AE6008 - Teachers, Learners, and Schools in the 21st Century (2026/27)
| Module specification | Module approved to run in 2026/27 | ||||||||||||
| Module title | Teachers, Learners, and Schools in the 21st Century | ||||||||||||
| Module level | Honours (06) | ||||||||||||
| Credit rating for module | 30 | ||||||||||||
| School | School of Social Sciences and Professions | ||||||||||||
| Total study hours | 300 | ||||||||||||
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| Running in 2026/27(Please note that module timeslots are subject to change) | No instances running in the year |
Module summary
The emergent 21st century has brought significant developments for education and educators. This module explores these developments and considers possible directions for educational development. It examines the impact of globalisation, economic restructuring and encounters with cultural difference. It explores how these dynamics relate to the future of education and schooling. The module encourages students to consider potential educational responses at policy, curricular and institutional scales, as well as at a personal level, thereby preparing them for a role as active professionals.
You will:
- Situate education, schooling and teaching within a broad and accessibly interpreted social, political and economic context.
- Increase knowledge of a number of contemporary developments at global and local scales and to open up consideration of educational responses to them, along with possible linkages between them.
- Develop skills supporting formal discussion, informed debate and the judicious use of evidence to form and substantiate arguments.
- Consider your standpoint in relation to the themes and issues examined, as well as the meaning of being a teacher in light of these evolving contexts
Syllabus
1. The module examines the English state education system in relation to global educational issues. It is, therefore, underpinned by the concept of the ‘glocal’. This, in turn, is situated in relation to questions surrounding the uses and meaning of knowledge alongside discussion of the purposes and values of state education.
2. Topics include international policy influences such as those from OECD and UNESCO, as well as English policy directions from the DfE. The module explores relationships between local and global contexts alongside the implications for educational practice. Themes covered include; economic and political drivers, performance comparisons, learner, parent and teacher values, behaviour and accountability, resilience and futures thinking.
Balance of independent study and scheduled teaching activity
Students will be offered a blend of lectures, seminars, workshops, synchronous learning at distance and feedback sessions · Weblearn our VLE will provide supporting material · Students will be expected to actively engage with additional materials and discussion opportunities that will be available via WebLearn
Learning outcomes
On successful completion of this module students will be able to: LO 1 – Demonstrate detailed knowledge of a specific global challenge faced by the educational field. LO 2 – Demonstrate a systematic and critical understanding of a links between specific global challenges and local impacts faced by the educational field LO3 Demonstrate an emerging professional identity and articulate a value setting for their work as agentic, critical professionals.