Educate Northwest Helvetia: a Delphi study on public schooling in Switzerland

Abstract

Purpose The Delphi study Educate Northwest Helvetia is part of a multi-stakeholder approach to define common challenges and priorities for public schooling in a federal setting. This paper aims to take stock of the outcome of expert ratings and group discussions. Design Based on a literature review of megatrends, 21st century skills and sustainable development goals, the study focused on four domains: digital change, economic change, sociocultural change and ecological change. Opinions of teachers, principals and other experts were collected in the first wave via an online survey (n = 707). In the second wave, findings of the survey were discussed in ten online workshops, and participants refined priorities for schooling 2030 via real-time online scoring. Quantitative data were analyzed using exploratory and confirmatory factor analysis. Findings Analysis of quantitative data shows an emphasis on soft skills, self-organization, equity and transversal competencies. The enhancement of computational thinking and teaching on sciences, technology, engineering and mathematics are important minority concerns. Practical implications The study delivers a manageable set of 12 priorities addressed to cantonal ministries of education, teacher unions, associations of principals and other stakeholders. Research limitations/implications Since these priorities are rather abstract, qualitative in-depth research concerning uptake and impact is needed. Originality/value This study provides new perspectives for the dialogue on evidence-based policymaking in settings of consensus democracy. It also provides valuable pointers for school improvement and teacher education that can be further explored.