For this week's View from the Top, we've handed over to Jacob Martin, deputy head of Dulwich College (Singapore). Below, Mr Martin attempts to peer into the horizon of 2055 and bring to life how the classroom as we know it will have transformed in ways it may be dangerous to predict...
The classroom will be a dynamic ecosystem of learning – fluid, personalised and deeply human. Evidence-based practice will have matured into a fully adaptive learning environment, where immediate student data on how they are accessing the material is collected and shared with teachers in real time. This will drive insights into how teachers should tailor instruction, as well as 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. 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 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. 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.
ÍÑ¿ã°É will be deeply embedded in civic life. Schools will be community hubs, fostering collaboration, ecological literacy and social justice. Systems Thinking will help students understand the interconnectedness of global challenges and empower them to act with empathy and courage.
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.
ÍÑ¿ã°É 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 through assessments and examinations, but in impact, resilience and a portfolio of evidenced skills.
As we prepare our students for this future, we must remember that the heart of education remains unchanged: human connection. The teacher’s role will become less the dispenser of knowledge, but a guide and a compassionate presence. In the words of Yong Zhao, “ÍÑ¿ã°É is life itself.” In 2055, it will need to be richer, more connected and more hopeful.
References
1. UNESCO. (2024). Artificial intelligence in education. Retrieved from
2. UNESCO. (2024). Artificial intelligence in education: challenges and opportunities. Retrieved from
3. UNESCO. (2019). Artificial intelligence and the Futures of Learning. Retrieved from
4. Zhao, Y. (2012). World Class Learners: Educating Creative and Entrepreneurial Students. Corwin Press.
5. Hattie, J. (2021). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. Öztabak, A. (2022). International ÍÑ¿ã°É and Cultural Sensitivity. Journal of Global ÍÑ¿ã°É Studies.