Abstract
With the onset of COVID-19 and game-changes like ubiquitous technology, artificial intelligence and global economies, public high schools are challenged to provide a new level of education. In order for the United States and other countries to compete on a global scale, school leaders need to reevaluate and redesign educational programs to provide students the exposure and experience needed to become globally competent competitors. This collective case study examined the knowledge of educators ranging from school leaders to teachers in regards to the predicted global megatrends, the future 2030 workforce, game-changing technology and the impact at three public high schools. The study examined how the process of change was implemented, how each school addressed challenges and barriers, and to what degree each school was able to transition to an online environment during the unexpected 2020 COVID-19 shutdown. The study design incorporated a mixed method case study approach. The information collected consisted of school leader and teacher interviews, as well as review of artifacts, documents and data. The researchers concluded that school transformation needs to start with an understanding of the future workforce and potential megatrends. Most importantly, schools must take action regardless of the challenges and barriers before them.
Highlights
As the United States further progresses into the 21st century and the economy continues to evolve on a global scale, societies are facing a new set of challenges and responsibilities in preparing students for the future
This is concerning because, if the intent of education is to develop students for future job markets, it is important that school leaders have a clear understanding of these global megatrends, as it has a direct correlation to the future global economy
The COVID-19 pandemic provides a living example of disruptions foretold and of megatrends working in unison to impact the world as described in The Global Trends 2030: Alternative Worlds Report (National Intelligence Council, 2012) and Future State 2030: The Global Megatrends Shaping Governments (KPMG International, 2014)
Summary
As the United States further progresses into the 21st century and the economy continues to evolve on a global scale, societies are facing a new set of challenges and responsibilities in preparing students for the future. Looking at the workforce vacancies and at the skills and knowledge of average graduates of the American educational system, it is evident there is a misalignment; that the system is not providing adequate programs as recommended by Flynn (2017) These reports support Edward Gordon’s argument in The Global Talent Crisis, Futurist (2009), that public school systems need a transformation in order to more effectively align with the new workforce demands and avoid becoming obsolete. With the new level of machines and technologies today and the research about the future economy that lies ahead, America once again needs to reevaluate and adjust how it educates and prepares youth This knowledge needs to drive changes in the American school system. He refers to the economy as “the market” and points out that current and future markets are constantly pushing for new ideas and solutions, known as game-changers, that are driving humans’ need to work faster and more efficiently
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
