Overview

A Conversation on Rethinking Global Education for the 21st Century with Howard Blumenthal, 8 Global Experts & Participants from around the World

With Experts:

• Dr. Elizabeth Bishop, Award-Winning Educator, Researcher and Youth Advocate

• Dr. Mohammad Issa, President Creativity Lab Arab World and futurist

• Daniel KLeite, ComKids, Technology and multimedia for Childra=en

• Dr. Nathan McAlister, Gilder Lehrman Master Teacher, Fellow, Kansas State Department of Education

• Chad Ratliff, Founding Principal of Community Lab School,  Prof. UVA, author

• Pearl Utuk, Founder, Teach the Child, 2022 Mandela Washington Fellow, Education Specialist

  Nathan McAlister, Nathan McAlister, Gilder Lehrman Master Teacher, Fellow, Kansas State Dept of Education

Background

Catalyst Co-Labs brought together educators, students, innovators, and youth-focused leaders from the Americas, Africa, Europe, and the Middle East for a virtual discussion about the future of learning. The Compass session was led by Howard Blumenthal, an author, media executive, and co-creator of "Where in the World Is Carmen Sandiego." Howard also co-authored recently launched "Kids on Earth: The Learning Potential of 5 Billion Minds," a book based on interviews with 1,000 children worldwide. These interviews explored how children view themselves, what interests them, what concerns them, and what they most want to learn. Catalyst Co-Labs encouraged participants to adopt a solution-oriented mindset and to question long-standing beliefs about the purpose of school and how learning is organized. Key questions from Kids on Earth guided the discussion: Who decides what children need to learn, and what is the role of school in today’s society?

Why Rethink Learning?

The interviews revealed a common theme that learning and schooling are often different. Children shared that school is a place where teaching occurs, while learning is more personal, curiosity-driven, and sparked by conversations, experiments, media, and real-world experiences. As Howard said: “What we do in school is teaching. What we do in life is learning. This gap underscores a broader global issue, as education systems were designed for the 20th century and have not adapted to the needs of today’s children. Young people are more digitally connected, culturally diverse, and aware of the wider world than any previous generation. Several children have expressed the belief that borders rarely define their identities anymore. However, education systems still depend on national frameworks, standardized curricula, and expectations about what children should learn.

Key Insights from the Conversation

1. Learning Is Personal

Children interviewed for Kids on Earth identified learning categories that extend beyond traditional subjects. They were eager to understand their bodies and minds, the planet, different cultures, their futures, numbers and money, sounds and images, stories, and movement. Children from various settings expressed a desire for learning that starts with curiosity, relevant and practical content, more experiences outside the classroom, and permission to express their identities, along with tools that support their growth. A student from Sweden shared that the International Baccalaureate program lets her choose topics she cares about and select authors who inspire her. Peers in other systems choose courses based on test scores 1 or strict requirements. This contrast raises questions about how curriculum models can adapt to better support children’s interests.

2. New Model for Learning

Participants discussed an equation to represent a new model for learning: (Curiosity plus Knowledge Diversity) multiplied by Global Collaboration = New Learning. This idea reflects a shift toward learning environments where students take the lead. Many children interviewed expressed interest in topics such as quantum computing, climate activism, and storytelling, but often felt these passions did not fit within traditional structures. Examples from around the world illustrate what this emerging model might look like. In Denmark, the education system allows students to select subject tracks based on their interests. After-school learning spaces in Nigeria use dialogue, play, and technology to support struggling learners, improving their performance in mainstream schools. Meanwhile, in the United States, schools are adopting place-based and passion-based learning, though policy constraints remain barriers. Across these examples, a common belief has formed: the main beneficiary of education is no longer society; it is the child.

3. The World as the Classroom

Children today build friendships online, learn through digital platforms, and work together across borders. Their sense of global citizenship is often stronger than their attachment to national boundaries. This fact challenges systems that still define learning around local or national priorities. Participants emphasized the importance of providing children with safe and meaningful access to the outside world. Examples included:

• Museums, markets, nature, workplaces, and community spaces

• Opportunities to learn alongside children of different ages and backgrounds

• Real-world exposure that fosters curiosity and confidence.

While challenges such as transportation, safety, staffing, and strict schedules create barriers, participants emphasized the importance of making room for experimentation.

4. Conclusion: The Kids Are Right

The conversation revealed a shared belief across countries and educational traditions: adults have not been listening closely enough to children. The young people interviewed for Kids on Earth clearly expressed what they want from their education. They desire learning rooted in curiosity, the freedom to explore passions, opportunities to connect across borders, and environments where their identities and voices are valued. They want teachers who meet them where they are. Preparing children for the future requires more than just fixing current systems. It calls for new learning models built with children, not just for them. The next generation already knows what they need. Our task is to listen and create conditions for them to thrive.