Educational research in Singapore (Educational Research Association of Singapore, Singapore)

• In Event: Worldwide Education Research Priorities and Collaborative Opportunities from the Vantage of Education Research Associations

Abstract

The world has recently been subjected to many disruptions, including the COVID-19 pandemic and geopolitical tensions. These challenges have also accelerated technological advancement and change, allowing for greater global connectivity. Today’s world is fast-paced, and there is an eminent need to prepare our next generation for the uncertain future. Education needs to be rethought, reimagined, and redesigned to equip our learners with the competencies and values required to thrive in the constantly changing world. With the changing role of education, future-ready educators have to be values-anchored, and possess the knowledge, skills, and competencies to develop every learner holistically to his or her fullest potential.

In developing future-ready students, there are research conducted in the areas of pedagogical interventions to motivate students in their learning and to develop their 21st century competencies. These educational research aim to gain insights into students’ learning processes and outcomes (refer to https://www.moe.gov.sg/education-in-sg/21st-century-competencies for Singapore 21st-century competencies framework). With rapid technological development, Generative AI and learning analytics have transformed schools' teaching and learning landscape. With the launch of the Singapore EdTech masterplan 2030 (refer to https://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-masterplan), educational research areas include how AI can be harnessed to meet individual student’s needs and offer immediate and customised feedback to students. These research are important as they gain insights into how personalised learning would facilitate students’ ownership of learning and the development of self-directed learning skills. In addition, educators and researchers are also interested in understanding how learners collaborate to co-construct knowledge in digital learning spaces.

To prepare future-ready learners, it is pivotal to prepare future-ready educators. National Institute of Education (NIE)'s initial teacher preparation is a value-based teacher education programme to develop future-ready teachers. The 21st teacher education model (TE21 V3SK) is strongly anchored on a three-pronged set of values: commitment to the learner, the profession, and the community (NIE, 2022). Wrapped around the central pillar of the three sets of values are the skills and knowledge bases need for a 21st century teaching professional. The dynamic interaction of skills and knowledge will help future-ready teachers build competencies and the ability to make connections across different fields (refer to https://www.ntu.edu.sg/nie/about-us/programme-offices/office-of-teacher-education/te21 for more information). In teacher education, key research areas include the development of teacher identity and reflective practice and experimenting with transformative pedagogies that leverage AI and learning analytics to develop future-ready teachers.

The Educational Research Association of Singapore (ERAS) was established in 1986 as a non-profit organisation to promote the cause of educational excellence in Singapore and the region via the conduct, promotion, and use of relevant educational research (refer to https://eras.org.sg/about-us/). Through the organisation of international conferences and webinars, ERAS plays a pivotal role in facilitating the integration of research and practice to create educational systems that truly empower learners, acknowledging their individuality, encouraging their passions, and preparing them for an ever-changing world. With ERAS being an association member of WERA, it will continue to explore opportunities for educators, researchers, and policymakers around the world to come together to deliberate and discuss educational opportunities and challenges to discover and disseminate best practices that promote the all-rounded holistic development of our teachers and students.

Author

• Bee Leng Chua, National Institute of Education - Nanyang Technological University