Overview

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

The Challenge for this Co-Lab:

The challenge for this Co-Lab was to expand the Nordic Nations knowledge and expertise on the quite new issue of climate-change-driven mental health and psychosocial needs of children and youth.

Since 2022, the Nordic Countries have been hosting a joint summit on Mental Health and Psychosocial Support (MHPSS) in Fragile and Humanitarian settings. The countries take turns in hosting the summit, and in March 2024 it was Sweden’s turn. Co-hosted by a consortium of Nordic MHPSS-actors together with the Ministry of Foreign Affairs of Sweden, the second summit focused on expanding the seven action areas adopted from the Copenhagen Roadmap in 2022. You can read more about the roadmap here.

In order to “hit the ground running” the first day of the conference, the goal was to come up with a set of recommendations to be submitted to Nordic policy makers and global funders and social-sector leaders at the conference, in order to achieve greater focus and funding.

The Co-Lab

For this Co-Lab we recruited 34 hand-picked experts and practitioners in mental health, youth support, climate, and disaster response.

21 countries were represented, as we focused on involving people from all over the world with real lived experience to impact future funding decisions.

Outcomes

Based on their learnings from the Co-Lab, War Child and the MHPSS Collaborative in collaboration with the Co-Lab participants, are developing the case for Nordic governments to invest more funds for MHPSS programs at the intersection of youth and climate change in fragile environments.

Continued access to youth and community voice alongside researchers and operational experts to deliver insights to drive a case for new policies and future programmatic areas for funding.

Hit the ground running at the conference with one of the most well-prepared tracks.

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.