Analyzing the OECD Learning Framework 2030 from 
an Interpretative Perspective

Ping Shang

doi:10.70711/neet.v3i4.6762

Analyzing the OECD Learning Framework 2030 from an Interpretative Perspective

Ping Shang

Abstract

The OECD Learning Compass is a key component of the OECD Future of Education and Skills 2030 Project, which aims to develop a vision for the future of education and provide direction for a desirable future of individual and collective well-being. Interpretivism
is a research methodology for policy analysis that focuses on uncovering the meanings, values, and beliefs in policies. This study used an
interpretative method to analyse the Learning Compass framework proposed by OECD, evaluating its strengths and limitations. The Learning
Compass focuses on student agency and transformative competencies, centering on knowledge, skills, attitudes, and values. However, it lacks
cultural universality, faces implementation challenges, and has a potentially Western-centric tendency. This study offers new perspectives for
future education, intending to present a more comprehensive and in-depth understanding for education policymakers and educators and to provide useful references and insights for the development of education in the future.

Keywords

OECD 2030 project; Learning Compass; Interpretivism; Learning framework

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References

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DOI: http://dx.doi.org/10.70711/neet.v3i4.6762

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