Better Learning for a Better World 2.0
People Centred Smart Learning Ecosystems beyond 2030
Executive Summary
This declaration should be considered as an update and complement to the Timisoara Declaration (2016). It accepts all the key statements in that document, and recognises its importance for the development from 2030 onwards of technologically augmented learning ecosystems centred on individuals who are expecting to become active and aware members of the social groupings to which they belong (1). The hypothetical time horizon identified is 2040.
This new Troyes Declaration takes into consideration changes that have occurred during the last eight years: the role of learning ecosystems as an essential pillar of our societies, demonstrated to us very clearly by the COVID pandemic, and which requires constant attention from politicians and society as a whole, well beyond emergency situations; the burgeoning expansion of generative Artificial Intelligences; a growing awareness of the importance of skills based learning as a beacon for educational progress, capable of supporting students towards the achievement of their self-realisation, self-awareness and awareness of the finite resource of the world they inhabit; and finally, the emergence of the concept of ‘wellbeing’ as a reference point and a goal for the design and development of processes, dedicated to supporting individual and collective learning experiences, from which the whole of society will benefit.
The following are the themes included in this updated declaration:
I) the integration of the ‘digital’ into educational processes in order to exploit the full potential offered by technologies and the political responsibility for achieving such goals; the inalienable right of the individual to have access to technologies to avoid the establishment of new and additional inequalities between human beings;
II) the inevitability of competence based learning and of ‘learning by being’ to guarantee students’ harmonious development and enable them to consciously and responsibly inhabit the world and their own future;
III) the responsible use of technological and natural resources that must be the outcomes of appropriate educational paths and curricula;
IV) continual awareness of, interaction with, and cooperation with artificial intelligences;
V) ‘wellbeing’ as an aspiration for students, teachers, and all stakeholders actively involved in educational processes;
VI) social responsibility for the education of new generations and intergenerational integration which is essential to foster the transmission of knowledge, skills, and competences;
VII) the rethinking of physical spaces to adapt them for technologically augmented educational processes aimed at ‘learning by being’ and the development of appropriate competencies. The declaration concludes with a series of recommendations addressed to practitioners, policy makers and – ultimately – society as a whole, with the aim of inspiring actions and decisions for the years to come.
(1) It also makes explicit our support for ensuring ‘inclusive and equitable quality education and promote lifelong learning opportunities for all’, as articulated by UNESCO in Sustainable Development Goal 4.
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The declaration has been undersigned by the international Associations/Societies :
APSCE, ASLERD, IAIED, ISLS, SOLAR
and by the national Associations
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