schools and colleges need to provide resources and support systems that address these challenges.

This includes access to counseling services, mental health education, and destigmatizing mental health issues.

Environmental Education and Sustainability

With the growing awareness of climate change and environmental issues, there is a need for greater emphasis on environmental education.

Future generations must be equipped with the knowledge and skills to address these challenges.

Incorporating sustainability into the curriculum, promoting eco-friendly practices in schools, and fostering a sense of environmental stewardship among students are essential steps to prepare them for a sustainable future.

The Role of Educators in the Digital Age

The role of educators is evolving in the digital age. While technology can enhance teaching and learning, it cannot replace the importance of human interaction and mentorship.

Educators must adapt to new pedagogical approaches, embrace lifelong learning, and develop digital literacy skills to effectively engage with students in a digital learning environment.

Assessment and Evaluation

Traditional methods of assessment, such as standardized testing, may not accurately measure the skills and competencies that are increasingly important in the future.

Innovative assessment methods, including project-based assessments and competency-based evaluations, should be explored to provide a more holistic view of students’ abilities.

Globalization and Cultural Competence

Globalization has made the world more interconnected than ever before. Educators must prepare students to navigate a globalized world, fostering cultural competence, empathy, and an understanding of diverse perspectives.

This challenge includes not only internationalizing curricula but also promoting cross-cultural experiences and exchanges.

The future of education is rife with challenges, but it is also full of opportunities. Embracing technology, promoting inclusivity and equity, adapting to changing job markets, prioritizing mental health, and addressing environmental concerns are just a few of the issues that educators and policymakers must grapple with.

However, with collaboration, innovation, and a commitment to the well-being and growth of every student, we can navigate these challenges and build a brighter future for education.

The path forward may not be easy, but it is essential for the development and success of future generations.

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Essay on Future Education Challenges

Students are often asked to write an essay on Future Education Challenges in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Future Education Challenges

The future of education.

Education is constantly evolving. In the future, we will face new challenges.

Technology Integration

One challenge is integrating technology into classrooms. While it offers many benefits, it can also be difficult to implement and may widen the gap between students with different resources.

Teaching Methods

Another challenge is updating teaching methods. Traditional methods may not engage students effectively. New, innovative methods need to be adopted.

Globalization

Globalization will also pose a challenge. As the world becomes more connected, it’s important to prepare students for a global workforce.

Despite these challenges, the future of education is promising. With the right strategies, we can overcome them.

250 Words Essay on Future Education Challenges

The advent of future education.

As we stand on the brink of the Fourth Industrial Revolution, education faces a myriad of challenges. Technology, globalization, and social changes are reshaping the educational landscape, requiring a paradigm shift in teaching and learning methods.

Digital Literacy and Technology Integration

The integration of technology in education is no longer optional; it’s a necessity. However, the digital divide, defined by uneven access to technology, poses a significant challenge. It’s crucial to ensure that all students, regardless of their socioeconomic status, can access and utilize digital tools effectively.

Globalization and Multicultural Education

Globalization has made the world a smaller place, but it has also highlighted the need for multicultural education. This form of education promotes understanding and respect among different cultures, but implementing it can be challenging due to varying societal norms and values.

Personalized Learning

Personalized learning, which tailors education to each student’s individual needs, is a promising approach. However, it requires significant resources, including advanced technology and teacher training, which may not be readily available in all educational institutions.

The future of education is bright, but not without its challenges. By addressing these issues, we can create an inclusive, effective learning environment that prepares students for the future. The key lies in embracing change and fostering innovation, while ensuring equal opportunities for all learners.

500 Words Essay on Future Education Challenges

The evolution of education.

Education, a cornerstone of societal development, is continuously evolving. The future of education is shaped by technological advancements, socio-economic factors, and global issues. As we move forward, there will be significant challenges to overcome.

Technological Integration

The integration of technology into education is a double-edged sword. On one hand, it offers new opportunities for personalized learning, virtual classrooms, and access to vast resources. On the other hand, it raises concerns about data privacy, digital literacy, and the digital divide. The challenge is to harness the benefits of technology while mitigating its risks.

Addressing the Digital Divide

The digital divide refers to the gap between those who have access to technology and those who do not. This divide extends to schools, where students without access to technology are at a disadvantage. Overcoming this divide is a substantial challenge for future education, requiring policy changes, infrastructure development, and resource allocation.

Personalization of Learning

Personalized learning is a promising approach that tailors education to the individual needs of each student. However, implementing this on a large scale is challenging. It requires sophisticated technology, teacher training, and a shift from traditional teaching methods.

Preparing for Future Job Markets

The job market is rapidly changing due to automation and artificial intelligence. Education must adapt to prepare students for jobs that do not yet exist. This involves fostering creativity, critical thinking, and adaptability, which are not traditionally emphasized in the current education system.

As the world becomes more interconnected, multicultural education becomes crucial. It involves teaching students about diverse cultures, languages, and perspectives. The challenge lies in developing a curriculum that respects and includes various cultures without promoting a singular worldview.

Sustainable Development and Education

Sustainable development is a global priority, and education plays a crucial role in achieving it. The challenge is to integrate sustainability into education, teaching students about climate change, biodiversity, and renewable energy. This involves a shift in curriculum and teaching methods.

The future of education is fraught with challenges, but these also present opportunities for improvement and innovation. By addressing these challenges head-on, we can shape an education system that is inclusive, adaptive, and prepares students for the future. The future of education is not a destination, but a journey of continuous evolution and adaptation.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Traffic Education
• Essay on Islamic Education
• Essay on Modern Education

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Future Educational Challenges Essay

• 1 Introduction
• 2 Increasing Access to Education
• 3 Changing Nature of Work
• 4 Education and Technology
• 5 Equity in Education
• 6 Lifelong Learning
• 7 Environmental Education
• 8 Conclusion
• 9.1 What is the “Future Educational Challenges Essay” about?
• 9.2 What are some key points that should be covered in an essay on Future Educational Challenges?

This essay explores the future challenges facing education and how they can be addressed. From the impact of technology to changing societal needs, the article provides insights into how we can adapt our educational systems to prepare students for the challenges of tomorrow. Whether you’re a student, educator, or simply interested in the future of education, this essay is a must-read.

Introduction

Education is a critical aspect of society, serving as a foundation for growth and development. The future of education is essential to address, as the challenges of tomorrow require solutions that necessitate a well-educated population. The increasing complexity of global challenges requires comprehensive solutions, and education is at the forefront of these solutions. In this essay, I will discuss the most significant challenges facing education and the potential solutions to these challenges.

Increasing Access to Education

One of the most significant challenges facing education is the lack of access to education for certain populations. This lack of access to education can stem from several factors, such as geographic location, social status, and financial constraints. This disparity is especially noticeable in developing countries, where millions of children do not have access to quality education. According to UNESCO , approximately 258 million children worldwide do not attend school.

Advancements in technology have played a significant role in improving access to education, especially in remote areas. Online learning platforms and other digital technologies provide access to high-quality educational resources that were previously unavailable to students. For instance, in 2020, when schools were closed due to the Covid-19 pandemic, many schools shifted to online classes, ensuring that education continued.

However, technology alone is not enough to address the issue of access to education. Addressing systemic barriers to education, such as poverty and social inequality, is crucial to increase access to education. Governments must invest in infrastructure to ensure schools are available in all areas. Additionally, governments can introduce programs to ensure access to quality education for all, such as free education or subsidies for low-income families.

Changing Nature of Work

The job market is rapidly changing, and traditional jobs are evolving, making it challenging to prepare students for a job market that does not yet exist. The World Economic Forum estimates that by 2025, over half of all employees will require significant reskilling and upskilling. This change requires a more flexible approach to education that emphasizes practical, adaptable skills rather than rote learning. Soft skills such as critical thinking, collaboration, and communication are critical for the modern workforce.

To prepare students for the future job market, educators must focus on developing practical skills and encourage creativity and innovation. Emphasizing a more project-based approach to learning, where students can apply the skills they learn in real-world settings, can be an effective way to equip students with the necessary skills to succeed in the workforce. Providing internship opportunities can also give students the practical experience they need to prepare them for the workforce.

Education and Technology

The increasing role of technology in education has brought about several advantages, such as increased access to educational resources, enhanced collaboration, and improved communication. However, technology also has disadvantages, such as creating distractions, promoting cheating, and disengagement from the learning process. To address these issues, educators must balance technology with traditional teaching methods.

The integration of technology in the classroom should be used to supplement rather than replace traditional teaching methods. Educators must consider how technology can improve the learning experience and address any negative effects it might have. For instance, introducing online platforms for discussion, project-based learning, and collaborative work can be an effective way to integrate technology into the classroom. However, educators must also ensure that students are using technology appropriately and for the intended purposes.

Equity in Education

Despite significant progress in the education sector, there is still a significant achievement gap between different groups, particularly those from low-income backgrounds and students of color. According to the National Assessment of Educational Progress , low-income students lagged behind their higher-income peers by approximately 20 points in reading and math.

To address the achievement gap, educators must take steps to reduce discrimination in the classroom and promote diversity and inclusivity. Providing professional development training to teachers on topics such as implicit bias and cultural awareness can help teachers better serve diverse student populations

Furthermore, introducing programs to help support low-income and underrepresented students can help bridge the achievement gap. Programs such as free tutoring, mentoring, and afterschool programs can provide additional support to students who may struggle in a traditional classroom setting. Additionally, creating a diverse and inclusive environment can help to promote equity in education. Encouraging students to learn about and appreciate different cultures, promoting open dialogue and respect for different perspectives, can help to create a positive and welcoming learning environment for all students.

Lifelong Learning

The changing job market has made it increasingly important for individuals to engage in lifelong learning. Continuously upskilling and reskilling will become essential for employees to stay competitive in the job market. Educators must encourage a culture of lifelong learning, where students understand the importance of continued education.

To promote lifelong learning, educators must focus on developing critical thinking and problem-solving skills, as these are the skills that will be essential for future success. Providing opportunities for continued education, such as night classes, online courses , and community education programs, can help to promote lifelong learning. Additionally, employers and policymakers must work together to ensure that there are opportunities for individuals to acquire new skills and knowledge throughout their careers.

Environmental Education

Environmental education is becoming increasingly important as we face the challenges of climate change and environmental degradation. Educating students on the environment and the importance of conservation can help prepare the next generation to address these challenges. Environmental education can be incorporated into the curriculum across various subjects, from science and math to social studies and literature.

Incorporating environmental education into the curriculum can be done in several ways, such as introducing hands-on activities, field trips, and project-based learning. Encouraging students to become actively involved in environmental conservation efforts can also help to instill a sense of responsibility and stewardship for the environment.

The future of education is essential to address, as the challenges of tomorrow require solutions that necessitate a well-educated population. Addressing the challenges of access to education, the changing nature of work, technology in education, equity in education, lifelong learning, and environmental education is essential to ensure that we create a brighter future for generations to come. Educators and policymakers must work together to create an educational system that is adaptable, relevant, and effective in preparing students for the challenges of the future.

What is the “Future Educational Challenges Essay” about?

The essay explores the future challenges facing education and provides insights into how we can adapt our educational systems to prepare students for the challenges of tomorrow.

What are some key points that should be covered in an essay on Future Educational Challenges?

A: An essay on Future Educational Challenges should cover several key points, including: an overview of the current state of education, an analysis of emerging trends and challenges in the sector, an exploration of possible solutions and recommendations to address these challenges, and a discussion of the implications of these challenges for the future of education.

Related Posts:

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

• Editorial Board
• Editorial Policy
• Author Guidelines
• Reference Style Guide
• Ethical Guidelines
• Report on War in Ukraine
• Governance & Law
• World Academy
• Knowledge, Science & Values
• Mind, Thinking & Creativity
• New Economics
• New Paradigm
• Human Security
• War in Ukraine
• Social Science
• Climate Management

You are here:

Future education and its challenges: a millennial’s perspective.

ARTICLE | July 12, 2020 | BY Marco Vitiello

In a rapidly changing world, school systems need to adapt themselves rapidly in order to be able to prepare their students for the upcoming challenges that are threatening the world today. If many steps have been taken by humanity towards progress, the multiple efforts needed to not stop this trend can be achieved only if human beings are taught differently from the past: soft skills must enter school programs more significantly, since only by nurturing empathetic and environmentally aware citizens who are able to think critically, will we be able to preserve democracy, improve social justice and international cooperation and save the world (and ourselves) from the threat of climate change.

1. Introduction

For a long time, education has been a unique tool through which human beings have been able to access all the knowledge and information they needed in order to interpret the world, reach awareness regarding themselves and their social environment and eventually achieve self-realization and well-being. School systems have always been institutions capable of setting the individual free (both internally and externally) by raising his capacities of acting according to his reflections—rather than on the dictates of others—and by helping him develop those skills and capabilities needed to confront the world and its challenges.

But confronting the world and its challenges is not enough anymore: school systems should work more on the students’ capacity for imagining new, unexplored alternatives rather than teach them how to merely “survive” in a system that is constantly getting more complex and complicated. In this sense, education has a central role: students of today will be the leaders of tomorrow. School systems should then raise a new kind of leader , one that is able to inspire people and boost their individual and collective power to achieve their personal goals and build a more just society. Leaders are catalysts of change at all levels and in all dimensions; but the quality of leadership must improve so that the world can be led to a better future through mutual understanding, recognition and cooperation.

Education has also represented the propelling engine of progress in all fields, from communication to transportation to medical health care. But this progress has brought about many consequences—both good and bad—that are not always understood or taken under control by school systems, students and people in general. Rather, the consequences control them and this is not acceptable anymore. Good consequences should be understood and reinforced; bad consequences should be understood as well and strongly limited. This can happen through education itself: humans can be taught to think critically about the world that surrounds them. We can teach them to correctly use the tools made available by human progress, maximizing their potential whilst avoiding unwanted and harmful consequences (i.e. social media and fake news).

“ Education should become the driving force of a major shift in the way humans think of themselves and perceive others. ”

Living in a globalized world, global challenges are increasingly intensifying. Interdependence among states, international organizations and humans in general is a matter of fact. The ghosts of global threats to humanity’s survival are becoming more concrete and dangerous. In the context of globalization, interactions between all actors (from individuals to states and international organizations) have grown quantitatively, but not always qualitatively: people coming from very different countries and cultural environments encounter—and often collide—on a daily basis. An example above all: immigration. Immigration raises political debates which can lead to racist political decisions that can lead to hundreds of people dying. Hatred gets spread everyday everywhere in the world by political forces whose leaders take advantage of people’s weaknesses and fears. Education is the best antidote against these kinds of threats to human intelligence.

Many people are losing their capacities of understanding the world and its phenomena. Not because they are unintelligent, rather because they are uneducated. Populist and far right forces are rising and distorting people’s comprehension of social, political and economic problems by serving them extremely simplified visions of reality. Since these simplified and distorted visions see—at least most of the times—different cultures as incompatible realms, communication between different countries and cultural systems is then badly affected, which leads to the incapacity of the system to construct a stable base for a needed international cooperation.

Reality is what we think of it. Ideas shape the world. War is not an improbable event, if we think of it as a solution to problems. Anything can happen based on our ideas and actions. If we start to think of those who are different as enemies, they will eventually become our enemies and violence will occur.

Through education we shape the way humans think. That is why we need it in order to raise our chances to survive. But education needs to change. To be precise, education should become the driving force of a major shift in the way humans think of themselves and perceive others. By changing humans through education, we will give a great contribution to the efforts made to save the world and make it a better place for everyone. Education can boost the capacity of individuals to cooperate at all levels, causing positive effects both at the national and international level. Through education we can imagine and build more just societies and a more rightful and cooperative international system.

Through education, we can really change the world.

But we are running out of time. We need to change now.

2. Higher Education and the Individual: Needed Efforts Towards Self-understanding and Cooperation

Modern, liberal societies are mainly based on “negative freedom”: individual rights create a sphere that protects the individual from external impediments by detaching him from other human beings. Besides this, individual rights do not entail the capacity of individuals to actually be able to exercise them. Even social rights (thought and created in order to give people the actual tools to enjoy their individual rights) can fail in their attempt of setting the individual free. The mere application of negative freedom has led to atomized societies in which individualism has spread.

Often times, we do not understand that people coming from different social and cultural backgrounds may find it more difficult to enjoy the rights they are normally recognized for. A student coming from a low-income family and who needs to work full time in order to take care of himself will be more troubled in enjoying his right to study than a student who can rely on the financial support of his family. A girl who comes from a patriarchal family will find it more difficult to enjoy her right to study if her family members think she should marry a man and embrace her reproductive role rather than focus on her education.

School systems should recognize and counterbalance privilege, making it easier for troubled students to study so that they can twist their lives for the better. All students should be taught about privilege: understanding its consequences can reinforce the empathetic system of privileged people and attenuate the self-accusing behaviors of those students who do not make it not because of a lack of intelligence or effort, but because of the difficulties they experience in their social and cultural environment. Our accomplishments will never depend solely on our personal efforts: many other variables will contribute to our capacity of reaching our goals. Through education humans can be taught to take all these elements into consideration and to build a more just system that takes privilege into account and helps people towards self-realization.

Moreover, liberal societies and school systems often force individuals into standardized models of success: you are told that you can be happy only if your life satisfies certain standards. And you are taught to compete with your peers: either you succeed or they will. Either they fail or you will. * Basically, many times your success seems to depend on others’ failure. This way, humans tend to become some sort of almost identical robots competing against each other on who is more efficient. Productivity is the key word: the more productive you are, the more your chances of winning the game against the others increase. Life should never be a “all against all game”, but it becomes thus if we think of it this way. If we keep valuing the culture of individualism, no room for cooperation will be left. And without cooperation, everyone will lose the game in the end. It is just a matter of time.

Regarding how schools and universities work, students are usually taught and assessed the same way. Since the elementary school they are taught that their grades will define who they are and who they will become in life. Standardized tests are at the base of the assessment: but they should only be used as a diagnostic tool. They should support learning, not obstruct it (which is something they often do). When students believe they are defined by their grades, getting bad grades will affect their self-esteem , self-respect and self-trust . And someone who is affected in these areas of his self-understanding cannot be understood as an autonomous individual (Honneth and Anderson, 2005). He who is limited in his relations to the self cannot be considered a free person, no matter how many individual and social rights he is identified for. Those students who get bad grades because of troubled life conditions may eventually drop out thinking they are not intelligent enough though that is not the case. They may end up accepting a life that will not make them happy. They will stop using their imagination to think of potentially better alternatives for themselves and the people who surround them.

“ Rather than teaching students to fit into certain social models and preparing them for jobs that may even disappear in a few years, universities and schools in general should learn to recognize individuality. ”

It is clear that this kind of socio-cultural system not only leads to the spread of individualism (which affects solidarity and cooperation) but also to a huge waste of human capital (just think of all those brilliant people who were not able to find their place in universities due to their incapacity for finding and developing their real, latent capacities).

How to change this disheartening picture then?

School systems should start focusing on the individual person more: every human has a different background and needs to be understood rather than just assessed. By working on the individual, school systems would have more chances of strengthening—or restoring—one’s self-respect, self-esteem and self-trust sentiments, reinforcing one’s autonomy and contributing to the construction of a more just society in which everyone can actually enjoy their rights thanks to their good relations to the self.

But building a fair society lies also in the capacity of its people to show solidarity and grant equal opportunities to everybody. School systems can educate students in this sense, raising their capacities to cooperate and achieve social freedom, in two ways:

“Individualism will never change the world for the better: cooperation will . ”

• Students should be taught to stop trying to grade themselves according to standardized, stereotyped and socially constructed models that will not necessarily make them happy with what they do or have become. Trying to fit into social models that we do not feel as something we would actually aim to can cause stress and unhappiness. In the worst cases, we can even talk of completely wasted lives. Rather than teaching students to fit into certain social models and preparing them for jobs that may even disappear in a few years, universities and schools in general should learn to recognize individuality — the distinct, unique characteristics of a person — and help students develop their personal skills in the best ways possible. Students have to be shown evidence about their uniqueness and must be encouraged to think independently, creatively and innovatively. Never will you find a human being that is identical to another one. Diversity is a value that is being jeopardized by schools. The capacity of enhancing the personal skills and qualities of students — together with the stimulation of their critical and creative thinking — will result in a more just society in which every individual can contribute with their unique value to the enrichment of the world with a wide range of different ideas and solutions.
• Human beings have never been lonely universes. We do not just live with other people: we strongly need them. Recognizing each other as humans—as people living very similar experiences that go beyond all the differences—is very important if we want to make the world a better place for everyone. A person should be taught that she can realize her desires by cooperating with other human beings: by helping each other, we can all reach our goals and create a fairer society, one that is built on solidarity and cooperation rather than individualism and competition. Universities should then teach the importance of social freedom, which is realized through mutual understanding, recognition and cooperation practices (Honneth, 2015). Individualism will never change the world for the better: cooperation will. Both negative and social freedom should be realized within society.

In the light of the above, we understand how school systems can become a driver for strong cultural shift, from individualism to cooperation. A shift that could lead to a society in which human potential can be released in all dimensions and fields and never wasted. A society founded on equity rather than equality: equality is treating everyone the same. Equity is about recognizing the individual differences (and weaknesses) and giving everyone what they need to be successful.

To build this kind of society it is crucial to focus on soft skills . Hard skills have always been the backbone of education systems. Knowledge is something we should never give up: the study of the globalization processes, economy, history, philosophy, physics etc.… is what gives the history of human progress in all fields and it is also what grants us the possibility to keep progress going on.

But what about soft skills then?

Some of the main soft skills students should be encouraged to develop are:

• Communication Skills and Critical thinking
• Environmental awareness

3. Communication Skills and Critical Thinking

Communication is at the basis of the socialization process. But not always are we able to properly communicate with other individuals: cultural barriers, prejudices, political discord are some of the reasons that can lead us to misunderstandings that may unnecessarily complicate collaboration practices and even drive us to harmful, unnecessary conflicts.

If diversity is one of human beings’ main characteristics, only by embracing it will we be able to get to a deeper understanding of humankind. Even within the same culture individuals can have completely different ways of seeing life and the world. Since they first enter the school system, students should be taught to listen actively to what others have to say and to establish a constructive dialogue towards mutual understanding and shared ideas and solutions.

On this point, I think it is necessary for students to have access to cultural anthropology courses: anthropology is probably one of the best subjects that show us the importance of cultural relativism . There is no hierarchy among cultures: only when we have given up all claims to cultural superiority we will be actually able to set a good base for valid, constructive cooperation both at the national and international levels.

Critical thinking is the ability to create logical connections between different arguments and to be able to develop an independent stream of ideas (N. G. Holmes, Carl E. Wieman and D. A. Bonn, 2015). This is one of the most needed skills humans must develop; to understand why a very modern example will be helpful: social media and fake news .

Social media networks (from Facebook to Twitter and Instagram) represent a double edged sword: they are both the most powerful communication tool of all times and a dangerous place in which we most of the times share our sensitive personal information. Our information can be collected and used for misleading intentions: everyday fake news is spread in the digital world with the clear intention of affecting our capacity to make decisions according to real information proved by clear evidence. Everyday hundreds of web pages are created and shared on social media accounts with the main intent of spreading unreal stories and news in order to manipulate public opinion and affect crucial political decisions that have huge consequences for everyone (i.e. Brexit).

But this must not be a reason to criticize social media: they can also be an unprecedented tool to share information and gather collective energies to address problems in a more effective way. When used correctly, Instagram can even become an educational tool as well. Through her Instagram profile Greta Thunberg has educated millions of people of all ages about climate change and channeled their energies into effective action. But Greta is only one of many examples. Many people using social media to educate are culturally different , just as many Instragram profiles through which minorities of all kinds concentrate their struggle for recognition fighting prejudice on a daily basis (as in the case of LGBTQI+ communities).

What we need to understand is that social media networks are not intrinsically evil or good: they just represent an amazing platform that can be used for evil or good intentions. It should be our duty to understand their functioning more and help students develop all the right capacities to approach the digital realm in the most secure and useful way possible. Someone who has been educated to think critically will always be able to tell fake news from real ones. If more people in the UK knew how to think critically, maybe they would have not believed in fake news and Brexit would have not occurred. If more Italian people knew how to think critically, figures such as Salvini would probably not get that much political support.

The transdisciplinary approach, thought to unify knowledge, can also contribute in giving students the necessary tools to comprehend the complexity of the world and think critically in order to find creative solutions.

Education has then once again a very central role in shaping the future of humanity: through education we can neutralize disruptive, negative political forces, understand the world and its complex phenomena and change it for the better.

4. Creativity

Schools are preparing students to live in a world that does not exist anymore. Society, economy, politics, the international system, everything has drastically changed and will keep changing at an incredible speed. The more we keep teaching students like we have been doing during the last few decades, the more humanity will not be prepared for the challenges of the future: our own existence as humankind is at risk.

Most of the school systems in the world make the same mistake: they treat students like they were all the same person. They expect every student to go through the same activities, leaving little (or no) space for the development of their individuality. As we have already addressed above in this paper, the result is a homologated world where people struggle to find their voice.

I shall stress this concept one more time: diversity can be one of humanity’s strongest tools. If we try to delete such a quality—creating standardized “robots”—we will not help ourselves. Every student should be free to know themselves, their qualities, what they really want to be and to do in life. This of course does not mean that we should let every student free to do whatever they want: school systems should find a way to look in depth at a student’s personality and help him make the right choice.

“Real progress should happen inside the human being, inside his mind . ”

A great way to help students develop their individuality is by letting them be creative: creativity (especially in Italy, the country I come from) does not have much space in schools. Subjects like art , music , sports and painting are considered not as worthy or fruitful as history, philosophy, mathematics etc. This is a big mistake: through creativity, students are let free to express themselves and to get in touch with their real self. And all of us know that finding our real self is what can truly help us in the pursuit of happiness (Donna L. Miller, 2015). Creativity not only helps students (and individuals in general) to find their real self: it also helps them to be confident about themselves and their diversity. By getting to know their unique qualities and their limits, they will learn not to judge other people (or themselves) just for being different. Creativity has positive effects not only on the well-being of a person who becomes capable of getting in touch with their real self. Creativity gets people used to thinking innovative , mind blowing ideas that can actually change the world for the better (Irina Surkova, 2012).

Nowadays the world needs creative humans, especially creative leaders who are able to find innovative solutions and even predict future problems and build cooperative platforms with other leaders based on mutual understanding and recognition.

5. Environmental Awareness

Humans’ activities—especially during the last few centuries—have badly affected our planet and its natural equilibrium. As demonstrated by the scientific community at large, climate change is a real threat to our survival and to that of all the species living on the planet.

Raising students’ environmental awareness will eventually lead to a point in the future where leaders will be able to actually cooperate in finding solutions to this problem that is threatening us all with no absolute distinction.

But raising environmental awareness can have also an immediate result. The capitalistic market is one of the main causes of climate change. Everyday multinational firms work tirelessly to create needs for things that are not really essential to us. Our culture is mainly based on possessions: many times a human being is valued more on the basis of what he owns than for who he is. Money has become an end in itself, is not a tool anymore. The whole economic and financial system is mainly based on profit and many still believe in the narrative of continuous (economic) growth, ignoring (consciously or unconsciously) the fact that if we keep going this way we will end up blowing up together with our planet. But economy should be founded on humans’ actual needs rather than mere profit. The Homo economicus is a “species” that will condemn us all by seeking his personal profit no matter the social and environmental consequences of his actions. Do we really need SUVs? Is owning something as a mere status symbol a behavior we can consider acceptable, especially when it has bad consequences for the environment and all of us? (Honneth, 2015).

I do not want to answer this question now. What I want to underline here is that students should be taught to give importance to the essence of a person and not to their possessions. They should become aware of the direct and indirect social and environmental consequences of their actions—as consumers, for instance. Every individual is responsible and every individual makes a much bigger difference than one may think. Educating students to respect the environment means, once again, increasing our chances to survive and to imagine and build a better world.

6. Conclusions

School systems have always been—and should remain—one of the main drivers of change. Students do not need to learn how to adapt to the system: they need to learn how to look at it with a critical mind and how to imagine better alternatives.

Education systems must guide students towards a major cultural shift, from individualism to cooperation, from consumerism to environmentalism, from egoism to solidarity.

Our reality is multidimensional and easy answers have never existed. In the future, human beings will have to be able to dive into this complexity with no fear, always keeping a positive mind that is projected towards cooperation and new possibilities.

Finding the answers and the solutions to problems has never been easy and humankind has always done its best to make the most out of its understanding of reality.

But today, we must understand reality better. It is a matter of survival. It is a matter of creating a more just world, one in which every human being is granted access to happiness. Progress must not stop, but we must change our understanding of it: not only economical, not only technological. Real progress should happen inside the human being, inside his mind: that is where we create our own world. That is the very starting point from which we can achieve all these results.

Bibliography

• Anderson, J. & Honneth, A. (2005). Autonomy, Vulnerability, Recognition, and Justice. In J. Christman & J. Anderson (Eds.), Autonomy and the Challenges to Liberalism: New Essays (pp. 127-149). Cambridge: Cambridge University Press
• N. G. Holmes, Carl E. Wieman and D. A. Bonn, “Teaching Critical Thinking”, Proceedings of the National Academy of Sciences of the United States of America , Vol. 112, No. 36 (September 8, 2015), pp. 11199-11204
• Honneth A., (2014), Freedom’s Right: The Social Foundations of Democratic Life, Columbia University Press.
• Donna L. Miller, “Cultivating Creativity”, The English Journal , Vol. 104, No. 6 (July 2015), pp. 25-30
• Irina Surkova, “Towards a creativity framework”, Society and Economy , Vol. 34, No. 1 (March 2012), pp. 115-138

* On this topic, check this interview with Tiziano Terzani, an Italian writer and journalist (with English subtitles): https://www.youtube.com/watch?v=GRHJm8byaLg

About the Author(s)

• Volume 4 Issue 2

Exploring the future of education with experts around the world

Nov 17, 2022

[[read-time]] min read

Students and teachers around the world have returned to the classroom, and the familiar signs of school are back: hallways are full, as are social calendars. But a lot has changed, too. Overcoming the challenges of the last few years meant that leaders and educators had to do things differently — and quickly. As the world continues to evolve, driven in part by pressing global issues and the accelerated rate of technological innovation, what should the role of education be, and how might it look?

To begin to answer this question, Google for Education collaborated with research partner Canvas8 and advisor and consultant American Institutes for Research to conduct a global study in 24 countries. Our report uses 94 educational expert interviews, two years of peer-reviewed academic literature and a media narrative analysis across the education sector.

The result is a three-part report on the future of education that brings together a diversity of perspectives from policy experts, academic researchers, district-level representatives, school principals, teachers and education technology leaders. Today we launched Part 1: Preparing for a new future , which discusses the role education plays in equipping students with the skills and mindsets they’ll need to navigate massive change.

We discuss three key trends:

• There’s a rising demand for global problem solvers. As the world faces a new set of global challenges, such as equitable access to education, digital literacy, sustainability and economic volatility, education systems will become a central part of the solution, helping future generations embrace global mindsets and skill sets.
• The skill sets required for work will change. As technology advances, education will focus on equipping students with the high-demand skills they’ll need to thrive in a new world of work.
• We must shift to a lifelong learning mindset. As lifespans increase and societal change accelerates, the idea of lifelong learning is gaining traction, with more tools available for developing skills and advancement.

To hear directly from some of the experts who informed this report, check out Teaching for tomorrow , a new series on the Google for Education YouTube channel. We kick off with the series trailer and insights from Tony Wagner, Ed.D., Senior Research Fellow at the Learning Policy Institute and Jan Owen, Co-chair of Learning Creates Australia. They discuss topics like the future of work, education technology and moving education beyond the classroom.

With the Future of Education, we aim to provide educators and education leaders with insight into the trends shaping the future, and to spark ideas and discussion on how we can work together to help all learners — and those who help them — succeed.

Visit edu.google.com/future-of-education to read Part 1 and preview Parts 2 and 3: Evolving how we teach and learn and Reimagining learning ecosystems.

Related stories

10 Chromebook features teachers will love

Meet the young Canadian innovators of Google’s Code Next program

5 ways Google for Education helps teachers and students stay safer online

New education features to help teachers save time and support students

New Chromebooks, features and controls for educators

How we’re supporting computer science education in Indigenous communities

Let’s stay in touch. Get the latest news from Google in your inbox.

Future Educational Challenges Essay 1500 Words

Are you also looking for  “Future Educational Challenges Essay 1500 Words”? If yes , then you have fallen on the world’s best website essayduniya.com. If you are searching for Future Educational Challenges Essay 1500 Words, Future education Challenges Essay, Essay on Future Educational Challenges, Challenges in future education Essay, Future education system in India, Future Educational Challenges, Challenges students will face in the future, How will technology change education in the future essay , Issues, and Challenges of Education 2030 then your wait ends here.

Education is now the primary Performa of a person’s profile index. The higher the level of education, the stronger a person’s profile. It is the solitary phenomenon that occurs in our universe since it provides the fundamental level of understanding of all concepts . Education is a vital right of every individual that not only aids in knowledge acquisition but also builds one’s personality and moves our worldview to a higher level.

Every educational system has benefits and drawbacks. Regardless of how advanced a country is in terms of technology, teaching aids, or educational quality , there will always be some barriers that would cause challenges in education. And India is not an exception! Education in our country is divided into two categories: government and private. You’re surely aware of how difficult it may be to keep Indian educational institutions running smoothly. Everything is linked to the local economy and how prosperous it can be. Anyway, let’s look at the issues that India’s education system is experiencing and what can be challenging in the Indian educational system in future.

Essay on Future Educational Challenges 100 Words Essay on Future Educational Challenges 200 Words Essay on Future Educational Challenges 300 Words Essay on Future Educational Challenges 400 Words Essay on Future Educational Challenges 500 Words

The Increase In Cost

Even for those who can afford it, education is prohibitively expensive . The competitive pressure on students and parents leads them to supplement the school system with private tuition and training. Government-aided colleges and universities have similarly raised annual tuition to the point that repayment is problematic . Our finest institutes, for example, raised their annual prices from $90,000 to $200,000 in 2016. It was a significant increase in fees that made little difference between private and public colleges, which was odd. Almost 70% of Indians live in rural areas . The adult literacy rate is approximately 60%, but it is much lower in women and minorities. With a 2% rise in population , there is significant pressure on the education system to offer quality education at an accessible price and raise literacy rates.

Ignorance of the Practice 

Studies are primarily focused on giving students with theoretical knowledge, which has an impact on their capacity to apply the knowledge they have received correctly . One of the few things they may do is read Better writing services online reviews or the website that provides writing services to obtain more beneficial information on how to apply their talents in practice. In India, the most important thing for both parents and teachers is that their children achieve good test scores . They frequently overlook the level of information gained from all they have learned. Concerningly, students frequently forget the material of the books and scripts shortly after passing the exam. It is a national issue that has a negative impact on the Indian education system in general.

Increase in Technology

Today’s students are more technologically advanced than many teachers, putting teachers at a clear disadvantage in the classroom . However , a student’s love of technology can cause them to become distracted from their studies. To meet the learning demands of the twenty-first century, technology must enter the classroom. Schools that are already short on funds may face an insurmountable hurdle in bringing computers and other forms of technology into their classrooms. The COVID-19 epidemic has highlighted the numerous technical issues that the education industry is facing . There is a whole other level of issues that need to be addressed, from teachers struggling with the fundamental controls of online collaboration software to those having difficulty sharing or producing digital files.

Inadequate Personalized Learning 

Judging every student using a single exam is no longer appropriate, especially as the objective assessment process gains popularity around the world. There is also a scarcity of tools that can assist teachers in imparting tailored learning in a single class hour . As a result, there is an urgent demand for personalization in education . After all, someone interested in money is unlikely to apply Organic Chemistry synthesis concepts later in life.

Strategies for Evaluation 

Exams have always caused significant difficulty for educators, with questions being repeated for decades, evaluation procedures maintaining consistency , and unfair evaluation widespread. While many tests are now MCQ-based or objective in character, a large number of them remain subjective. Furthermore, there is a poor relationship between learning outcomes and assessment, and students have no right to “know” whether they are adequately examined or “how” they are assessed. Current assessment procedures are biased since there is little openness in the evaluation process and fast feedback on assessed work is still lacking. Classroom evaluation approaches are less authentic, and students never learn whether or not there was a mistake.

A Scarcity of Resources 

The economic position of the country is one of the most important factors influencing the work and advancement of educational systems . Even though India is currently ranked sixth in the world in terms of nominal GDP , there is still a significant lack of educational resources. With over 1 . 2 billion people, India is the world’s second-largest country by population, so you can imagine how difficult it might be to sort out all the essential sectors. As a result, other aspects take precedence over education, and students suffer the most. With such a large population to educate, a paucity of resources for the education system is to be expected.

Bullying is not a new issue, but it has a significant impact on the learning abilities of many students today. Bullies now have even more ways to harass their victims thanks to social networking, texting, and other virtual contacts . As indicated by the number of suicides that can be directly linked to bullying occurrences, cyberbullying has become a big concern in schools . The fact that regulations involving cyberbullying are still hazy adds to the difficulty, as parents, teachers, and administrators are confused about how to lawfully handle such concerns.

Health of Students 

Obesity has risen to epidemic levels in the world, and the same poor eating habits that contributed to the obesity crisis may be contributing to decreased school success as well . Obesity also raises a student’s risk of developing additional disorders such as diabetes and high blood pressure, which can lead to increased academic problems. It is important that students should do exercise regularly and focus on their physical health too.

Teachers of Questionable Quality 

Quality teachers are also required for students’ phenomenal progress. If this is the case, they will have well-educated professors who will assist them in achieving their objectives and guiding them throughout their schooling. Unfortunately , this is not something that can be seen in India. On the contrary, teachers are frequently insufficiently qualified to guide students appropriately. The issue that the Indian education system is addressing is the lack of qualified and gifted teachers. Aside from that , they are bothered by a non-scholarly responsibility that diverts their attention away from education.

As a result, according to a study conducted by the National Institute of Education Planning and Administration (NIEPA) , educators only spend around 19% of their time educating, with the balance of their time spent on non-showing authoritative activity. 

This attitude is not acceptable in educational institutions , especially those with a strong impact on future generations. A certain level of responsibility and professionalism should be established, but it appears that Indian educators are not entirely aware of it. And moving further is quite difficult with this type of schooling.

Family Relations 

Family issues also influence a teacher’s capacity to instruct students . Principals and teachers both believe that what happens at home has an impact on a student’s proclivity to learn. Divorce, single parenthood, poverty, violence, and a variety of other concerns are all issues that students face on a daily basis. While some teachers and administrators try to engage with children from less-than-ideal families, they can only do so much, especially when parents are typically unwilling to collaborate with schools to care for their children.

Attitudes and Behaviors of Students 

Many public school teachers believe that student attitudes , such as indifference toward teachers, are a serious issue in today’s classrooms. According to a National Center for Education Statistics poll, issues such as disinterest, tardiness, rudeness, and absenteeism represent substantial hurdles for teachers. These difficulties were noticed more commonly in secondary school than in primary school.

Parental Participation 

Teachers frequently discover that there is no happy medium when it comes to parental participation. Some parents will not be seen for the whole school year , regardless of the difficulties that may develop. Others seem to follow the child and the teacher around, interfering with the educational process. There are methods for parents to become active while also supporting their child’s education, but teachers don’t always receive that degree of support from parents.

Hopefully, we were able to present you with some of the most significant difficulties that the education system will face in the future. But, with the correct mindset, a strong commitment from everyone concerned, and a careful economic recovery, this problem will be solved soon.

Do tell us in the comment box how you like  “Future Educational Challenges Essay 1500 Words”?  Next, on which topic do you want a speech or an essay, do tell us by commenting! We are waiting for your comments…!

Save the environment for future generations Essay Winter Season Essay Essay on Pariksha pe Charcha Importance of Education Essay Srinivasa Ramanujan essay Essay on RBI Digital Currency Know Your Freedom Fighters Essay Essay on 5G Technology in English Environmental Pollution Essay

Leave a Comment Cancel reply

Save my name, email, and website in this browser for the next time I comment.

What will education look like in 20 years? Here are 4 scenarios

COVID-19 has shown us we must prepare for uncertainty in our future plans for education Image:  REUTERS/Cindy Liu

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Andreas Schleicher

.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} Education is affecting economies, industries and global issues

.chakra .wef-1nk5u5d{margin-top:16px;margin-bottom:16px;line-height:1.388;color:#2846F8;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-1nk5u5d{font-size:1.125rem;}} Get involved with our crowdsourced digital platform to deliver impact at scale

Stay up to date:, davos agenda.

• The COVID-19 pandemic shows us we cannot take the future of education for granted.
• By imagining alternative futures for education we can better think through the outcomes, develop agile and responsive systems and plan for future shocks.
• What do the four OECD Scenarios for the Future of Schooling show us about how to transform and future-proof our education systems?

As we begin a new year, it is traditional to take stock of the past in order to look forward, to imagine and plan for a better future.

But the truth is that the future likes to surprise us. Schools open for business, teachers using digital technologies to augment, not replace, traditional face-to face-teaching and, indeed, even students hanging out casually in groups – all things we took for granted this time last year; all things that flew out the window in the first months of 2020.

Have you read?

The covid-19 pandemic has changed education forever. this is how , is this what higher education will look like in 5 years, the evolution of global education and 5 trends emerging amidst covid-19.

To achieve our vision and prepare our education systems for the future, we have to consider not just the changes that appear most probable but also the ones that we are not expecting.

Scenarios for the future of schooling

Imagining alternative futures for education pushes us to think through plausible outcomes and helps agile and responsive systems to develop. The OECD Scenarios for the Future of Schooling depict some possible alternatives:

Rethinking, rewiring, re-envisioning

The underlying question is: to what extent are our current spaces, people, time and technology in schooling helping or hindering our vision? Will modernizing and fine-tuning the current system, the conceptual equivalent of reconfiguring the windows and doors of a house, allow us to achieve our goals? Is an entirely different approach to the organization of people, spaces, time and technology in education needed?

Modernizing and extending current schooling would be more or less what we see now: content and spaces that are largely standardized across the system, primarily school-based (including digital delivery and homework) and focused on individual learning experiences. Digital technology is increasingly present, but, as is currently the case, is primarily used as a delivery method to recreate existing content and pedagogies rather than to revolutionize teaching and learning.

What would transformation look like? It would involve re-envisioning the spaces where learning takes place; not simply by moving chairs and tables, but by using multiple physical and virtual spaces both in and outside of schools. There would be full individual personalization of content and pedagogy enabled by cutting-edge technology, using body information, facial expressions or neural signals.

We’d see flexible individual and group work on academic topics as well as on social and community needs. Reading, writing and calculating would happen as much as debating and reflecting in joint conversations. Students would learn with books and lectures as well as through hands-on work and creative expression. What if schools became learning hubs and used the strength of communities to deliver collaborative learning, building the role of non-formal and informal learning, and shifting time and relationships?

Alternatively, schools could disappear altogether. Built on rapid advancements in artificial intelligence, virtual and augmented reality and the Internet of Things, in this future it is possible to assess and certify knowledge, skills and attitudes instantaneously. As the distinction between formal and informal learning disappears, individual learning advances by taking advantage of collective intelligence to solve real-life problems. While this scenario might seem far-fetched, we have already integrated much of our life into our smartphones, watches and digital personal assistants in a way that would have been unthinkable even a decade ago.

All of these scenarios have important implications for the goals and governance of education, as well as the teaching workforce. Schooling systems in many countries have already opened up to new stakeholders, decentralizing from the national to the local and, increasingly, to the international. Power has become more distributed, processes more inclusive. Consultation is giving way to co-creation.

We can construct an endless range of such scenarios. The future could be any combination of them and is likely to look very different in different places around the world. Despite this, such thinking gives us the tools to explore the consequences for the goals and functions of education, for the organization and structures, the education workforce and for public policies. Ultimately, it makes us think harder about the future we want for education. It often means resolving tensions and dilemmas:

• What is the right balance between modernizing and disruption?
• How do we reconcile new goals with old structures?
• How do we support globally minded and locally rooted students and teachers?
• How do we foster innovation while recognising the socially highly conservative nature of education?
• How do we leverage new potential with existing capacity?
• How do we reconfigure the spaces, the people, the time and the technologies to create powerful learning environments?
• In the case of disagreement, whose voice counts?
• Who is responsible for the most vulnerable members of our society?
• If global digital corporations are the main providers, what kind of regulatory regime is required to solve the already thorny questions of data ownership, democracy and citizen empowerment?

Thinking about the future requires imagination and also rigour. We must guard against the temptation to choose a favourite future and prepare for it alone. In a world where shocks like pandemics and extreme weather events owing to climate change, social unrest and political polarization are expected to be more frequent, we cannot afford to be caught off guard again.

This is not a cry of despair – rather, it is a call to action. Education must be ready. We know the power of humanity and the importance of learning and growing throughout our life. We insist on the importance of education as a public good, regardless of the scenario for the future.

Don't miss any update on this topic

Create a free account and access your personalized content collection with our latest publications and analyses.

License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

Related topics:

The agenda .chakra .wef-n7bacu{margin-top:16px;margin-bottom:16px;line-height:1.388;font-weight:400;} weekly.

A weekly update of the most important issues driving the global agenda

.chakra .wef-1dtnjt5{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;} More on Davos Agenda .chakra .wef-17xejub{-webkit-flex:1;-ms-flex:1;flex:1;justify-self:stretch;-webkit-align-self:stretch;-ms-flex-item-align:stretch;align-self:stretch;} .chakra .wef-nr1rr4{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;white-space:normal;vertical-align:middle;text-transform:uppercase;font-size:0.75rem;border-radius:0.25rem;font-weight:700;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;line-height:1.2;-webkit-letter-spacing:1.25px;-moz-letter-spacing:1.25px;-ms-letter-spacing:1.25px;letter-spacing:1.25px;background:none;padding:0px;color:#B3B3B3;-webkit-box-decoration-break:clone;box-decoration-break:clone;-webkit-box-decoration-break:clone;}@media screen and (min-width:37.5rem){.chakra .wef-nr1rr4{font-size:0.875rem;}}@media screen and (min-width:56.5rem){.chakra .wef-nr1rr4{font-size:1rem;}} See all

Building trust amid uncertainty – 3 risk experts on the state of the world in 2024

Andrea Willige

March 27, 2024

Why obesity is rising and how we can live healthy lives

Shyam Bishen

March 20, 2024

Global cooperation is stalling – but new trade pacts show collaboration is still possible. Here are 6 to know about

Simon Torkington

March 15, 2024

How messages of hope, diversity and representation are being used to inspire changemakers to act

Miranda Barker

March 7, 2024

AI, leadership, and the art of persuasion – Forum  podcasts you should hear this month

Robin Pomeroy

March 1, 2024

This is how AI is impacting – and shaping – the creative industries, according to experts at Davos

Kate Whiting

February 28, 2024

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Published: 11 March 2021

Addressing the digital skills gap for future education

• Joshua A. Jackman   ORCID: orcid.org/0000-0002-1800-8102 1 , 2 ,
• Douglas A. Gentile   ORCID: orcid.org/0000-0002-5934-2860 1 , 3 ,
• Nam-Joon Cho   ORCID: orcid.org/0000-0002-8692-8955 4 &
• Yuhyun Park   ORCID: orcid.org/0000-0001-8991-755X 1  

Nature Human Behaviour volume  5 ,  pages 542–545 ( 2021 ) Cite this article

21k Accesses

26 Citations

96 Altmetric

Metrics details

• Science, technology and society

The COVID-19 pandemic has caused rushed digitalization of primary and secondary (K12) student education, and cyber-risks such as bullying, technology addiction, and misinformation must be addressed. There is an urgent need to coordinate global efforts for digital skills education and training, which can help students succeed in the digital age while curbing risks and inequality.

The digital world is an indelible part of modern life. For many people, it is the world where we communicate, learn, shop, and entertain ourselves. The digital world has transformative power to connect people across the world.

Nonetheless, the digital world has many challenges. It is associated with a wide range of cyber-threats such as hacking, bullying, identity theft, human trafficking, technology addiction, and privacy invasion, while gaming disorder has been recognized as a medical condition by the World Health Organization (WHO).

The ongoing COVID-19 pandemic has accelerated the widespread digitalization of numerous sectors that were unprepared. One of the most affected groups has been K12 students, many of whom have been forced to switch to online schooling. The rapid transition has been challenging and compounded by issues such as limited digital skills, technology access, inequality, and systemic racism.

We urgently need a globally coordinated response to help students acquire digital skills, which are needed to keep pace with this fast-changing landscape. It is especially important to cultivate digital citizenship along with a broader set of digital skills that can facilitate participation and support students in maximizing opportunities and minimizing risks in the digital world.

Cyber-risk impacts

The impact of the digital world on students began long before the COVID-19 pandemic. The digital world has brought tremendous benefits, but the rate of digital technology advances is far greater than the speed at which we have adapted in terms of education, policies, and culture.

This mismatch has allowed cyber-risks to proliferate among children who are left exposed without adequate preparation or safeguards. To understand the prevalence of cyber-risks worldwide, our team conducted a survey of over 145,000 children and adolescents across 30 countries 1 . The participants were asked questions about their personal experiences with different types of cyber-risks and evaluation metrics were developed based on the frequency of exposure.

Among the survey results, it was found that 60% of 8- to 12-year-old children were exposed to cyber-risks such as cyberbullying, gaming disorder, sexual grooming, and violence (Fig. 1a ). Notably, 45% of children online were affected by cyberbullying, 39% experienced reputational risks, 29% were exposed to violent and sexual content, 28% experienced cyber threats, 17% had risky contacts such as an offline meeting with strangers or sexual contact, 13% were at risk of a gaming disorder, and 7% were at risk of a social media disorder.

a , Percentages of 8- to 12-year-old children in the survey who reported encountering different types of cyber-risks. b , National comparisons in six different assessment categories: cyber-risk prevention, disciplined digital use, digital citizenship, guidance and education, social infrastructure, and digital connectivity. The scores were standardized across the 30 countries included in the Child Online Safety Index, with higher scores indicating better performance. Adapted with permission from ref. 1 , DQ Institute.

The results also showed that countries varied greatly in critical aspects of digital safety and infrastructure (Fig. 1b ). East Asian and Western countries tended to rank higher for child online safety. East Asian countries also tended to score high on cyber-risk prevention, disciplined digital use, digital citizenship, and digital connectivity. On the other hand, Western countries tended to have strong social infrastructure, guidance, and education. These data highlight that nations in all regions of the world have room for improvement and could learn from each other’s best practices—an issue which has gained heightened attention due to COVID-19.

An educational crisis

Over the past year, the global K12 education system has largely moved online, which has influenced student learning performance and wellbeing. Indeed, school closures caused by COVID-19 are estimated to have affected up to over 84% of the world’s student population and continue in many locations worldwide 2 .

As a stopgap measure, many schools started using digital education tools to offer online teaching while students stay at home. These efforts have helped students and teachers interact in a physically safe manner and also spurred renewed interest in educational technology innovation. However, there have been concerns about introducing new forms of digital education so abruptly, especially in terms of learning effectiveness and cybersecurity 3 . Such challenges will likely be addressed over time as school systems, teachers, and students become more familiar with the digital learning environment and online teaching approaches are refined.

Of more immediate concern, the switch to online learning has also deepened the exposure of students to cyber-risks and affected socialization 4 . Online classes are leading students to grow accustomed to spending more time online, blurring the distinction between physical and digital spaces. For example, it has been estimated that children are spending around twice as much time on social media sites and video-sharing platforms as compared to the previous year, and increased screen time is associated with technology addiction and mental health effects 5 , 6 , 7 . In addition to technology addiction, there has also been a rise in cyberbullying that coincides with school closures and the switch to online learning 8 , 9 .

It is imperative to address these growing cyber-risk issues. Even before COVID-19, most students were already suffering from inadequate online safety support and were unprepared to study primarily in the digital world. COVID-19 is a trigger to enact change and help students acquire critically needed digital skills.

Digital skills education

To date, there have been extensive efforts to create digital skills education programs. The Organisation for Economic Cooperation and Development (OECD) Learning Framework 2030 cites digital literacy as a core fundamental competency for future education 10 . However, until recently, there was weak coordination between programs and no globally accepted meaning of concepts such as digital literacy. Hence, the impact of digital skills education programs was limited even while the digitalization of K12 student education accelerates.

To address this issue, the Coalition for Digital Intelligence—comprising the OECD, IEEE Standards Association, and DQ Institute, in association with the World Economic Forum—spearheaded development of the recently approved IEEE Standard for Digital Intelligence (DQ) Framework for Digital Literacy, Skills, and Readiness ( 3527.1-2020 ). This set of internationally accepted standards establishes a common framework to coordinate digital-competency-building efforts worldwide.

These global standards build on the emerging concept of the DQ framework, which describes the collective set of technical, cognitive, meta-cognitive, and socio-emotional competencies that can help individuals thrive in the digital world 1 . While digital intelligence has been previously discussed in terms of human interactions with digital technology 11 and incorporating digital technology into business strategies 12 , the DQ framework focuses on digital skills education across eight competencies, including identity, use, safety, security, emotional intelligence, literacy, communication, and rights, and across three levels of citizenship, creativity, and competitiveness 13 . It was first described in a World Economic Forum article 14 followed by a DQ Institute white paper in 2017 (ref. 15 ).

The DQ framework has been used within the #DQEveryChild digital citizenship educational program to strengthen fundamental digital skills (the first level of the DQ framework) in over 1 million children in more than 80 countries 1 (Fig. 2 ). The program was centred on the DQ World online learning platform, and evaluation of student learning outcomes demonstrated that the competencies are learnable using this program. Numerous government agencies, non-profit organizations, and schools have begun adopting the DQ framework, as demonstrated by successful case study examples in various countries such as Mexico, Turkey, and Thailand.

Over the past decade, the #DQEveryChild educational outreach program was implemented to empower K12 students with digital skills based on the DQ framework. The 1 Billion Digital Skills project is a new call to action for stakeholders to adopt DQ global standards and to co-create a wide range of digital skills education and training programs that address societal needs.

The #DQEveryChild program set an important precedent for enhancing digital skills among students, and we believe that the greatest potential of the DQ framework lies in fostering an innovation ecosystem in which different stakeholders can work together to build and deploy a wide range of digital skills education and training programs that are tailored to specific needs and learning objectives. The newly launched 1 Billion Digital Skills Project, led by the Coalition for Digital Intelligence, embodies this vision and is a call to action for committed stakeholders to work together to empower 1 billion people, especially K12 students, teachers, and parents, with digital skills within 10 years. The project is built on the belief that digital intelligence is a universal human right and can enable the sustainable development of nations with more inclusive growth, wellbeing, and prosperity. To achieve this goal, the project seeks to bring together various stakeholders such as content developers, initiative leaders, academic researchers, and educators to achieve the following objectives:

Build a global network of partners that are committed to developing and implementing digital skills education and training programs based on the DQ global standards and to inspiring cooperation. A recent example is the new partnership between the DQ Institute, Alannah & Madeline Foundation, and Accenture to enable 11- to 14-year-old children in Australia and New Zealand to earn an eSmart Digital Licence that is based on Accenture’s Skills to Succeed and incorporates the eight competencies of the DQ framework.

Develop a program certification system to evaluate digital skills programs and drive alignment with DQ global standards. This system will provide information about what types of competencies are taught in different programs to guide curriculum planning.

Develop microbadge credits that students can earn when they complete learning objectives within certified digital skills programs. The credits can incentivize learning and provide evidence of learning accomplishments, and such approaches can also be extended to teacher training and parent awareness.

Create an online assessment platform where individuals and organizations can measure digital skill levels across competencies based on microbadge credits. The results can provide guidance for developing globally accepted performance standards to evaluate digital skills education and training outcomes as well as to measure the impact of specific initiatives.

Support ongoing improvement of the DQ global standards based on performance outcomes, student and teacher feedback, stakeholder input, and academic research. Further conceptual development of the DQ framework and quotient will strengthen the pedagogy of digital skills education and training programs. There is also a need to develop rigorous methods for evaluating the educational efficacy of different programs to achieve specific learning objectives. Such feedback can also be used to improve programs and to identify best practices within the DQ framework.

Conclusions and outlook

The widespread digitalization of the educational sector is happening now, and we must ensure that this transformation occurs inclusively while stemming the tide of rising inequality. Such outcomes would go a long way towards ensuring sustainable development of the digital economy and its potential to transform the lives of countless individuals through digital skills education. We believe that online learning will play an increasingly important role in the K12 education system. We must do more to support student success in the digital world, and these efforts should focus on empowering students with a core set of digital skills. The digitalization of the education sector is the latest example of broader trends in the global economy as a whole and the efforts we describe here can also be applied to teacher training as well as to workforce training in general. Online and offline options are no longer dichotomies; the digital world is becoming increasingly fused into our daily lives and we must make a concerted effort to ensure that all individuals are supported with digital skills education and training to thrive in this digital age.

Child Online Safety Index. A Findings and Methodology Report. https://www.dqinstitute.org/wp-content/uploads/2020/02/2020-COSI-Findings-and-Methodology-Report.pdf (DQ Institute, 2020).

Education: From Disruption to Recovery. https://en.unesco.org/covid19/educationresponse (UNESCO, 2020).

Reimers, F.M. & Schleicher, A. Schooling Disrupted, Schooling Rethought: How the COVID-19 Pandemic Is Changing Education (OECD, 2020).

Colao, A. et al. Lancet Public Health 5 , e370 (2020).

Article   Google Scholar  

Dong, H., Yang, F., Lu, X. & Hao, W. Front. Psychiatry 11 , 00751 (2020).

Gupta, S. & Jawanda, M. K. Acta Paediatr. 109 , 2181–2183 (2020).

Article   CAS   Google Scholar  

Gentile, D. A. et al. Pediatrics 140 , S81–S85 (2017). Suppl 2.

Karmakar, S. & Sanchari, D. Proc. Eur. Interdiscip. Cybersecur. Conf ., https://doi.org/10.1145/3424954.3424960 (2020).

Jain, O., Gupta, M., Satam, S. & Panda, S. Comput. Hum. Behav. Rep . https://doi.org/10.1016/j.chbr.2020.100029 (2020).

The Future of Education and Skills. Education 2030. https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf (OECD, 2020).

Adams, N. B. J. Technol. Stud. 30 , 93–97 (2004).

Mithas, S. & McFarlan, F. W. IT Prof. 19 , 3–6 (2017).

Singh Chawla, D. Nature 562 , S15–S16 (2018).

Park, Y. 8 Digital Skills We Must Teach Our Children. https://www.weforum.org/agenda/2016/06/8-digital-skills-we-must-teach-our-children/ (World Economic Forum, 2016).

Digital Intelligence (DQ). A Conceptual Framework & Methodology for Teaching and Measuring Digital Citizenship. https://www.dqinstitute.org/wp-content/uploads/2017/08/DQ-Framework-White-Paper-Ver1-31Aug17.pdf (DQ Institute, 2017).

Download references

Author information

Authors and affiliations.

DQ Institute, Singapore, Singapore

Joshua A. Jackman, Douglas A. Gentile & Yuhyun Park

School of Chemical Engineering, Sungkyunkwan University, Suwon, Republic of Korea

Joshua A. Jackman

Department of Psychology, Iowa State University, Ames, IA, USA

Douglas A. Gentile

School of Materials Science and Engineering, Nanyang Technological University, Singapore, Singapore

Nam-Joon Cho

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Yuhyun Park .

Ethics declarations

Competing interests.

Y.P. is the founder and an employee of the DQ Institute, an international think-tank dedicated to setting global standards for digital intelligence education, outreach, and policies. J.A.J., D.A.G., and N.-J.C. are advisors to the DQ Institute.

Additional information

Peer review information Nature Human Behaviour thanks Judy Robertson and the other, anonymous, reviewer(s) for their contribution to the peer review of this work.

Rights and permissions

Reprints and permissions

About this article

Cite this article.

Jackman, J.A., Gentile, D.A., Cho, NJ. et al. Addressing the digital skills gap for future education. Nat Hum Behav 5 , 542–545 (2021). https://doi.org/10.1038/s41562-021-01074-z

Download citation

Published : 11 March 2021

Issue Date : May 2021

DOI : https://doi.org/10.1038/s41562-021-01074-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

This article is cited by

Updating digital citizenship education for a postdigital society.

• Jack Webster

New Zealand Journal of Educational Studies (2023)

Digitalisation in Italy: Evidence from a New Regional Index

• Andrea Benecchi
• Carlo Bottoni
• Elisa Scarinzi

Social Indicators Research (2023)

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

10 Ways to Tackle Education’s Urgent Challenges

• Share article

To America’s resilient educators:

Take a moment to reflect on your many accomplishments during the pandemic, as well as the challenges you have faced.

You’ve supported your teams, your students, your school families and communities, all while balancing your own lives. In spite of every obstacle, you pushed through because that’s what you do. Every day.

And then, this spring, the sun seemed to shine a bit brighter. The safe and reliable vaccines that were slowing the spread of the virus forecasted a return to a normal-ish school year ahead. But COVID-19 had another plan, and its name was the Delta variant.

So here we are. And it’s complicated.

The cover of this year’s Big Ideas report from Education Week and the 10 essays inside reflect this moment and the constellation of emotions we know you’re experiencing: hope, excitement, grief, urgency, trepidation, and a deep sense of purpose.

In the report, we ask hard questions about education’s big challenges and offer some solutions. Keep scrolling for a roundup of these challenges and some new ways to think about them.

The report also includes results from an exclusive survey on educator stress, what you did well during the pandemic, and more .

Please connect with us on social media by using #K12BigIdeas or by emailing [email protected] . May the year ahead be a safe and fruitful one for you.

1. Schools are doing too much

We’re asking schools to accomplish more than what their funding allows and we’re asking their employees to do far more than they’ve been trained to do. Read more.

2. Student homelessness

The pandemic has only made student homelessness situation more volatile. Schools don’t have to go it alone. Read more.

3. Racism in schools

Born and raised in India, reporter Eesha Pendharkar isn’t convinced that America’s anti-racist efforts are enough to make students of color feel like they belong. Read more.

4. Teacher mental health

The pandemic has put teachers through the wringer. Administrators must think about their educators’ well-being differently. Read more.

5. Educator grief

Faced with so many loses stemming from the pandemic, what can be done to help teachers manage their own grief? Read more.

6. The well-being of school leaders

By overlooking the well-being of their school leaders, districts could limit how much their schools can flourish. Read more.

7. Remote learning

Educators in schools who were technologically prepared for the pandemic say the remote-learning emergency has provided new opportunities to explore better ways to connect with students and adapt instruction. Read more.

8. Setting students up for success

Educators know a lot more about students’ home learning environments than before the pandemic. How might schools build on that awareness and use it to improve their future work? Read more.

9. Parent engagement

When school went remote, families got a better sense of what their children were learning. It’s something schools can build on, if they can make key cultural shifts. Read more.

10. Knowing your purpose

We can’t build resilient schools until we agree on what education’s core role should be. And right now, we don’t agree. Read more.

A version of this article appeared in the September 15, 2021 edition of Education Week as Editor’s Note

Sign Up for The Savvy Principal

Edweek top school jobs.

Sign Up & Sign In

British Council

In our rapidly changing world what is the future of the English language?

By mina patel, assessment research manager, british council, 18 april 2023 - 16:54.

English is one of the most spoken languages in the world, but what will English look like in the future? Here Mina Patel, one of the authors of the new British Council publication ‘The Future of English: Global Perspectives’, looks at how English, its teaching, assessment and use in business will be affected in a rapidly changing world.

People ask: what’s so important about English? The answer is simple, English connects people and changes lives. English changed my life. I arrived in England at the age of four as a refugee from Uganda. I couldn’t speak a word of English. Today I am one of the authors of the British Council’s newest publication, The Future of English: Global Perspectives. I was lucky. I was inspired at school, had wonderful teachers, and they instilled in me a passion for learning and teaching. I have been in English language education for many years and English has connected me to thousands of people around the world. 

The Future of English: Global Perspectives is part of a long-term research programme, which identifies key trends that will define the role of English as a global language in the coming decade. It also examines the issues and opportunities for countries around the world in achieving their goals for the use of English. 

The publication describes the programme and presents the findings from discussions with 92 policy makers and influencers from 49 countries and territories during 14 roundtables, about what they see as the future of English. From these conversations, eight themes emerged, themes that we believe will have an impact on the future of English in the coming years. So, what are the global perspectives about the future of English and what does the data tell us?

Will English remain the world’s most sought-after language?

For the foreseeable future English will remain the dominant global lingua franca (a language used by people with different native languages to communicate with each other), but the role it plays in the lives of individuals or in policies will begin to change. 

Numbers of learners will remain stable or rise in the next ten years. The main drivers for this are education, employment, technology and global mobility. Employers, parents and learners themselves are driving the need for English language education. They see it as a necessity for success in life, learning and employment. 

What role will English play in our multilingual world?

Multilingualism is the norm in most contexts around the world. Exploration, colonialisation, migration, and globalisation have all contributed to today’s multilingual world. 

English is often one of the languages used in multilingual situations where everyday communication is managed by individuals using their full range of languages organically and fluidly – a practice known as ‘translanguaging’.

One implication for English is that it increasingly ‘belongs’ (in the sense that any language can belong to anybody) to whoever uses it, in whatever form, to interact successfully in any given context. 

What is the future of English as a medium of education?

English as a medium of education (EME), also called English as a medium of instruction is when students are taught subjects in English, regardless of their first language. It is hugely popular in some contexts and is driven by governments and parents that see it as a good way to achieve fluency in English, so improving the chances of students getting a good job in the future.  

Universities which teach courses in English - with lectures, course materials and tutorials all given in English - are now very common. Primary and secondary schools where English is the main language of teaching and learning are also becoming more popular.  However, EME is a topic of much discussion and debate.

How will teachers remain relevant in future English language learning systems?

Our data tells us that teachers are very much at the heart of the teaching and learning process and the education system. Regardless of the technological shifts during the Pandemic, teachers are very important. However, in some places in the world, there are concerns about capacity with two main questions being asked. Are there enough English teachers and are there enough skilled English teachers?

Linked to this is teacher motivation and well-being. If English is considered a valuable and important skill for a nation’s educational, professional and economic success, then it follows that English language teachers should be looked after, supported, developed and rewarded to reflect the significance of their contribution to society. 

Public and private English language provision - who has the answers?

This is an interesting question, and although private language education provision can be better, our participants were concerned about the lack of monitoring and evaluation of private language provision.  

That said, public-sector provision of English language teaching is inadequate in many countries, often featuring inappropriate or outdated curricula.

It is likely that the answers to better quality provision in both sectors lie in greater cross-sector communication and collaboration.

Can English language assessment meet stakeholders’ changing needs?

People require different types of proficiency for different tasks in different contexts. This has implications for teaching, learning and assessment (TLA), particularly as we expect that aligning these components will continue to be of interest in the future.

English is no longer seen in isolation. Instead, it is seen as part of a range of knowledge, skills and expertise, captured by the concept of 21st-century skills and required for a dynamic globalised world. This presents two challenges for current assessment practices:

• Assessment needs to be more creative and innovative to develop and measure individuals more holistically.

• Language Assessment Literacy (LAL) needs to be considered more seriously and concepts of LAL need to adapt to be relevant in this changing assessment landscape.

Can technology narrow the equity gap in English language education?

While there are significant advantages to using technology to aid learning, both in and outside the classroom, these advantages have not always been built upon. This is because uptake and success depend on several factors:

• Access to hardware, such as TV, radio, computers, smartphones and the Internet.

• Teacher skills and motivation to support learning.

• Stakeholder support (within the education system and at home).

• Inclusion in modern curricula of recognition of informal learning (typically online).

The reality is that in many cases there are significant disparities in access across communities. This ‘digital divide’ can have social, educational and economic repercussions for those affected.

It is important to note that in many developing or rural places, technology doesn’t just mean mobile devices, it also means televisions and radios.

To what extent is employment driving the future of English?

The world of work has changed. Globalisation, together with advances in technology, has changed the way many companies operate and the skills required by employees. Previously technical skills in specific areas were highly sought after, now employers are looking for ‘all-round’ employees who can combine technical expertise with additional skills, including teamworking, problem-solving, negotiation, intercultural awareness and digital literacy. 

Multilingual and multicultural workforces are not uncommon, whether people are working remotely or in the same location. English is often the lingua franca and sometimes the official language of business as chosen by organisations. The very concept of international, dispersed teams changes and expands the parameters of English for work. 

English is becoming a requirement for all sectors of industry. At all levels in organisations and all over the world, English at work is no longer only for professional jobs or senior management roles – it has increasingly become necessary for lower-skilled jobs in the tourism and retail sectors. As cited in a previous British Council study, ‘even if English is one of the working languages in a major multinational company, the English proficiency requirement differs from role to role’ 

All these factors have led to the notion of proficiency, as we know it, being re-defined.

As the data shows, the future of English is interesting, dynamic and contextual but there are still many questions. The future of English programme is an invitation for colleagues and partners to collaborate to try and answer some of these questions.  We’re living in exciting times, change is the norm, but for the foreseeable future, English will continue to connect people and change lives. 

Find out more about our Future of English programme and download a free copy of the book Future of English: Global Perspectives.

You might also be interested in:.

• Ten statements about the Future of ELT - the hidden messages from the ELTons finalists
• The British and their secret language regrets
• How to help your students speak with clarity

View the discussion thread.

British Council Worldwide

• Afghanistan
• Bosnia and Herzegovina
• Czech Republic
• Hong Kong, SAR of China
• Korea, Republic of
• Myanmar (Burma)
• Netherlands
• New Zealand
• North Macedonia
• Northern Ireland
• Occupied Palestinian Territories
• Philippines
• Saudi Arabia
• Sierra Leone
• South Africa
• South Sudan
• Switzerland
• United Arab Emirates
• United States of America

How to Write the Overcoming Challenges Essay + Example

April 17, 2023

At some point, most college-bound students are tasked with writing an overcoming challenges essay. The prompt crops up in various forms, as a supplemental short essay about overcoming a challenge, and in as the main essay itself.

Some students may feel inclined to write about a dramatic experience (say, spotting a grizzly bear outside the kitchen window), mistaking the drama of the moment for a significant challenge. Others may get to work, only to realize they don’t have much to say about the time they got a C in P.E. (that dreaded frisbee unit). Students who’ve overcome unspeakable difficulties, like a death in the family, may find that reducing the tragedy to 650 words feels insufficient, or worse—as if they’re attempting to profit from suffering. One or two students may stare down the blank computer screen as their entire existence shrinks to the size of a 12-point font. Should they write about the challenge of writing about the challenge of writing an overcoming challenges essay??

Don’t worry. Focusing first on how to tackle the essay will help any student decide what they should write about. In fact, how the essay is written will also prove more influential than the challenge itself in determining the strength of the essay.

Decoding the Prompt

Let’s take a look at the overcoming challenges essay question included among the seven 2023-24 Common App Essay Prompts :

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Notice how the prompt places an immediate emphasis on the “lessons we take,” rather than on the obstacles themselves, or any potential success. This is because the challenge itself often says less about the student than the way the student chose to tackle it, or the way they now reflect on it. In other words, obstacles often come at us randomly; it’s our personal response to the circumstances which reveals something of who we are.

While studying a prompt for clues, it’s helpful to think from the perspective of the admissions officer (the essay reader). What can they glean from an overcoming challenges essay?  A lot, actually. A thoughtfully written essay may tell them about the student’s personality, as well as things like problem-solving techniques, rigor, persistence, creativity, and courage. These insights can work to prove to the admissions officers that the student has what it takes to overcome challenges in college, too. These future challenges may range from the inevitable academic obstacles that occur with heavy courseloads, to social and moral challenges that arise as college students form their adult identities.

Picking Your Topic: A Brainstorming Activity

With the question of identity in mind, let’s now approach the overcoming challenges essay backwards, by brainstorming the final message the student wants it to contain.

For this three-part exercise, the student will first set a five-minute timer. With the clock ticking, they’ll jot down character traits, values, and any descriptive words or terms that say something about who they are. If stumped, change perspective. The student may imagine what their best friends, parents, coaches and siblings would say. (For example, tenacious , logical , scientific , peacemaker .) Even mild criticism can be helpful, as long as it’s not cruel. While a student’s brother may call him a “perfectionist,” perhaps this word will trigger other relevant words, like persistent and detail-oriented.

Next, the student will set the timer for another five minutes, pull out a second sheet of paper, and jot down any challenges, obstacles, setbacks, failures, and achievements that come to mind. Don’t hold back here or overanalyze. (For example: underdog at state swim meet , getting lost on the family hike , petitioning for a school compost system …)

Lastly, the student will place the two pages side by side, and draw lines between the items on the list wherever connections occur. One student may draw lines between persistent , curious , gamer , passionate about electronics , and saved the day during the power outage. Another set of lines might connect caring, observant, creative thinker , and helped sister leave abusive cult . Whatever ideas are sparked here, the goal is to identify which challenges will demonstrate something essential about the student to an admissions officer.

Topics to Avoid

The internet is rife with advice on what not to write when writing an overcoming challenges essay. Yet this advice can be confusing, or downright hypocritical. For instance, some may advise against writing about death. Yet a student who lost their father at an early age may be capable of writing a poignant essay about their search for an alternative father figure, and how they found one in their soccer coach.

I suggest avoiding guides on what not to write until after the student has done a thorough round of brainstorming. Otherwise, they risk censoring themselves too early, and may reject a promising idea. Once they’ve narrowed down their list to three ideas or less, they may want to check our guide on College Application Essay Topics to Avoid .

The reason why certain types of overcoming challenges essays miss the mark is that they emphasize the wrong aspect of the experience, which turns the topic into a cliché. While it’s generally a good idea to avoid trivial topics (again, that C in P.E.), any topic has the potential to be compelling, if it’s animated through personal opinions, insight, and description. Details bring an experience to life. Structure and reflection make an essay convincing. In other words, how the story is told will determine whether or not the topic is worth writing about.

So, rather than avoid specific topics, consider avoiding these scenarios: if you can’t show the essay to your best friend or grandmother, it’s probably not ready to show a college admissions officer. If you must write a clichéd topic, don’t choose a typical structure.

Techniques to Hone

Techniques that animate an overcoming challenges essay are the same ones used in storytelling. Think setting, visuals, sounds, dialogue, physical sensations, and feelings. “Showing” instead of “telling.” Crafting the essay with these inner and external details will bring the challenge to life, and catch the reader’s attention.

Another technique which works well when trying to avoid the trappings of cliché involve subverting the reader’s expectations. In storytelling terms, this is a plot twist. The student who got a C in P.E. may actually have a stellar essay on their hands, if they can break away from the “bad grade” trope (working harder to improve their grade). Perhaps this student’s story is actually about how, while sitting on the bleachers and not participating in the game, they found themselves watching the frisbee spin through the air, and realized they had a deep interest in the movement of astronomical bodies.

Some of the strongest overcoming challenges essays demonstrate what students have learned about themselves, rather than what they’ve learned about the obstacle they confronted. These essays may show how the student has come to see themselves differently, or how they’ve decided to change, thanks to the challenge they faced. These essays work because the reflection is natural and even profound, based on the student’s self-awareness.

Writing the Overcoming Challenges Essay, or Drafts, Drafts, Drafts

Everyone writes differently, some by outlining (never a bad idea), some by free-styling (good for capturing sensations and memories), some by lighting a candle—but don’t procrastinate too much. The only “must” is to revise. After a first draft, the student should begin to look for several things:

1) Clarity and Detail. Is the challenge recounted with precision? Is it personal?

2) Structure. Consider mapping the structure, to visualize it better. Does the structure suit the story? Can it be changed for clarity, or to keep the reader more engaged?

3) Cliché. Identify words, sentences, and ideas that are dull or repetitive. Mark them up, and in the next draft, find ways to rewrite, subvert, condense, and delete.

4) Lesson Learned. Has the student reflected adequately on the lesson they learned from overcoming a challenge? To add more reflection, students might ask themselves what they have felt and thought about the experience since. Would they do something differently, if faced with the same challenge? Has their understanding of the experience evolved over time?

By the final draft, the experience and the reflection should feel equally weighted. To get there, it may take five or six drafts.

Overcoming Challenges Essay Sample

The Happiness Hotline

First there were reports. Then we were told to stop socializing, go inside, wait. Covid struck. Everyone knows what ensued. It probably looked different from where we were all (separately) standing, even though we faced the same thing. Those first weeks, I stood at my bedroom window. It was dark by early evening in Oregon. The weirdest part—after the fact that we were collectively sharing the loneliest experience of our lives—was the silence.

… it was really quiet.

So quiet, I could hear my mom sigh downstairs. (So quiet, I couldn’t remember if I’d hummed aloud, or if I’d just heard myself in my head.) When I looked out the window, I could hear the stoplight at the end of our street. Green to yellow. Click.

Before going on, you should know three things. First, this is not a Covid essay. This is about melancholy, and the “sadness that has taken on lightness,” to quote Italo Calvino. Second, from my bedroom window, I can see down a row of oak trees, past the hospital, to my friend Carlo’s house. Third, Carlo is a jazz singer. Maybe that sounds pretentious, a freshman kid being a jazz singer, but that’s Carlo, and I wouldn’t be me without Carlo being Carlo. He’s someone who appreciates the unhinged rhythm of a Charlie Parker tune. He’s an extrovert who can bring introverts like me out of my shell. He convinced me to learn trombone, and together we riff in the after-school jazz club.

In the first month of the pandemic, we called each other nightly to talk rap albums, school stuff. At Carlo’s house, he could hear a white-crowned sparrow. He could also hear his parents talking numbers behind the bathroom door. The death toll was mounting. The cost of living was going up too. As the month wore on, I began to hear something else in our calls, in the way Carlo paused, or forgot what he was saying. Carlo was scared. He felt sad, isolated, and without his bright energy, I too, felt utterly alone.

Overcoming Challenges Essay Sample (Continued)

After some dark days, I realized that to help ourselves we needed to help others. It was pretty obvious the more I thought about it. People are social creatures, supposedly, even introverts. Maybe our neighbors needed to remember the noisiness of life.

We built a happiness hotline. That sounds fancy, though essentially, we provided three-way calls on my parents’ landline. The harder part involved making flyers and putting them up around town, in places people were still going. Grocery stores, the post office. We made a TikTok account, and then—the phone rang. Our first caller.

For months, if you called in, you could talk to us about your days in lockdown. People went really deep about the meaning of life, and we had to learn on the spot how to respond. I’d become a journalist and a therapist before becoming a sophomore. After chatting, the caller would request a song, and if we knew how to play it, we would. If not, we improvised.

Now we’re seniors in high school. Carlo visits the hospital with band members. As for myself, I’ve been working on a community music book, compiling our callers’ favorite tunes. I don’t want to forget how important it felt to make these connections. Our callers taught me that loneliness is a bit like a virus, a bit like a song. Even when it stops it can come back to haunt you, as a new variant or an old refrain. Still, sadness can take on lightness when voices call through the dark: sparrows, friends, strangers. I learned I’m good at listening into the silence. Listening isn’t only a passive stance, but an open line of receiving.

Analysis of the Overcoming Challenges Essay Sample

This student uses their musical passion to infuse the essay with vivid detail. There’s a focus on sound throughout, from the bird to the stoplight. Then there are the callers, and the clever way the student conceived of breaking through the silence. The narrator’s voice sharpens the piece further, elevating a clichéd Covid essay to a personal story of self-discovery.

In fact, the essay briefly breaks with structure to tell the reader that this is not a Covid essay. Although techniques like this should be used sparingly, it works here by grabbing the reader’s attention. It also allows the student to organize their thoughts on the page, before moving the plot along.

Outwardly, the student is overcoming the challenge of loneliness in a time of quarantine. Yet there seems to be an inner, unspoken challenge as well, that of coming to terms with the student’s introverted personality. The essay’s reflection occurs in the final paragraph, making the essay experience-heavy. However, clues woven throughout point to the reflection that will come. Details like the Italo Calvino quote hint at the later understanding of how to alleviate loneliness. While some readers might prefer more development, the various themes are threaded throughout, which makes for a satisfying ending.

A Last Word on the Short Essay About Overcoming Challenges

The short essay about overcoming a challenge requires the same steps as a longer one. To write it, follow the same brainstorming activity, then focus more on condensing and summarizing the experience. Students who’ve already written a longer overcoming challenges essay can approach the short essay about overcoming a challenge by streamlining. Instead of deleting all the extra bits, keep two interesting details that will flavor the essay with something memorable and unique.

• College Essay

Kaylen Baker

With a BA in Literary Studies from Middlebury College, an MFA in Fiction from Columbia University, and a Master’s in Translation from Université Paris 8 Vincennes-Saint-Denis, Kaylen has been working with students on their writing for over five years. Previously, Kaylen taught a fiction course for high school students as part of Columbia Artists/Teachers, and served as an English Language Assistant for the French National Department of Education. Kaylen is an experienced writer/translator whose work has been featured in Los Angeles Review, Hybrid, San Francisco Bay Guardian, France Today, and Honolulu Weekly, among others.

• 2-Year Colleges
• Application Strategies
• Best Colleges by Major
• Best Colleges by State
• Big Picture
• Career & Personality Assessment
• College Search/Knowledge
• College Success
• Costs & Financial Aid
• Dental School Admissions
• Extracurricular Activities
• Graduate School Admissions
• High School Success
• High Schools
• Law School Admissions
• Medical School Admissions
• Navigating the Admissions Process
• Online Learning
• Private High School Spotlight
• Summer Program Spotlight
• Summer Programs
• Test Prep Provider Spotlight

“Innovative and invaluable…use this book as your college lifeline.”

— Lynn O'Shaughnessy

Nationally Recognized College Expert

College Planning in Your Inbox

Join our information-packed monthly newsletter.

I am a... Student Student Parent Counselor Educator Other First Name Last Name Email Address Zip Code Area of Interest Business Computer Science Engineering Fine/Performing Arts Humanities Mathematics STEM Pre-Med Psychology Social Studies/Sciences Submit

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

8 Overcoming Challenges College Essay Examples

The purpose of the Overcoming Challenges essay is for schools to see how you might handle the difficulties of college. They want to know how you grow, evolve, and learn when you face adversity. For this topic, there are many clichés , such as getting a bad grade or losing a sports game, so be sure to steer clear of those and focus on a topic that’s unique to you. (See our full guide on the Overcoming Challenges Essay for more tips).

These overcoming challenges essay examples were all written by real students. Read through them to get a sense of what makes a strong essay. At the end, we’ll present the revision process for the first essay and share some resources for improving your essay.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Essay 1: Becoming a Coach

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly their dejectedness, at not being able to compete.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. The writer shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.

One area of improvement of this essay would be the “attack” wording. The author likely uses this word as a metaphor for martial arts, but it feels too strong to describe the adults’ doubt of the student’s abilities as a coach, and can even be confusing at first.

Still, we see the student’s resilience as they are able to move past the disbelieving looks to help their team. The essay is kept real and vulnerable, however, as the writer admits having doubts: Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

Essay 2: Starting a Fire

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This essay is an excellent example because the writer turns an everyday challenge—starting a fire—into an exploration of her identity. The writer was once “a kind of rustic princess, a cradler of spiders and centipedes,” but has since traded her love of the outdoors for a love of music, writing, and reading. 

The story begins in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. One of the essay’s biggest strengths is its use of imagery. We can easily visualize the writer’s childhood and the present day. For instance, she states that she “rubbed and rubbed [the twigs] until shreds of skin flaked from my fingers.”

The writing has an extremely literary quality, particularly with its wordplay. The writer reappropriates words and meanings, and even appeals to the senses: “My face burned long after I left the fire pit. The camp stank of salmon and shame.” She later uses a parallelism to cleverly juxtapose her changed interests: “instead of scaling a white pine, I’d practiced scales on my piano.”

One of the essay’s main areas of improvement is its overemphasis on the “story” and lack of emphasis on the reflection. The second to last paragraph about changing perspective is crucial to the essay, as it ties the anecdote to larger lessons in the writer’s life. She states that she hasn’t changed, but has only shifted perspective. Yet, we don’t get a good sense of where this realization comes from and how it impacts her life going forward. 

The end of the essay offers a satisfying return to the fire imagery, and highlights the writer’s passion—the one thing that has remained constant in her life.

Essay 3: Last-Minute Switch

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, i t now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example because it focuses on a unique challenge and is highly engaging. The writer details their experience reversing their stance in a Model UN trial with only a few hours notice, after having researched and prepared to argue the opposite perspective for a month. 

Their essay is written in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. The student openly shares their internal thoughts with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

From the essay, we learn that the student believes in thorough preparation, but can also adapt to unforeseen obstacles. They’re able to rise to the challenge and put together an impromptu argument, think critically under pressure, and recover after their initial inability to speak. 

Essay 4: Music as a Coping Mechanism

CW: This essay mentions self-harm.

Sobbing uncontrollably, I parked around the corner from my best friend’s house. As I sat in the driver’s seat, I whispered the most earnest prayer I had ever offered.

Minutes before, I had driven to Colin’s house to pick up a prop for our upcoming spring musical. When I got there, his older brother, Tom, came to the door and informed me that no one else was home. “No,” I corrected, “Colin is here. He’s got a migraine.” Tom shook his head and gently told me where Colin actually was: the psychiatric unit of the local hospital. I felt a weight on my chest as I connected the dots; the terrifying picture rocked my safe little world. Tom’s words blurred as he explained Colin’s self-harm, but all I could think of was whether I could have stopped him. Those cuts on his arms had never been accidents. Colin had lied, very convincingly, many times. How could I have ignored the signs in front of me? Somehow, I managed to ask Tom whether I could see him, but he told me that visiting hours for non-family members were over for the day. I would have to move on with my afternoon.

Once my tears had subsided a little, I drove to the theater, trying to pull myself together and warm up to sing. How would I rehearse? I couldn’t sing three notes without bursting into tears. “I can’t do this,” I thought. But then I realized that the question wasn’t whether I could do it. I knew Colin would want me to push through, and something deep inside told me that music was the best way for me to process my grief. I needed to sing.

I practiced the lyrics throughout my whole drive. The first few times, I broke down in sobs. By the time I reached the theater, however, the music had calmed me. While Colin would never be far from my mind, I had to focus on the task ahead: recording vocals and then producing the video trailer that would be shown to my high school classmates. I fought to channel my worry into my recording. If my voice shook during the particularly heartfelt moments, it only added emotion and depth to my performance. I felt Colin’s absence next to me, but even before I listened to that first take, I knew it was a keeper.

With one of my hurdles behind me, I steeled myself again and prepared for the musical’s trailer. In a floor-length black cape and purple dress, I swept regally down the steps to my director, who waited outside. Under a gloomy sky that threatened to turn stormy, I boldly strode across the street, tossed a dainty yellow bouquet, and flashed confident grins at all those staring. My grief lurched inside, but I felt powerful. Despite my sadness, I could still make art.

To my own surprise, I successfully took back the day. I had felt pain, but I had not let it drown me – making music was a productive way to express my feelings than worrying. Since then, I have been learning to take better care of myself in difficult situations. That day before rehearsal, I found myself in the most troubling circumstances of my life thus far, but they did not sink me because I refused to sink. When my aunt developed cancer several months later, I knew that resolution would not come quickly, but that I could rely on music to cope with the agony, even when it would be easier to fall apart. Thankfully, Colin recovered from his injuries and was home within days. The next week, we stood together on stage at our show’s opening night. As our eyes met and our voices joined in song, I knew that music would always be our greatest mechanism for transforming pain into strength.

This essay is well-written, as we can feel the writer’s emotions through the thoughts they share, and visualize the night of the performance through their rich descriptions. Their varied sentence length also makes the essay more engaging.

That said, this essay is not a great example because of the framing of the topic. The writer can come off as insensitive since they make their friend’s struggle about themself and their emotions (and this is only worsened by the mention of their aunt’s cancer and how it was tough on them ). The essay would’ve been stronger if it focused on their guilt of not recognizing their friend’s struggles and spanned a longer period of time to demonstrate gradual relationship building and reflection. Still, this would’ve been difficult to do well.

In general, you should try to choose a challenge that is undeniably your own, and you should get at least one or two people to read your essay to give you candid feedback.

Essay 5: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

While the writer didn’t succeed in getting the track dedicated to Coach Stark, their essay is certainly successful in showing their willingness to push themselves and take initiative.

The essay opens with a quote from Coach Stark that later comes full circle at the end of the essay. We learn about Stark’s impact and the motivation for trying to get the track dedicated to him.

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

The essay goes on to explain how the writer overcame their apprehension of public speaking, and likens the process of submitting an appeal to the school board to running a race. This metaphor makes the writing more engaging and allows us to feel the student’s emotions.

While the student didn’t ultimately succeed in getting the track dedicated, we learn about their resilience and initiative: I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Overall, this essay is well-done. It demonstrates growth despite failing to meet a goal, which is a unique essay structure. The running metaphor and full-circle intro/ending also elevate the writing in this essay.

Essay 6: Body Image

CW: This essay mentions eating disorders.

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

We can see that the writer of this essay has been through a lot, and a strength of their essay is their vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members.

Still, this essay shows us that this student is honest, self-aware, and caring, which are all qualities admissions officer are looking for.

Essay 7: Health Crisis

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This essay feels real and tells readers a lot about the writer. To start at the beginning, the intro is 10/10. It has drama, it has emotions, and it has the reader wanting more.

And, when you keep going, you get to learn a lot about a very resilient and mature student. Through sentences like “I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover” and “Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities,” the reader shows us that they are aware of their resilience and maturity, but are not arrogant about it. It is simply a fact that they have proven through their actions!

This essay makes us want to cheer for the writer, and they certainly seem like someone who would thrive in a more independent college environment.

Essay 8: Turned Tables

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

Here you can find a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.

Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.

Where to Get Your Overcoming Challenges Essays Edited

Do you want feedback on your Overcoming Challenges essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

Related CollegeVine Blog Posts