The COVID-19 pandemic catapulted educational institutions into using technology for student contacts and delivering teaching, to continue their studies. However, many learners found this a difficult move because they need personal, direct support of peers and tutors, with remote technology not always reliable and so frustrating users. Responses to educational experiences demonstrate that changes to the delivery of information are urgent. Today’s students have been brought up in an era when general contact between people is mainly made via text or other messaging systems, so that they have learnt to process information visually better than verbally.

Teaching predominately relies on visual and verbal processing happening simultaneously. In face-to-face teaching, there is the possibility of constantly adjusting output to suit the audience ongoing requirements. Unlike face-to-face teaching, online webinars cannot monitor the non-verbal responses of students, such as their facial expressions, postures, and movements, so instructional presentations of information are often too fast for easy processing, although recordings make it possible to review content repeatedly. However, students complain of the many demands made of them, so in practice, reviewing recordings is not always a realistic possibility.

On-line assessments of students have become more common and are predominately the “tick-box” type for easy computer marking, but these present greater opportunities for cheating. This form of judging provides limited options from a small range of possibilities, so that superficial responses may not record the student’s broader understanding of knowledge or demonstrate application in real circumstances. Tests and exams suit some participants better than others, so a broader assessment, as is available in personal portfolios of many different types of evidence, is likely to evaluate the student range more accurately and effectively. Some countries are using this method and finding that employers and universities are given a more useful idea of personal performance, by demonstrating personal and practical, as well as academic competencies.

It is for this latter reason that I developed, at the University of Buckingham, courses that were based on student ability to apply their knowledge and understanding in entrepreneurial situations. Students pitched for money and support to develop an idea for a product or service, which was an integral part of their degree. The course content sought to develop their abilities to perform in the workplace personally, practically as well as academically. In an age when experts continually discuss the disconnect between education and workplace goals and needs, these issues are of fundamental importance if we wish to progress society in a way that signals equality for the whole range of attributes demonstrated by everyone.

It is urgent that teachers, at all levels, receive initial and ongoing training that focuses not only on content but how it must be delivered to suit the array of student learning preferences and support needs. Educating others is a challenging job and has become more so within our plural societies, demonstrating different attitudes, values and ways of achieving things. We have to take account of these changes in society, which are positive in extending our thinking and experiences, but need more knowledge and comprehension of these intercultural circumstances. The Organisation for Economic Co-operation and Development (OECD), to which Britain belongs, in recent webinars has emphasised the importance of teachers researching their own context of operation, as studies indicate this is the best way to increase performance. The practitioner doctorate is an example of this practice, which is common in many countries but less so in Britain, which feels it compromises the traditional PhD qualification.

The curricula of teachers in training, as well as for students in primary, secondary, further and higher education, needs to be changed to fit the requirements of a world, where routines are more efficiently accomplished by machines and people require to be educated to think and operate at higher levels to solve the very real, complex problems of the planet, such as climate change. This means interdisciplinary teams are becoming the norm, so education must develop communication to the level that enables these networks to exchange and develop ideas together with understanding of all disciplines and their basic principles and knowledge. This requires a more general background to be cultivated in us all as well our specialist areas that are needed to provide detailed information for decision-making.

Change is always difficult and happens slowly, giving time for us all to appreciate the need to alter policy and practice and how this is best effected. The issue today is that society changes so rapidly, accelerated by technological developments and the global approach to living and working. Therefore, we must be freer, rather than fixed in our thinking, as flexibility and resilience are requirements of our modern existence. This is challenging, but worth grappling with to grasp new opportunities. This book opens up the debate and presents evidence that can help us all discuss the future and plan for it with more confidence. It will help to stem the narrow thinking and resultant conflicts that are occurring at present. Thus, we can face the future knowing that we are well prepared, because we have reflected on the many possibilities open to us and are able to make the changes that are appropriate for the particular circumstances we face.