What can a reformed education system look like?

The best way to ruin children's creativity is to tell them what to do

Summary

Sweden and other countries are rapidly entering a period of time with sharply increased demands for sustainable development, which is also permeated by the fourth industrial revolution, which is characterized by an accelerating development of a) new technologies b) changed production and business models c) many new occupations and forms of employment d) a change in lifestyle and consumption and e) lifelong learning. This radical transformation of society places completely new demands on the Swedish education system.

The future education system should satisfy a complex educational need that takes into account the fourth industrial revolution, but simultaneously focus on the development of wisdom required to meet the UN's 17 sustainability goals. The education system must take advantage of children´s, young people´s and adults' curiosity and creativity, so that everyone loves to educate and educate themselves. Work-integrated learning (AIL) and similar models should increase, ie cross-border arenas for co-production of knowledge and skills where students, researchers and working life meet in a common physical or virtual environment. Finally, practical and financial opportunities for adults for lifelong learning should be provided.

But digitalisation in itself does not solve problems, but it requires a deep understanding and competence for how all digital and other work tools should be balanced, including deep pedagogical insight, understanding of needs, analysis of the world around them, etc., in order to develop a well-functioning education system. This education system can also enable global wisdom development, through its digital character, which could henceforth be provided free of charge to all people on the planet. The reform of the education system refers to, among other things, learning methodology, work tools, student evaluation, teacher´s administration, students' freedom of choice, skills training, subject orientation, organization, leadership, quality, diversity aspects, ownership and financing. In practice, this means that almost everything in today's education system should be questioned, discussed, re-evaluated and further developed.

The education system of the future is likely to be modular, probably already from primary school, in order to stimulate and utilize the inner potential and willingness of children, young people and adults to learn. It is likely that the same training modules will be used across the planet, for maximum dissemination and cost-effectiveness, which probably means that they will be produced in one language. It seems likely that English will become a common world language because at least 85 percent of all scientific and technical literature on the internet is already written in this language. However, this does not mean that all teachers need to speak English with their students.

The description above shows that a new education system must include deep education and training of a variety of inner abilities, such as empathy, social competence, complex problem-solving ability, critical thinking, leadership, creativity and innovation ability, multidisciplinary knowledge, multicultural competence, collaborative capacity, abstract thinking, systems thinking and so on. It is likely that all education will be free to reduce national and global inequalities, increase the chances of achieving sustainability goals, and to enable lifelong learning. It is our opinion that there should be a framework within primary and secondary school, which both provides individual freedom, but still covers a multidisciplinary adequate education. We also believe that most of the education should be connected to reality, either through regular visits to companies, municipalities, organizations or in nature, supplemented by augmented reality (AR) with corresponding experiences.

With an education system that provides more wise and committed individuals, the conditions increase for jobs to be meaningful, and time for leisure and family to be balanced. It is likely that equality in society will increase, that discrimination will decrease, and that science will have to coexist jointly with empathy and humanity. Mental illness and many other societal problems will probably decrease in the future, as well as prioritizing sustainability and resilience before growth.

The description above indicates that the role of teachers will change dramatically with a new education system. It is likely that their task will increasingly be to stimulate and lead dialogues, reflection, role play and coaching, with a focus on the inner abilities that AI is not good at teaching or training. It seems very clear that the time is over when each teacher sits and develops his own courses and gives lectures. Teacher ratings will probably be discontinued or limited as their importance decreases as more and more jobs become project-based where AI tools select and evaluate suitable candidates. In practical life, it does not matter if job candidates have taken one or more courses or if they have learned things on their own. This method also enables the global labor market to be matched more effectively. It is likely that many jobs, even those that are currently physical, will be able to be done remotely through, for example, AR-Holo Lens technology from the personal side and robots on the receiving side. This type of skill will probably become part of the education system.

The authors believe that the latest technology should be used in the education system, in order to be able to utilize FIR's technological advances and advantages, even though this may involve large costs and increased need for natural resources. We are convinced that the result in the future will be a very resource-efficient technology with a low material content, which is positive for the entire planet. This does not mean that the authors believe in green growth, but rather that wisdom development will lead to almost self-sufficient local units (cities, communities, individuals) with very low energy needs. At the same time, FIR will be part of society, global cooperation will be deepened, as well as a return to craft traditions. We thus believe that innovations from FIR should be used when they are really motivated, but otherwise avoided as much as possible. The authors are aware that the planet will be hit by a super strong solar storm in the future, with all electrical networks and applications being at risk, and therefore society should be designed resiliently from this perspective.

Since it is likely to be unmanageable that all universities and educational companies around the world will market their MOOCs from individual websites, a global hub is likely to be created where all MOOCs will be searchable and quality rated by users. As education is most likely to be free, funding for the whole education system will probably need to be provided through international organizations, such as the United Nations. The privacy of personal data must also be taken seriously.

Given that experts in various subject areas are spread across the planet, international collaborations, where specialists in school subjects, media, AR, culture, etc., will probably become commonplace, to produce high-quality educational experiences that shorten education time and increase learning. It seems likely that our civilization will enter a stage where cooperation becomes significantly more important than competition. This probably applies to both educational actors as well as all other companies, as the rapid development in artificial intelligence creates a monopoly-like situation - the winner takes everything. Instead of continuing a short-term competitive corporate culture with a large loss of capital and skills as a result, when development is ultra-fast, a world culture based on cooperation is much more advantageous. Continuous wisdom development will, among other things, lead to that.

Additional information

Concepts and definitions

AI: Artificial intelligence. Intelligence demonstrated by machines.1
AI application: Computer programs using artificial intelligence.2
Algorithm: Systematic procedure for how to perform a calculation or solve a problem through a limited number of steps.3
AR: Augmented Reality. In Swedish "augmented reality" .4
AR glasses: Digital glasses with a built-in screen that can convey augmented reality.
ICT: Information and communication technology. In Swedish "information and communication technology".
Digital competence: The extent to which an individual is familiar with digital tools and services and has the ability to keep up with digital development and its impact on one's life.5
Empathy: The ability to experience and understand other people's feelings.6
FIR: Fourth Industrial Revolution. Also called Industry 4.0.7
Sustainable development: An ideal situation for society where living conditions and resource use meet human needs without jeopardizing the sustainability of ecosystems and the environment so that future generations can also have their needs met.8
IoT: Internet of Things. In Swedish "Sakernas internet". Everyday objects such as household appliances, clothes and accessories, but also machines, vehicles and buildings, which have been equipped with built-in electronic parts such as sensors and computers and with internet connection, which allows the objects to be connected physically or via wireless network and then exchange data.9
ITS: Intelligent tutoring systems. In Swedish "intelligent learning systems". Provides immediate and tailored instructions, or feedback to students / course participants.10
Cognitive flexibility: Flexibility in the processes that take place in the brain when we receive, process and convey information - the ability to think, feel and learn. It creates order and comprehensibility in life.11
Mastery-based learning: Means that a certain level of learning must be achieved before the student can move on.12
Media literacy: Includes skills such as finding, analyzing, critically evaluating and creating information to improve the communication process.13
MOOC: Massive Open Online Course. Digital courses on the internet with a theoretically unlimited number of participants.14
Multidisciplinary knowledge: Involves knowledge, methods, terminology from different disciplines.15
Resilience: Resilience is the long-term ability of a system to manage change and continue to develop.16
Social competence: An individual's ability to interact with other individuals.17
Virtual collaboration skills: An individual's ability to collaborate in digital virtual environments.18

Secondary material

Selected sources consist predominantly of articles and reports from well-known Swedish and international institutes, universities and newspapers, within the area in which the subject focuses. Since the Fourth Industrial Revolution is in its infancy, and empirical evidence is limited, the authors have found only a few useful reports and articles from Sweden. The majority of the secondary material is thus based on foreign reports and articles.

Background

What does the education system in Sweden cover?

The Swedish education system can be divided into the following parts:

Preschool activities include children between the ages of one and six, which include preschool, family day care and open preschool.
Leisure centers are a place where children up to the age of 12 can stay before and after school to do homework, play and practice music and sports.
The primary school where the children learn basic skills, including reading, arithmetic and orientation subjects. The primary schools are usually run by the municipality but also privately, so-called independent schools.
Upper secondary education is mainly preparatory for higher education but also for vocational education. The latter can, after education, be supplemented with eligibility for university studies.
Universities comprise scientific education within at least two faculties, and colleges only one faculty. The faculties include subject areas such as economics, humanities and theological subjects, law, artistic subjects, technology, medicine, natural sciences and social sciences.
Upper secondary vocational training includes occupations such as electrician, security guard, concrete worker, carpenter, assistant nurse, police officer, car repairman, tailor and cook.
Academic vocational education refers to professions such as engineer, physiotherapist and sociologist.
Municipal adult education includes adult education corresponding to compulsory school and upper secondary school as well as special adult education. Särvux is for people who are 20 years or older and who have a functional variation.
Business education includes commercial education companies that work with skills development of adults for working life. 19 20
Folkbildning includes libraries, folk high schools, study associations and lecture associations.3 Sweden's political goal is lifelong learning both in organized and non-organized form, formal and non-formal, which is conducted both within and outside the public education system.21 22

What characterizes a sustainable planet

A sustainable planet is characterized by a social system where living conditions and resource use meet human needs without compromising the sustainability of ecosystems and the environment, so that future generations can also have their needs met.23 Sustainability includes social, economic, moral and climate and environmental aspects. This means that all subsystems, such as food, resource, energy, production and consumption systems, must be sustainable from a global perspective. A truly sustainable society, according to the UN's 17 sustainability goals, can only be realized, according to the authors, through citizens with developed inner abilities and relevant knowledge, also called wisdom, which is reflected in activities at all levels of society. This society is dominated to a greater extent than today by:

pro-activity instead of reactivity
cooperation instead of competition
decreasing instead of increasing class differences
long-term instead of short-term
with nature instead of courage
trust instead of distrust
empathy instead of misunderstanding
health instead of ill health
meaningfulness instead of meaninglessness
calm instead of stress
love instead of hate
holistic view instead of fragmented view
confidence instead of fear
gratitude instead of ingratitude
peace instead of war
creativity instead of bigotry
commitment instead of laziness
frugality instead of wastefulness
quality instead of quantity
joy instead of sorrow
patience instead of anger
forgiveness instead of condemnation
honesty instead of lies
curiosity instead of indifference
intimacy instead of desire
generosity instead of greed
humility instead of arrogance
security instead of uncertainty
satisfaction instead of dissatisfaction
courtesy instead of rudeness
integrity instead of hypocrisy
self-esteem instead of shame
openness instead of secrecy
friendship instead of enmity and conflict
goodness instead of evil
division of responsibilities instead of individual pursuit of power

What is the Fourth Industrial Revolution?

The Fourth Industrial Revolution (FIR) is a technological revolution that integrates new and developed digital, physical and biological systems, which not only change the global production system and business processes, but also how people work, consume, are educated, interact, and so on. Never before has humanity undergone a more profound transformation, both in size and content. Some studies show that two thirds of the children who start primary school will now get jobs that have not yet been invented. 24 25 26 Another aspect of FIR is that technological development and societal development in general are accelerating, which means that existing knowledge in many industries becomes obsolete within months or a few years.27

What does the Fourth Industrial Revolution mean in practice?

As development is accelerating, and thus difficult to follow, a possible description of FIR will be a mixture of newly introduced technology, likely products and services that will come within a few years, with elements of technology that will probably be useful within a couple of decades. Depending on when and how quickly national wisdom development can be implemented, according to the authors' proposals, the society of the future will be designed in different ways.

Current development trends in society

The following products and services can be expected: 1) self-driving cars and aircraft 2) a large proportion of 3D-printed products 3) sensors and apps in all areas including biosensors, so-called Internet of Things 4) decentralized energy production in the form of mainly solar cells 5) robotisation of parts of production and services 6) common digital platforms for higher utilization of products and services, such as Uber and Airbnb 7) augmented reality (AR) for more efficient learning, development and communication 8) product and passenger transport with quadcopters 9) material radar for rapid molecular analysis of, for example, food 10) superhuman artificial intelligence in most IT products and services 11) interchangeable human organs 12) mass monitoring 13) direct translation of spoken language 14) mass training via the internet with virtual AI teachers.28 29 This listing could be made significantly longer but probably includes some of the more important areas.

Since perhaps half of all current jobs will disappear within a few decades, or perhaps even faster, the majority of the population will have other types of jobs than today. Not only simple jobs in transportation and industry will be greatly reduced, but also jobs as a lawyer, financial analyst, loan administrator, telemarketing, fast food chef, and so on. All jobs that can be automated using robots and artificial intelligence are at risk. Professions that are safer are likely to be found in health therapy, advanced counseling, surgery, sustainability consulting, AI programming, robot maintenance, industrial design and game development. 30 31 However, the risk of mass unemployment is imminent.

Many expensive products such as cars, boats, tools, but also cheaper goods such as clothes, shoes, books will probably be rented through various IT platforms. On the one hand it will be much easier and cheaper for the users, on the other hand you will not have to worry about repairs, maintenance and outdated products, and at the same time people will have a much larger selection to choose from.32 Probably more people will live in much smaller apartments and houses. sharing space, which is more sustainable, labor-saving, cost-effective and requires less energy.33 A much larger part of the population will probably also be able to work from home or in local collective office buildings and the labor market will be global. 34

How do young people want to live their lives in the period we call FIR?

One might think that it is irrelevant what young people think about the future in connection with the development of the education system, but this is of course not the case. The future means lifelong learning where work, family and leisure will probably be more time-flexible. It is thus important to know how young people's wishes are reflected in the education system that FIR requires. It is before the implementation of a new education system that adjustments can be made to young people's preferences.

A survey among 7,000 young people shows that 24 percent are very worried about the future labor market.35 Another report shows that 42 percent of Sweden's young people state that they are worried about the future, mainly regarding housing, jobs and climate. 62 percent believe that the large number of hours they spend in front of the computer or mobile screen is what frustrates them most in everyday life. About 60 percent are worried about not succeeding in life, especially given that the "perfect life" is constantly conveyed in the media. 89 percent of the girls feel stress and anxiety about trying to live up to the ideal picture and 74 percent of Sweden's young people state that they feel mentally ill due to the stress that societal challenges pose today.36

Young Swedes want meaningful jobs, with clear boundaries between work and leisure. Young people believe that all people should have equal opportunities regardless of gender, ethnic or other background. The welfare system must be strong and welfare evenly distributed. Science and rationality are welcome to rule. Change is seen as natural and sustainability must be prioritized before growth. Less mental pressure and better health are high on the wish list.37

The education system from an educational science perspective

The word education can be traced back thousands of years. Today, education is goal-oriented according to external rules, in contrary to wisdom development that is seen as an internal, voluntary process without a concrete goal.38 Educational science includes all steps in the educational process, such as learning, cultural and institutional contexts, organization, leadership, quality, diversity aspects, teaching innovations and educational reforms.39 Sweden has several times been a pioneer in the development of the education system, including compulsory gymnastics, handicrafts, unit school, education for people with functional variation, and adult education.40

Pedagogy, that is, the science of education and teaching, has undergone many theories over the millennia. Socrates, who lived during the 400s BC, started from the individual perspective with the goal of striving for inner insight, an increasing awareness, without coercion or ready-made concepts from the teacher. In contrast, Plato believed that the state should have full responsibility and decide over education.41 In the 17th century, John Locke argued that upbringing should take place in the home under the parents' full responsibility.42 The ideal of enlightenment and individual pedagogy, as Émile Rousseau emphasized in the 18th century , was inspired by Socrates.43 John Stuart Mill, who suffered during the authoritarian home education, believed in the mid-19th century that the individual should decide his own education.44 The existing opposite was the authoritarian school pedagogy, based on discipline, punishment and absolute truths, taken from the social pedagogy that arose through the needs of the industrial society. During the 20th century, several educational theories have emerged, such as behaviorism (B. F. Skinner), cognitive learning (Jean Piaget), experimental social learning (Dewey), psychosocial learning theory (Erikson), multiple intelligences (Gardner) and the motivation ladder (Maslow).45

The education systems of Scandinavia, the United Kingdom, and the United States, have traditionally included the analytical philosophy, represented by, for example, Bertrand Russell and G.E. Moore, which means that education must take place on an empirical scientific basis and with a material worldview. Germany and France have historically followed a view of education that sought to nurture free and responsible individuals in accordance with existentialism, represented by Jean-Paul Sartre, Søren Kierkegaard, Friedrich Nietzsche, Simone de Beauvoirs and Albert Camus, among others. Marxist pedagogy has wanted to nurture socialist social beings with skills that fit into classless communist societies. Nythomism can be traced to Catholicism and Thomas Aquinas. Critical and hermeneutic pedagogy aims to raise awareness through education and is mainly represented by Martin Heidegger, Hans-Georg Gadamer and Jürgen Habermas. 46 47 48 49

During the 20th century, John Dewey introduced a new educational method "learning by doing" which meant that a pure lecture or reading method was too abstract. A later method, the project method, has increased the students' co-influence on their education, for example through problem-based learning with active knowledge acquisition. To some extent, computer programs have been able to replace the teacher in teaching and the mechanical learning has decreased in status. Sociologist Émile Durkheim pointed out that there is a self-reproduction within the education system that is more conservative than the church because it programs identical individuals, some of whom become teachers and thus preserve serial production. 50 51 The historian of ideas Sven-Eric Liedman distinguishes between a mechanical and an organic view of man in relation to the universities' view of their role. The mechanical view is that man is a lump of clay that is at best shaped by skilled educators, and the goal of education is a vocational degree. The organic view of man sees human development as something that is controlled from within, with education as a goal, where the teacher cultivates his students as a gardener. Intercultural pedagogy is a response to the media revolution, globalization and migration, where it has become necessary to relate to increasingly cultural encounters.52

The above flashbacks show a great breadth of how both man and education have been historically viewed, much influenced by the existing society, religion, those in power and philosophical directions. Since the latter half of the 20th century, the organic approach has dominated and the individual has come more to the center where the teacher acts more developer than authority, that is, a return to Socrates' educational philosophy almost 2500 years ago.

The future

How should the education system of the future be reformed based on the wishes of certain stakeholders?

According to the World Economic Forum's report Accelerating Workforce Reskilling for the Fourth Industrial Revolution, education needs to become modular and stimulate curiosity, creativity, imagination, the desire to learn and encourage the development of self-esteem. This must be done through lifelong learning.53 Satya Nadella, CEO of Microsoft, has said that human values, such as reason and empathy, will be in short supply in the future. Researcher Sara Konrath at Michigan University has shown that young people in the United States are less empathetic than ever. American college students show a 48 percent decrease in empathy since the 1980s. Belinda Parmar, from the World Economic Forum, who wrote the article, believes that humanity needs to build the development of empathy into the education system and create a business environment that values skills that were previously called "soft" values. Professor Teresa Cremin, who is a specialist in education, says that the British education system educates for the past, and fail to develop resilience thinking, imagination, creativity, empathy and the ability to innovate. She believes that many other countries suffer from the same problem. Some good examples are the Massachusetts Institute of Technology (MIT) in the United States, which has begun to include empathy in education, as well as companies such as SAP, which run projects such as "Empathy to action"; Facebook has an empathy lab; Johnson & Johnson has a management strategy where empathy is in focus.54

When looking for a job, it is becoming increasingly common to test jobseekers with games and apps, which through artificial intelligence (AI) are increasing the accuracy of detecting inner strengths and weaknesses. This makes school grades less important as other abilities become increasingly important.55 The Institute for Future, an independent multidisciplinary research organization in the United States that has been involved in education for approximately 50 years, has identified the following future necessary personal skills: 1) multidisciplinary knowledge 2) holistic view 3) innovation 4) social competence 5) media competence 6) understanding of IT potential 7) ability to balance brain load 8) multicultural competence 9) planning capacity, and 10) virtual collaboration capacity.56

The World Economic Forum, which today is a global leading organization in futures studies, believes that the ten most important skills in 2020 will be 1) complex problem-solving ability 2) critical thinking 3) creativity 4) leadership 5) networking 6) empathy 7) judgment and decision-making ability 8) service spirit 9) negotiation capacity, and 10) cognitive flexibility.57 The German Center for Digital Technology and Management (CDTM) says in its trend report 2015 that students within a couple of decades will 1) be in school much less often 2) decide the pace of study themselves and course selection 3) have access to a global giant range of MOOCs 4) have access to personal virtual training assistants 5) get free training 6) avoid normal grading 7) get free training tools such as AR glasses, software and hardware 7) get jobs by matching in a skills database.58

Dr. Heon Joo Suh from the National Institute for Lifelong Education (NILE) in South Korea believes that future students need 1) basic core skills such as reading, writing and arithmetic skills, scientific knowledge, ICT skills, economic skills, cultural and civic skills 2) complex solving skills consisting of critical thinking, creativity, communication and conflict resolution ability 3) character traits such as curiosity, initiative, patience, adaptability, leadership skills, social and cultural awareness. Dr. Heon Joo Suh believes that the education system should be adapted for demand-based education and an open educational environment, including through different learning designs, learning through collaboration, redesign of the learning environment, creating innovation cultures and the use of deeper learning concepts. Dr. Heon Joo Suh sees many benefits of MOOCs because they are time-independent, can be personified, reduce stress, are adaptive, create hybrid forms of learning, are global, and students learn more than 90 percent of course requirements according to available statistics. Already today, more than 700 universities provide MOOCs, to date including more than 6,800 courses and 58 million participants.59

Lee Rainie, an expert on IT at the World Economic Forum, believes that the skills that artificial intelligence (AI) is not expected to master in the near future, and that people should be able to find jobs in, are jobs that require social and emotional intelligence, creativity, collaboration skills, abstract thinking, systems thinking, complex communication skills and the ability to flourish in varying environments. Rainie believes that the rapid development of the Internet of Things (IoT) makes digital networks extremely complex and vulnerable to technological errors, crime and terrorist acts. According to Rainie, there is extensive research that shows the connection between trust in society and general well-being, collective problem-solving ability, economic development and social cohesion. Therefore, it is extremely important how the education system's ecosystem is designed to develop the above-mentioned internal skills, and thus both solve FIR's needs but also minimize system risks.60

What are the development trends in education?

An article written by Daniel Fagella, the founder of TechEmergence, describes how AI applications, so-called "Smart content" break down textbooks into smaller parts and make learning guides with summaries, exercises, questions, feedback and evaluations. Other AI applications behave like intelligent digital tutors (ITS). A third type of application is virtual AI assistants that can think, act, react and interact in a natural way and use both verbal and non-verbal communication. Some educational applications are based on games.61

Chatbots Magazine mentions six applications that will facilitate training in the near future. A report shows that an AI evaluation of an app in a writing exercise achieved 94.5 percent correctness in relation to manual evaluation. This indicates that AI will most likely be used to correct writing exercises in the future. Another AI application keeps track of what you have learned and repeats what you probably forgot, until it sticks in your memory. A third AI application educates and gathers feedback from the student through a conversation that is automatically personified based on the answers. A fourth application is an AI Teaching Assistant (Jill Watson), created using IBM's supercomputer Watson, which can answer students' questions. A fifth application is an AI assistant that answers all questions related to university issues. A sixth AI application is an AI teacher that is based on the student's character, interest and learning ability, and adapts the educational content, learning method and pace according to the student.62

The World Economic Forum believes that virtual and augmented reality (VR/AR) creates new educational opportunities in a variety of physical jobs such as surgeons, nurses, electricians, plumbers and firefighters. Different scenarios can be simulated without personal risk and at low cost. The company Deloitte Leadership Academy uses computer games in its trainee training where it combines training with assignments, tests and certificates.63 Future researcher Amy Webb believes that the mobile phone will disappear within 10 years, and instead digital glasses, lenses, rings and bracelets will take over.64 Both Apple and Google have already released their ARKit and ARCore augmented reality platforms for mobile phones.65 Augmented reality with glasses, such as Microsoft's Hololens, has been around for more than two years.66 The New Jersey Institute of Technology believes that augmented reality has the potential to revolutionize education both in terms of learning environment and results.

Award-winning tech blogger Lucas Rizzotto believes that the education system of the future will be based on personalized, "mastery-based" and experimental education. Personalized education involves the use of several digital educational tools with varying learning styles and instructional methods depending on personal circumstances, interests, ambitions, weaknesses, cultural background and so on. A report from the Bill & Melinda Gates Foundation as well as several other research reports have shown that personalized education increases learning. "Mastery-based" learning means that a certain level of learning must be achieved before the student can move on. Today, it is unfortunately the case that many students with weaker grades in, for example, mathematics are still forced to go on to the next level, which means that they do not understand the higher level at all or can assimilate other subjects such as physics and chemistry. "Mastery-based" learning through AI software allows the student to pass sections that they are good at faster and spend more time on sections that are perceived as difficult. Experimental education means learning by using many senses that create social and emotional memories, provide context, increase critical thinking and are more relevant to real life. The method stimulates experimentation, increases creativity and makes mistakes a natural part of learning, instead of a reason for punishment and condemnation. Augmented reality and artificial intelligence mean new digital basic tools that provide the opportunity for an immersive digital learning environment where the student can interact as they would in reality. Microsoft's HoloLens are examples of digital AR glasses that can provide this effect. The advantage is that you can test things that can not be done in reality. The technology means that training is done in continuous interactive worlds instead of consisting of memorization of bulleted lists and standardized tests. The software follows the eyes and knows what is focused and what is not, and sees when the student begins to get tired and unfocused, which teaches the computer program to adapt the learning. As AI assistants become better at talking to students, it becomes like having your own teacher. This does not mean that learning needs to be lonely. In the digital world, many can collaborate and in the real world, teachers and students can discuss and reflect. The possibilities for different learning environments are extensive.67 In this context, it is interesting to note that about 85 percent of all scientific and technical documentation on the Internet is written in English, which may indicate a common global educational language in the future, regardless of whether mother tongue is different.68

From an international perspective, it appears that more and more people are taking online courses and more and more educational institutes are offering associated educational certificates that more and more companies are accepting as useful qualifications. Universities develop courses, not only for young people, but also for the elderly as part of lifelong learning. Students are given the opportunity to credit themselves with MOOCs if they later attend a normal education program at a university, in order to reduce the cost of education. Training companies provide new types of individual assessments in the form of micro-credentials that can apply to short courses, practical achievements and certified programs, which highlight skills. Universities and other educational companies collect and use increasing amounts of data to measure, predict and develop students' results. This makes it easier to tailor training. AI assistants have begun to be used to provide students with additional support. The range of non-profit digital education is increasing, as is the breadth of education.69

MOOCs are distributed by several international suppliers, such as Udacity, ED X and Coursera, and are financed mainly through membership fees from those who offer courses, preferably universities, and smaller student fees for course certificates. Chalmers University of Technology takes advantage of this opportunity. All ages participate, from 7 years to over 90 years.70 There are many different types of MOOCs 1) transferMOOCs - direct transfer of existing courses to MOOCs 2) madeMOOCs - tailored to the MOOCs concept with higher quality, more advanced IT, group work and group evaluation (Khan Academy and Udacity) 3) synchMOOCs - clear start and end dates for the courses 4) adaptive MOOCs - learning algorithms that adjust difficulty according to student and dynamic evaluation (Cogbooks) 5) group MOOCs - smaller collaborative groups (Novoed) 6) connectivistMOOCS (cMOOC ) - prioritizes knowledge in the network instead of predetermined course content (developed by George Siemens and Stephen Downes) 7) miniMOOCs - shorter MOOCs that last hours or days but not weeks.71

The number of applications that use augmented reality (AR) in education is growing rapidly. A few examples are Aurasma - lets the student create and share their AR experiences using images, objects and physical locations; ZooBurst - digital AR storytelling tool that creates 3D popup books; Star Walk - AR app for star constellations; Spacecraft 3D - NASA AR application for studying the solar system with different types of spacecraft; AR Dinopark - AR with dinosaurs; Layar - lets AR objects come alive in a magazine; AR Liver Viewer - 3D medical education and patient communication; colAR Mix - lets art come alive; Daqri - 4D experiences for new experiences of images, objects and places; Star Chart - point the phone at the sky and the AR app points out all the stars using GPS and tells you about the objects; Wikitude - point your mobile at objects in the local environment and the AR app provides information about restaurants, places, etc .; Augment - visualizes 3D models in interior design, shows walls with new wallpaper or paintings; Life of a Monarch Butterfly - provides an interactive education about what the butterfly's life looks like.72 University of Nebraska Medical Center invests approximately SEK 1 billion in a new educational facility, for medical students, equipped with VR and AR.73

Although technology is increasingly used in the education system, lack of money is a serious obstacle to exploiting the potential, as shown in a report from the UK. Cost savings have even increased the focus on traditional education in some schools.74 The World Economic Forum believes that the retraining of existing labor and necessary changes in the education system is far too slow in most countries. The combination of short-term sustainability of education, due to rapid technological development, and the lack of lifelong learning risks increasing economic and social inequality. Only about 4.4 percent of Europe's low-skilled workforce participated in adult education in 2015. There is a need for a continuous feedback loop between industry's skills needs and educators. Unfortunately, there is often a lack of funding for adult education. Some countries, such as Singapore, have established lifelong learning funds. Other countries have introduced tax subsidies, advantageous education loans, fees if education goals are not met, and special taxes intended for adult education. The World Economic Forum (WEF) says that it is crucial to create a culture of lifelong learning that provides insight into its importance, personal responsibility and strengthens educators. In Singapore, every citizen has a digital account called My Future Skills Portal, which helps the individual to understand the labor market, look for work and get appropriate education. It has proven successful in motivating adults to education through campaigns, computer games and support groups. WEF also believes that different stakeholders have different skills to help in the education system. For example, unions can identify education and training needs, communicate educational opportunities, support apprenticeships and administer certain education. The government, parliament and government agencies can coordinate stakeholders in a way that supports lifelong learning. The state can also organize infrastructure and legal systems that encourage lifelong learning, such as ensuring the quality of education, certifications, access to education and technology, arranging funding, and legislating on social insurance that covers training periods.75

The Government's digitalisation strategy for the school system

According to the government, digital competence is an issue of democracy, as it gives people the knowledge of how the world works. The Government's goal is for Sweden to be the best in the world at using the possibilities of digitalisation. The Government's digitalisation strategy for the school system is part of a national strategy that spans several areas of society. The Swedish Media Council points out that children and young people in Sweden do not have the same access to ICT tools depending on gender, socio-economic background and other demographic variables. The government believes that the school system, business, civil society and academia should be active in exploring and applying new digital opportunities. The National Agency for Education is responsible for the digitalisation of the school system, and should cooperate with other actors, such as Sveriges Kommuner och Landsting (SKL). The strategy contains three focus areas a) digital competence for everyone in the school system b) equal access and use c) research and follow-up on the possibilities of digitalisation. It is, for example, about developing students' media and information knowledge, ie knowledge and ability to locate, analyze, critically evaluate and create information in different media and contexts. It is about programming competence but also that children and students should learn the abilities and digital skills required for lifelong learning. It points out the importance of preschool principals, principals and principals having the digital skills required to lead and give staff support in the digital development work. School staff and students need to have good access to digital tools. The Government believes that digitalisation can facilitate staff administration as well as planning, implementation, follow-up and evaluation of teaching. Furthermore, the government says that more research is needed to confirm how digitalised education can contribute to increased goal fulfillment, equality and gender equality in the school system. 76 The national digitalisation strategy mentions that higher education is moving towards a more diversified and flexible range of education. They also say that the dialogue between the education system and the labor market is crucial, and that digital education can facilitate lifelong skills development. The government believes that there is a need for increased digital competence at all levels in the public sector.77

The authors' views on the development of the education system

The future education system should satisfy a complex educational need that takes into account the fourth industrial revolution, but simultaneously focus on the development of wisdom required to meet the UN's 17 sustainability goals, which are the prerequisite for human survival. The education system must take advantage of children´s, young people´s and adults' curiosity and creativity, so that everyone loves to educate and educate themselves. Work-integrated learning (AIL) and similar models should increase, ie cross-border arenas for co-production of knowledge and skills where students, researchers and working life meet in a common physical or virtual environment. Finally, practical and financial opportunities for adults for lifelong learning should be provided.

A large part of what is described above is relevant to both the FIR, the UN's 17 sustainability goals and the utilization of children, young people and adults' curiosity and creativity. But digitalisation in itself does not solve problems, but it requires a deep understanding and competence for how all digital and other work tools should be balanced, including deep pedagogical insight, understanding of needs, analysis of the world around them, etc., in order to develop a well-functioning education system. This education system can also enable global wisdom development, through its digital character, which could henceforth be provided free of charge to all people on the planet. The reform of the education system refers to, among other things, learning methodology, work tools, student evaluation, teacher´s administration, students' freedom of choice, skills training, subject orientation, organization, leadership, quality, diversity aspects, ownership and financing. In practice, this means that almost everything in today's education system should be questioned, discussed, re-evaluated and further developed.

The description above illustrates that the education system of the future is likely to be modular, probably already from primary school, in order to stimulate and utilize the inner potential and willingness of children, young people and adults to learn. It is likely that the same training modules will be used across the planet, for maximum dissemination and cost-effectiveness, which probably means that they will be produced in one language. It seems likely that English will become a common world language because at least 85 percent of all scientific and technical literature on the internet is already written in this language. However, this does not mean that all teachers need to speak English with their students.

One can think of AI-supported language conversion instead of a common global language, but the question is how much this will burden the internet traffic and what other benefits will be lost. The training modules will be relatively expensive to produce due to the high level of technology and quality. When training modules are developed, it will be important that they are value-neutral and culturally useful in all countries. No one wants to be indoctrinated, but most want to gain insight into, for example, values, morals, virtues, human needs and feelings.

Footnotes

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2 "Top Artificial Intelligence Apps for iOS" (Appolicious) https://appolicious.com/top-artificial-intelligence-apps-for-ios/ (20191010)

3 "algorithm" (Nationalencyklopedin) https://www.ne.se/uppslagsverk/encyklopedi/l%C3%A5ng/algoritm "(20191010)

4 "augmented reality" (TechTarget) https://whatis.techtarget.com/definition/augmented-reality-AR (20191010)

5 "National digitalisation strategy for the school system" (Ministry of Education) https://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet10) 2019

6 "empathy" (Nationalencyklopedin) https://www.ne.se/uppslagsverk/encyklopedi/l%C3%A5ng/empati (20191010)

7 Schwab, Klaus. "The Fourth Industrial Revolution: what it means, how to respond" (World Economic Forum) https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and -how-to-respond / (20191010)

8 "Sustainable development" (KTH) https://www.kth.se/om/miljo-hallbar-utveckling/utbildning-miljo-hallbar-utveckling/verktygslada/sustainable-development/hallbar-utveckling-1.350579 (20191010)

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