The Dulwich Pedagogy Papers: Chapter Six – Education in 2055

For the last chapter of this ‘window into our classrooms’ series I will attempt to peer into the horizon of 2055, the classroom as we know it will have transformed in ways that I accept it is dangerous to predict. But as a thinking experiment and based on the best evidence we currently have available let’s try to travel there together. The classroom will be a dynamic ecosystem of learning—fluid, personalised, and deeply human. I would like to describe my hopeful vision for this future classroom with its future teachers and as of yet, unborn students.  

At Dulwich College (Singapore), our commitment to evidence-based practice has always been the cornerstone of our pedagogy. Thirty years from now, this foundation will have matured into a fully adaptive learning environment, where immediate student data on how they are accessing the material will be being collected and shared with teachers in real time. This will drive insights into how teachers should be providing instruction but also the emotional and cognitive wellbeing of every learner. The formative assessments we use today will evolve into real-time learning diagnostics, powered by AI, that respond to student needs with precision and empathy.  Artificial Intelligence, once a supporting tool, will become a ‘co-pilot’ in the learning journey. UNESCO’s vision for AI in education calls for a recalibration of policy, pedagogy, and ethics in response to the birth of this new technology. In 2055, AI will not replace teachers but empower them—handling administrative tasks, offering personalised feedback, and curating learning pathways that reflect each student’s strengths, interests, and aspirations. Yet, this transformation will not be without its challenges. We will need to guard against algorithmic bias, digital surveillance, and the erosion of human agency. The role of educators will be to ensure that technology serves humanity, not the other way around.  

I am hopeful that international schools will be still offering a holistic education. The emphasis on intercultural understanding, multilingualism, and inquiry-based learning will be more relevant than ever. In a world where borders blur and collaboration is global, students will engage in transnational projects, solving real-world problems alongside peers from other countries. The international students’ learner profile will need to expand to include digital ethics, systems thinking, and planetary stewardship. The UN’s 2050 agenda for education envisions a world where learning is lifelong, inclusive, and transformative. By then, education will be deeply embedded in civic life. Schools will be community hubs, fostering community participation, ecological literacy, and social justice. Systems Thinking, already a part of our programme, will be a universal framework to most learning—helping students understand the interconnectedness of global challenges and empowering them to act with empathy and courage.

Technological advances will redefine the boundaries of the classroom. Virtual reality will allow students to walk through ancient cities, explore the human genome, or collaborate in simulated diplomatic negotiations. Augmented reality will bring abstract concepts to life, while brain- computer interfaces may one day help students with learning differences access content in ways we cannot yet imagine.  

But perhaps the most profound change I am hoping for is about assessment and examinations. Education will no longer be a race or a ranking. It will be a journey of self-discovery, community engagement, and global contribution. The triangle of relationships—student, teacher, parent— will expand to include mentors, AI companions, and global collaborators. Learning will be measured not just in grades but in impact, resilience, and a portfolio of skills evidenced through a variety of means.  

As we prepare our students for this future, we must remember that the heart of education remains unchanged: the human connection. As UNESCO reminds us, we must reclaim human agency in an AI era. The teacher’s role will be more vital than ever—not as a dispenser of knowledge, but as a guide, a coach, and a compassionate presence.  

In the words of Yong Zhao, “Education is life itself.” In 2055, it will need to be richer, more connected, and more hopeful. 

References  

UNESCO. (2024). Artificial intelligence in education. Retrieved from https://www.unesco.org/en/digital-education/artificial-intelligence 

UNESCO. (2024). Artificial intelligence in education: challenges and opportunities. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000366994  

UNESCO. (2019). Artificial intelligence and the Futures of Learning. Retrieved from https://www.unesco.org/en/digital-education/ai-future-learning  

Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. Corwin Press.  

Hattie, J. (2021). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.  

Öztabak, A. (2022). International Education and Cultural Sensitivity. Journal of Global Education Studies.