NEW LEARNING FOR CLASSROOMS, SCHOOLS AND SYSTEMS

This five-day professional development programme provides an intellectually rigorous and research-informed exploration of New Learning as a transformative paradigm for contemporary education. Drawing on the learning sciences, sociocultural theory, systems thinking and interdisciplinary reform literature, the course critically interrogates how evolving conceptions of knowledge, human development and social complexity are reshaping the purposes and practices of teaching, schooling and educational leadership. Participants are invited to examine the historical trajectories of educational theory—ranging from transmissive, discipline-centred models of instruction to constructivist, inquiry-driven and transformative approaches—to better understand how past paradigms continue to shape current educational structures and classroom routines. At the centre of the course lies a detailed investigation of New Learning as a multidimensional framework that responds to the challenges of post-digital societies, characterised by rapid technological change, increasing diversity, shifting labour expectations and heightened demands for learner agency, creativity and resilience. The programme situates New Learning within a broader epistemological shift toward competence development, collaborative knowledge building, authentic and situated learning, and inclusive pedagogical architectures grounded in equity and accessibility. Special attention is devoted to the pedagogical, curricular and organisational implications of these shifts, enabling participants to critique traditional assumptions and envision more dynamic, adaptive and learner-centred educational environments. Through inquiry-based workshops, case study analyses and design-oriented activities, participants deepen their capacity to translate theoretical insights into pedagogical innovation. They engage with real-world examples of schools and systems that have operationalised elements of the New Learning paradigm, analysing the mechanisms, leadership practices and cultural conditions that support sustainable change. Facilitated reflection, peer dialogue and individualised coaching help educators articulate context-specific strategies for redesigning classroom practices, strengthening professional cultures and initiating small-scale innovation projects within their own institutions. By the end of the programme, participants will not only have gained a sophisticated understanding of the conceptual architecture of New Learning, but also developed the practical and reflective tools required to act as change agents within their schools. The course positions educators as active contributors to a broader movement toward more equitable, engaging and future-oriented education systems, emphasising the importance of practitioner inquiry, collective learning and long-term capacity building.