An ideal classroom in an ideal school

















Education is an important part of human progress and the future of knowledge and technology is dependent on education. Many organisations have contributed to understanding the role of education in the globalised world. This focuses on the ability of education to meet and adapt to the new trends and emerging issues in the society, especially science and technology. The 21st-century approach to education focuses on the individual contribution to knowledge acquisition and the society in terms of social values and family contributions to education. The role of women in education and promoting women education is the key focus for educators (Rao, 2003, p.2). In addressing education issues in the 21st century, UNESCO has formed an international body to address these issues. This body sought to address the various differences in the cultures among member states. The differences in the political and social aspects of each country contribute on the approaches to education, training, and even employment trends in a country and this can be a positive or negative effects on development. Education plays an important role in research and social cohesion (Rao, 2003, p.2). The focus of this paper is to evaluate the aims and values related to education in the 21st century and analyzing on the principles of education and how they contribute to creating an ideal environment for education.


Creation of Global mind

Globalisation has led to the creation of global village whereby interaction of cultures and people has increased and education approaches have changed to globalization. The global mind helps understand different issues and problems faced in different regions and continent. The availability of information through electronic devices and the internet have increased the understanding of education and changed goals in education both in regional and global circles (Pandey, 1998, p. 220).

Development Mindedness

Education contributes to human development in the sense that it contributes to the growth of physical, intellectual and spiritual aspects of human beings. Educational knowledge helps appreciate the human abilities and how these abilities can be utilized to achieve human development and to a further how these abilities can be of economic value to a country (Pandey, 1998, p. 220).

Global cooperation

Education in the 21st century is characterized by democracy, and thus the aim of education is creating individuals who are able to embrace teamwork since the world is interrelated and interdependent. Education is meant to contribute to the larger goals of society and not for self-improvement. The approach to democracy in education today has contributed to the voicing of educational aims and issues affecting education presently (Noddings, 2015).

Creation of Active Learning

Learning is education through the provision of information. Learning is what is important in the 21st century since it focuses on the awakening of human intelligence through self –educating mechanisms. Active learning leads to innovations and inventions which are important in the 21st century whereby society is faced with many issues and thus problem-solving skills from active learning are important (Pandey, 1998, p. 220).

Active learning helps in instilling important human aspects which education cannot provide. Learning is important in the discovery of conscious aspects of human life. Qualities and self-discovery cannot be learnt in education. Self-knowledge is important in understanding the world and issues such as nature, religion among others (Pandey, 1998, p. 223).

Holistic Human Development

Education in the 21st century is focused on the specialisation of human skills and developing these skills to produce specialists in different fields. Specialization in individual skills and abilities contributes to social transformation and productivity in society. Specialization in education increases efficiency in the particular fields which have developed specialists (Pandey, 1998, p. 223).


Education in the 21t century is dynamic and the underlying principles should be observed in creating an education system which is future-minded and beneficial to the individual and the larger society which is the global scene. The education today should consist of well-laid course designs which are aimed at meeting the learning needs of an individual while enhancing the interaction with technology among other educational requirements. Information used in education should be of value to the student and contribute to the learning goals.

Educational Transformation and Information Technology

Education is about the availability of information and how this information contributes to the learning process of an individual and the society at large. Education in the world has experienced great evolution and one of the contributing factors to the evolution of education and knowledge availability is the advent of information technology (Chandra, 2003, p. 261). The availability of technology has contributed to the initial efforts to increase the availability of knowledge through the introduction of the printing press which revolutionized the course education in the industrial age. Since then the changes and advancement in technology and information the course of education has changed and improved to accommodate educational needs of the changing world (Chandra, 2003, p. 261).

The world is characterized by technology and technology discoveries which have then increased the access to information. Technology such as computers and the use of internet has increased global connectedness and communication. It has increased the accessibility to educational information. The world has reduced classroom to the virtual environment through the use of internet and thus the access to education and information has improved. The educational goal of cooperation has been promoted by the use of technology by reaching to students and dispensation of information through the computers (Chandra, 2003, p. 261).

Technology has created the idea of the virtual classroom and the emerging trends in the global world of distance learning. This concept enables student’s access information pertaining to their particular disciplines through the online access to their lectures and learning materials. This has reduced the cost of education and access to information worldwide. Also, virtual classrooms are convenient in creating specialist in certain while utilizing least resources (Chandra, 2003, p. 261).

Education has experienced the wave of transformational changes from information technology whereby the education system is based on time based instructional time and the assessment based on time and performance from both the student and lecturer. The access to information in the transformed education system is equitable through virtual information and use of digital tools such as computers (Chandra, 2003, p. 261).

The transformed education system is flexible to the learner and the teacher. Flexibility is both in time and place. The use of information technology in education has contributed to educational flexibility and convenience in the globalised world. Also, information technology has lead to more personalized education and proper interaction between the educator and the learner. The incorporation of information technology in education systems of the world has been the goal in most governments (Chandra, 2003, p. 261).

Curriculum-Core and Hidden

Curriculum in the education system defines the teaching and learning expectations through defining what should be undertaken in a particular course. A curriculum in a school setting describes the course contents and the particulars of grading among other details in the education system. Education institutions in the world adopt different curriculum depending on the educational goals and the resources available and the history of the system (Kridel, 2010, p. 440).

Curriculum defined at the classroom level indicates activities developed for the student which are in line with the larger school curriculum goals and expectations.  The education system contributes to the educational needs of individual through the formal and the informal systems. The values attained from both are significant in the current education system which embraces the individual needs and community needs of educations (Kridel, 2010, p. 440).

Core curriculum is defined by meeting the educational requirements through a set of particular courses. The core curriculum is detailed with the particular content, the learning materials, evaluation procedures, and these details are set to meet set objectives. The core curriculum is the formal form of curriculum and it contributes to the achieving of educational goals of acquiring skills from a particular course (Ornstein, Levine, & Gutek, 2011, p. 438).  The core curriculum focuses on the core subjects which form the core of education. This concept promotes the subject matter idea whereby the focus is on the key subject requirements for each student depending on their core subjects. The core curriculum focuses on content and the courses and it ignores the importance of education equation such as hidden curriculum (Ornstein, Levine, & Gutek, 2011, p. 438).

The Hidden curriculum is a by-product of formal education curriculum. Students learn unintended lessons, values and acquire perspectives in the school setting due to the process of active learning. The hidden curriculum enables students to adopt behaviors and learn lessons which are not part of the formal curriculum but important in the learning process. Lessons such as interaction with other people, appreciation of people’s cultures are examples of abilities acquired in the hidden curriculum (Kridel, 2010, p. 440). Hidden curriculum is unintended lessons derived from the formal curriculum and in the globalised world of education, hidden curriculum has raised debates on how the concept of hidden curriculum and the values learnt can contribute in transforming education system and changing educational policies across the world. Values obtained in the hidden curriculum are vital in eradicating issues of biases in education and embracing multicultural educational systems and institutions across the world (Kridel, 2010, p. 440).


Active Learning

Active learning is the process of learning which is engaging to the students. Student involvement is key in describing an active learning process in any education system. The student is engaged in activities which involve discussions, problem-solving, analysis, and evaluation. Active learners develop better skills in the content mastery and knowledge development. Active learning is achieved through the use of correct strategy in learning and the favourable environment (Harmin & Toth, 2006, p.29).

Active learning calls for an environment (school environment) that promotes the use of research-based education and this contributes to the development of good analysis and investigative abilities of the learner. The learning environment could be dynamic in the sense that there is the interaction of disciplines which promotes the learning experience and exposure. Also, collaborative learning is important in achieving active learning in an institution, and it encourages learners to develop skills individually and communally (Harmin & Toth, 2006, p.29). Technology in the today’s globalised world has provided an environment for active learning; the use of technology devices provides an ideal classroom and actively engages the learners. The technology captures the visual and interest of the learners and thus active participation in the analysis and deductive capabilities of the student. Visual learning experiences are more effective in the absorption, analyzing and synthesis of subject content.  (Harmin & Toth, 2006, p.29).

Ethos and Social and Emotional Aspect of Learning

Learning experience contributes to the social and emotional aspects of the overall individual as per the education systems. Education has effects on individual development and this is dependent on the different aspects of the learning environment and the interaction of ethos, curriculum and other aspects of the environment (Järvelä, 2011, p. 88).

Learning process comprises the creation of a positive environment and proper ethos for the overall operation of an educational system and institution. Learning promotes cohesion through embracing individuals with different social and economic backgrounds. Learning promotes individual learning in aspects of participation and this contributes to the deepening of social networks and development of individual values and norms and this is important in the ethos of interaction and reciprocation (Järvelä, 2011, p. 88). Learning process includes the teaching of social and emotional skills to the learners and this helps in the regulation and formulating the professional expectations of the staff. It also promotes the self-awareness skills and self-efficacy to the learner. The school environment is important in creating individuals who are academically, socially and psychologically competent in the community (Järvelä, 2011, p. 88).

Learning environment

The learning environment as described in the education system refers to the physical location where learning takes place. In the current education system of education the learning environment is the classroom and creating the ideal classroom for learning is significant in educational goals. Learning environments are diverse according to the approach and styles in which education takes place. For instance, there is the virtual classroom which is the product of technology and the virtual classroom setting is different from the actual classroom (Brucato, 2005, p. 8).  The nature of learning environment is determined by different factors which require the interaction of the factors such the structure of the school or education system and culture. These determine the approaches to curriculum and other factors pertaining the allocation of education resources and thus the environments for learning can be diverse. An ideal learning environment is a product of teacher and parent contribution and the contribution of the culture is important in creating a positive learning environment (Brucato, 2005, p. 8).

Modern education systems have embraced the use of technology in providing positive learning environments. Learning environments in the 21st century are positive if certain aspects are met. These aspects include flexibility and increased access to learning resources.  Education systems in the world are globalised and in order to meet the global need and standards of the learning environment, the learning institution should meet the requirement in order to enable the learner to have a positive learning experience (Brucato, 2005, p. 8).

Learning environments should support learning to both the learner and the teacher. This environment is inclusive and practical in the modern need for active learning. Besides the access to teaching space and resources, learning environment which is positive calls for the general cultural and community contribution to education outcomes. The globalised world calls for environments which can absorb the global diversities in the race and economic differences. The environment supports teaching and enhances the learning and thus complementing each other (Brucato, 2005, p. 8).

Online learning environment requires the proper communication methods and the proper use of technology in order to achieve the benefits of learning. The learning environment requires access to information and this online environment is a trend that is common in the globalised world and measures to improve the online learning environment is vital in meeting education needs of the 21st century (Brucato, 2005, p. 8).


The education system is important in creating individuals who are professionals in different fields. Also the creation of skilled individuals and how education promotes world cohesion is important in the creation of an all-inclusive system of education. The proper practices in education should be employed so as to achieve success in creating an education system which creates cohesion. The social and emotional aspects of learning and the contribution to the development of the world should be considered when coming up learning policies. Besides the structural aspects of the education system, the contribution of information technology in today’s world has contributed to the global access to education. The access to education has improved with the use of printed books and use of media and internet in achieving the universal need for education.











Bhaskara, R. D. (2003). Education for the 21st century. New Delhi: Discovery Pub. House.

Brucato, J. M. (2005). Creating a learning environment: An educational leader’s guide to managing school culture. Lanham, MD: Scarecrow Education.

Chandra, R. (2003). Information technology: A revolutionary change. Delhi: Kalpaz Publications.

Harmin, M., & Toth, M. (2006). Inspiring active learning: A complete handbook for today’s teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Järvelä, S. (2011). Social and emotional aspects of learning. Amsterdam: Academic Press.

Kridel, C. A. (2010). Encyclopedia of curriculum studies. Thousand Oaks, CA: SAGE Publications.

Noddings, N. (2015). Education and democracy in the 21st century. New York: Teachers College Press.

Ornstein, A. C., Levine, D. U., & Gutek, G. L. (2011). Foundations of education. Belmont, CA: Wadsworth Cengage Learning.

Pandey, J. (1998). Gandhi and 21st century. New Delhi: Concept Pub. Co.






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