Reimagining Education in the Knowledge Society

The unprecedented growth of information and technology, globalisation, and changing social systems have not only given rise to but also propelled the emergence of a knowledge society. This social transformation implies that there is an increased production of and access to knowledge across institutional, geographical and systemic boundaries. However, knowledge society should not be characterised as a mere production and transfer of information; instead, it should be acknowledged as the meaningful and effective transformation and translation of information into knowledge that can enrich human lives. As we now find ourselves immersed in a rapidly evolving knowledge society, education takes on different purposes and confronts new challenges.

In the knowledge society, there is an abundance of information readily available through diverse channels and platforms. It therefore becomes crucial for individuals to learn how to identify and locate the information they need, while also being able to critically analyse and evaluate its quality. Only through these competencies can they transform information into knowledge beneficial to them. This highlights the importance of incorporating information literacy and digital skills into education, in addition to proficiency in reading, writing and arithmetic. Moreover, learning should not be limited to the acquisition of tools and techniques; it should also focus on the purpose for learning, empowering students to question and assess its relevance and usefulness and to synthesise information from a myriad of sources.

Furthermore, the accelerated production and widespread dissemination of knowledge lead to rapid changes in social, political, economic and cultural norms and institutions.

This relentless pace of changes necessitates individuals to adapt and remain open to continuous learning, which will help them cultivate a mindset of flexibility. Indeed, the concept of lifelong learning and education, advocated by the international community for decades (as exemplified by UNESCO’s 1972 report Learning to Be: The World of Education Today and Tomorrow), emphasises that education should not be limited to formal schooling.

While the wealth of information and new technologies could be perceived as an opportunity for social development, their potential for generating positive change for all depends on the integration of all members into society. Education thus should equip individuals with empathy, compassion and an appreciation for cultural diversity. In addition, to address the prevailing societal challenges, education should underscore the principles of democracy and social justice and instil a sense of civic responsibility.

Unfortunately, there are several challenges that hinder the realisation of the evolving purposes of education. Neoliberalism, deeply embedded both ideologically and discursively within the knowledge economy, has led to the commodification of knowledge and education. This has resulted in learners being perceived and treated as potential knowledge workers rather than individuals with unique needs and aspirations. To address this challenge, we should move away from the notion of education only as a means to achieve economic imperatives and instead place greater emphasis on personal well-being and holistic growth.

Furthermore, a knowledge society should not be solely based on the knowledge economy, which often favours particular forms of knowledge (e.g., scientific and technological knowledge) and benefits certain socio-economic groups. UNESCO’s  report Towards Knowledge Societies (2005) warns that excessive commodification of knowledge risks undervaluing local and indigenous knowledge, potentially leading to their eventual disappearance, and also constrains meaningful and relevant knowledge sharing for all.

Another formidable challenge is the unequal access to and utilisation of information and communication technologies. The disparity known as the digital divide is influenced by factors such as age, gender, education, socio-economic status or geographic location. For example, UNICEF and ITU’s report How Many Children and Youth Have Internet Access at Home (2020) presents that while high-income countries have 87% internet coverage, low-income countries only have 6%. However, the more disconcerting issue is the knowledge divide, which is further exacerbated by the digital divide. Not everyone enjoys equal access or possesses the skills and capacity to seek, produce, evaluate and apply knowledge. The gap is most noticeable between the global North and the global South, but it also exists within countries and societies. Simply providing access to information and communication technologies will not be sufficient to address the knowledge divide; it also requires education that prepares individuals for the knowledge society.

The purposes and challenges of education in a knowledge society discussed here are not new. Many international organisations such as UNESCO, OECD and the World Bank as well as policymakers, scholars and practitioners have explored, debated and written about the topic. Despite the efforts, it is evident that we have unfortunately yet to make much progress. There are indeed many challenges related to funding, infrastructure, governance and institutions that were not even discussed here. However, what should come first is reimagining education beyond traditional and neoliberal models of education. Only then can education be a catalyst for building a genuine knowledge society for all.