Future Skills Report

WHAT STUDENTS THINK ABOUT…

SUPPORTING THE DEVELOPMENT OF KEY SKILLS FOR THE FUTURE

yo disfruto de…

‫في رأيي‬

I believe...

我相信 ...é importante

In Their Own Words

My name is Willa, and I am a grade 11 student studying at Stamford American School Hong Kong.

Participating in this Future Skills study at Oxford, I found it interesting that students around my age all held completely different opinions on what skills they believe are most important for the future. It was an eye-opening moment to see students from diverse backgrounds share their unique perspectives, shaped by experiences I could never have imagined.

I believe that curiosity, open mindedness, and communication are key skills that allow us to learn as individuals in anything we do. Studying at Stamford for the past eight years has granted me a multitude of opportunities. Stamford encourages the growth of their students through internal and external opportunities, fostering continuous progression and student leadership. One main way Stamford cultivates these skills in us students is by allowing high school students to pursue their interests through student-led clubs and nurturing our ability to expand on our ideas whenever there is room for growth.

Additionally, a wonderful aspect of Stamford is the willingness of teachers to provide leadership opportunities to their students. As a relatively new school, Stamford leverages its freshness to integrate student leadership, amplify our voices and impact and offer new horizons for students to further their practical skills (such as communication). Moreover, Stamford challenges students to think with a global mindset, instilling the ideals of open mindedness and global curiosity within our regular approaches to learning. Overall, as a student, I deeply appreciate the care that Stamford has for shaping its students into future leaders. I hope that other schools can adopt a similar approach to education, empowering students to develop into successful leaders both within and outside the classroom.

These skills won’t just be useful in the classroom, they will accompany students as they grow.

Regardless of the context or the task, curiosity, open-mindedness, and communication enable us to learn from any situation, making each student a success story.

Thank you Cognita for supporting Stamford to be the school it is today, and for granting a chance to look back and share my insights over the summer.

I look forward to seeing what lies ahead for Cognita.

FOREWORD

STUDENT Ambassador 2025

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INTRODUCTION Contributors to this report 32 Students aged 15-18 from: Australian International School, Singapore The British School of Barcelona, Spain The British School of Valencia, Spain Dasman Bilingual School, Kuwait Dunalastair Schools, Chile Instituto GayLussac, Brazil North Bridge House Senior Canonbury School and Sixth Form, UK Repton School Abu Dhabi, UAE Southbank International School, UK Stamford American School, Hong Kong Stamford American International School, Singapore York Prep School, USA

Kristie Overton (author) Head of Group Education Insight and Projects Simon Camby (author) Group Chief Education Officer Doan Tran (designer) Content Manager (Group Education Team)

The ‘In Their Own Words’ series shares the insights of students from around our global community regarding important topics in education. We hope that this series encourages educators to provide varying opportunities for students to share their views and use their voices to have an impact, including through focus group discussion opportunities. We believe that such opportunities support students to show leadership, demonstrate agency and impact their own learning journey.

For this report, we enjoyed listening to the insights of students aged 15+ from Cognita schools around the world during focus group sessions at Worcester College, University of Oxford. In these sessions, our students interrogated research materials relating to ‘future skills’1 and offered suggestions for how schools can support their students to develop such skills. This snapshot highlights five of their key takeaways.

All insights in this report were shared during July 2025.

1. During focus group sessions, Cognita students were introduced to different frameworks relating to future skills from leading research and education organisations (e.g. the Organisation for Economic Co-operation and Development and the International Baccalaureate Organisation), before focusing specifically on the World Economic Forum’s Future of Jobs Report (2025). Widely praised for its value and comprehensiveness, the Cognita team were pleased to shine a light on the rich insights from the Future of Jobs Report and to structure our conversations around the ‘core skills’ detailed within the report.

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5 KEY TAKEAWAYS

from our students 1

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A curious, lifelong learner has the potential to start strong and stay ahead

Leadership skills are highly important and should be developed from a young age

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Reading, writing and mathematics skills underpin other abilities

Passion is a catalyst for effective skills development

5 Opportunities to look towards the future help to keep us motivated

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A curious, lifelong learner has the potential to start strong and stay ahead

With reference to the World Economic Forum’s Future of Jobs Report2, our students endorsed the view that curiosity and lifelong learning are crucial skills, with some sharing the view that both curiosity and lifelong learning may be of greater importance than other skills in determining their future success. Their reasoning for this was simple – if we are not curious, lifelong learners, surely someone who is a lifelong learner will simply surpass us in a competitive employment market. To our students, being a curious, lifelong learner means being able to adapt to a changing labour market and being able to ‘stay ahead’, as a result of your commitment to pursuing continual improvement and new knowledge. The students linked this point to technological change, noting their expectation that the need for ‘upskilling and reskilling’3 will only become stronger over the coming years, considering the rate of technological advancement.

2. World Economic Forum, Future of Jobs Report, 2025 3. Ibid, pg. 47

A self-reflection question for educators…

How do I role model being a curious, lifelong learner?

If we are not curious, lifelong learners, surely someone who is a lifelong learner will simply surpass us in a competitive employment market Eduardo, Grade 12, Instituto GayLussac, Brazil

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Our students considered that there are two main environments where young people can become inspired by lifelong learning - at home and at school. Multiple students recognised that they are fortunate to have families at home who endorse curiosity and lifelong learning and support them to become lifelong learners by helping them to access new knowledge and ideas. For example, one student shared their enjoyment of receiving the Financial Times at home each day, whilst another shared that as one of their parents works in research, they are able to access academic papers with ease.

Whilst a passion for lifelong learning can be nurtured by families at home, there is no doubt that schools play an important role in fostering and reinforcing this disposition within their student body. Our students shared the recommendations that a school can help foster a disposition for curiosity and lifelong learning by: All staff members role-modelling being a curious, lifelong learner Including by discussing with students the courses they have taken, the languages they are learning, the colleagues who share their passions, the podcasts they are actively listening to, or the stories that have caught their attention in the news

Delivering continual challenge to students to ensure that there is always new learning Including by ensuring that students are aware of the availability of additional resources in subject areas, providing opportunities for students to share what they want to know more about, inviting expert speakers to school and offering an exploratory and enriching academic journey

What does the research say?

‘In today’s fast-paced world, the importance of continuous and lifelong learning cannot be overstated.’ 4 ‘In a rapidly changing and increasingly complex world, the value of technical skills and knowledge can depreciate with time. However, one timeless skill stands out as a superpower in the workplace and at home: curiosity.’ 5 4. University of Cambridge Online, Advance your Career with Continuous and Lifelong Learning, Moffett, 2024 5. Forbes Coaches Council, Curiosity: The Superpower For Success In The Workplace, D’Amico, 2024.

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02

Leadership skills are highly important and should be developed from a young age

Our students considered that their future success is likely to be linked (at least in part) to their leadership abilities – including leadership of self, of project(s), of a team or of a community.

They considered that, for their success, they must have both strong leadership skills and confidence in their ability to lead. To develop in both of these areas, the students explained that it is important for students to have access to leadership opportunities from a young age and for there to be regular discussion in school regarding what constitutes leadership (including explaining that this is not limited to formal leadership opportunities) and the ingredients for ‘effective leadership’. The students shared that they have had access to broad opportunities for leadership in their schools, including within the classroom and outside of the classroom and that as a result of this they feel excited about pursuing leadership opportunities during Higher Education and beyond.

A self-reflection question for educators…

Could we benefit from exploring with students their interpretation of leadership in school?

Schools should definitely provide opportunities for student-led things like cocurriculars, student council and lots of leadership positions. I think our school does that especially well and it would be great if all schools had that.

Willa, Grade 11, Stamford American School, Hong Kong

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Further expanding on this point, the students shared their awareness that leadership opportunities can take various forms in school and that opportunities for effective leadership come both within the classroom and outside of the classroom. Examples of great leadership opportunities that they shared were as follows: In the classroom

Outside of the classroom

Representing the class when working with a teacher Taking a leadership role in a project

Leading a club or establishing a new club Taking a formal leadership role within the school Taking a leadership role on a trip or visit Representing your school at an event Representing others in a focus group setting

Sharing a presentation with the class Helping others to understand a new concept Being an ambassador for school values when reinforcing classroom habits

The students considered that at their schools, they have access to all of these leadership opportunities. However, they explained that without formal opportunities to discuss leadership, some students may not realise that all of these activities are actively developing their leadership skills. The students considered the examples highlighted in blue above to be the obvious, known examples of leadership in school. Those in white are the activities that they considered to be less obvious activities for developing leadership skills.

The students therefore recommended that all schools should actively and regularly discuss leadership with students – ensuring that there is a shared understanding that there are many ways to be a ‘leader’, not limited to formal leadership opportunities. The students felt that this would help more students to feel confident in their leadership abilities upon graduation, as they are more likely to know that even without a formal leadership role, they have still had the opportunity to develop and exercise their leadership skills.

What does the research say?

Victoria State Government notes that in the most effective schools: ‘Student leadership is not confined to a small group of individuals, as leadership potential is inherent within all learners. Student leadership includes listening to and being able to clarify the issues of the students they represent and advocating on their behalf.’ 6 For recommendations regarding how to activate student leadership, please refer to their work.

‘All middle level and high school students have leadership potential…Like character education, leadership development is for all students; it is critical to the process of leadership development that young people believe in this fact…we must remember to stress that every adolescent has latent leadership abilities that will become evident once recognized and nurtured.’ 7

8 6. Department of Education, Victoria, Positive Climate for Learning – Empowering students and building school pride 7. Fertman and Van Linden, Character Education: An Essential Ingredient for Youth Leadership Development, 1999

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Reading, writing and mathematics skills underpin other abilities

Our students shared their surprise with the placement of reading and writing skills (listed 21st out of 26 core skills) within the World Economic Forum’s Future of Jobs report8. They explained that this was because they considered reading, writing and mathematics skills to be the foundational skills required for an individual to interact with materials and exhibit other ‘higher-level’ skills. For example, they noted that to exercise analytical thinking skills, to exhibit technological literacy and to show curiosity and engage with lifelong learning, sufficient abilities in reading, writing and mathematics are a key requirement. They also shared their view that current approaches to assessment suggest that education systems and examination boards remain highly focused on these skills. Our students considered that schools should create the conditions for every student to develop a broad skillset, however, in doing so they must ensure an appropriate focus on the foundational skills is maintained. They felt that such skills are the necessary building blocks for broader success.

8. World Economic Forum, Future of Jobs Report, 2025, pg. 35 9. Bill Gates, Gates Notes, The Age of AI Has Begun, 2023

A self-reflection question for educators…

How do our students feel about the importance of reading, writing and mathematics skills in the age of AI9?

Reading, writing and mathematics, those are the foundations, the really big foundations which allow us to exhibit other skills.

Emily, Grade 10, York Prep School, USA

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When exploring the World Economic Forum’s Future of Jobs report in greater detail, we see that the employers surveyed to produce the report ‘identified…reading, writing and mathematics… as among the most stable skills’10, with only a small net decline in the importance of these skills projected for the 2025-2030 period.

However, later in the report, it is noted that Generative AI (GenAI) could substitute a human in performing more than 80%11 of the ‘granular skills’ under the umbrella of reading, writing and mathematics.

We consider that our students have picked up on an important area of consideration within the education sector right now, which is the need to balance preparing students for a technologically empowered world, where AI can be harnessed to improve productivity and achievement, whilst also ensuring that students excel in the foundational skills that they require to thrive – including to interact with and critically evaluate AI-generated content.

Linked to this, many government bodies and international organisations are actively considering how to adapt curricula to meet the demands of the 21st century, as illustrated within the OECD report ‘An Evolution of Mathematics Curriculum’, which ‘explores key considerations for modernising mathematics curricula to address the evolving societal, economic and technological demands of this century’12.

What does the research say?

‘Mathematical competencies are essential for personal and professional success.’ 13 ‘Mathematics plays a pivotal role in equipping students with foundational and advanced competencies needed for the 21st century. Among all subjects, mathematics is uniquely positioned to develop numeracy, critical thinking, data literacy, and problem-solving skills competencies that are essential for navigating technological advancements, economic shifts, and complex societal challenges.’ 14 ‘A strong foundation in reading and writing is crucial for children to achieve and thrive’. 15

10. World Economic Forum, Future of Jobs Report, 2025, pg. 37 11. World Economic Forum, Future of Jobs Report, 2025, pg. 44.

More than 80% of granular skills recorded with Moderate Capacity or High Capacity for human substitution by GenAI. 12. Organisation for Economic Co-operation and Development, An Evolution of Mathematics Curriculum: Where It Was, Where It Stands and Where It Is Going, 2024.

13. Ibid.

14. Organisation for Economic Co-operation and Development, Future-Focused Mathematics Curricula: Empowering Learners for the 21st Century, 2025.

15. Department for Education, United Kingdom, 2025.

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04

Passion is a catalyst for effective skills development

The students considered that whilst key skills for the future can be developed within the classroom, they felt that many of these skills they had best developed through pursuing their passions and interests, both in school and outside of school. The students noted that this is because enrichment opportunities offer different scenarios for skills development and because passion and interest leads to a commitment to success, where skills development is the by-product of this commitment. The students explained that the school plays an important role in ensuring that all students explore and pursue their passions, including by:

Helping students to identify and explore new potential passions, either within school or by endorsing opportunities outside of school

Nurturing students’ existing passions and maximising opportunities for students to share their work and achievements

Helping students to articulate their achievements (beyond academics) and determine the right next steps when applying to universities or pursuing employment pathways

A self-reflection question for educators…

How do students at our school showcase their passions (including if these passions are pursued outside of school)?

Model United Nations During extra-curricular activities has helped me to develop and time outside of school, I focus so many of these key my attention on doing what I think skills and has helped is most the important to me and I train my meskills to confidently develop with others who articulate sharemy myviews interests.

11,Bilingual Southbank Rashid,Lorenzo, Grade 11,Grade Dasman 11 International School,School, UnitedKuwait Kingdom

Our students reflected with pride about the opportunities on offer at their schools – including opportunities to pursue their passions in school, alongside opportunities to showcase their achievements outside of school with the school community.

For example, Lorenzo, from Southbank International School in London, explained that by exercising his leadership muscles in various football teams outside of school, he has been able to develop social influence, creative thinking and empathy and active listening skills.

Willa from Stamford Hong Kong concurred that she has seen the highest level of skill development in her work as the Head of the Student Council and Model United Nations, where she has developed talent management skills, motivation and self-awareness by leading these communities. As part of her work at Stamford Hong Kong, Willa has supported with advertising and promoting the extra-curricular offerings at her school, ensuring that every student is aware of all that is on offer to them.

Cognita students agreed that Model United Nations is a particularly impactful extracurricular opportunity for the development of key skills for the future. Rashid from Dasman Bilingual School noted ‘Model United Nations helps us to develop every single skill on this list’.

‘Model UN simulations engage hundreds of thousands of students each year’16, including a sizeable group of students from 40 Cognita schools.

What does the research say?

‘Participation in extracurricular arts and sports activities is significantly positively correlated with the enhancement in adolescents’ social and emotional skills.’ 17 ‘A positive relationship seems also to characterize cultural activities and cognitive competencies…Experiences abroad were found to predict better relationship management…Practicing sport activities is shown to influence positively selfmanagement competencies.’ 18 Careers teams and guidance counsellors ‘could strengthen the potential value of ECAs by helping students to analyze their ECAs in career terms and by [supporting]… students…in making ECAs more visible in their curriculum vitae.’ 19

16. https://www.un.org/en/mun 17. The Relationship between Participation in Extracurricular Arts and Sports Activities and Adolescents’ Social and Emotional Skills: An Empirical Analysis Based on the OECD Social and Emotional Skills Survey, Wang, Li and Yao, 2024.

18. Experiences That Matter: Unraveling the Link Between Extracurricular Activities and Emotional and Social Competencies, Cortellazzo, Bonesso, Gerli and Pizzi, 2021.

19. Ibid.

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05

Opportunities to look towards the future help to keep us motivated

Reflecting on the challenges and varying demands that impact young people today, our students considered staying motivated as the key to successful skill development. To help them stay motivated in times of stress or challenge, the students appreciated that their schools link them with role models and help them to explore career possibilities in a tangible way. For example, the students felt that by meeting with current university students or early career professionals, they are able to see with their own eyes the benefits of hard work and a commitment to skill development, which helps to inspire them and motivate them to press on with their commitments. Similarly, they shared that career simulation opportunities (such as careers fairs, work experience and internships) help students to gain exposure to the world of work, identifying the skills that they need to develop and inspiring them on their journey.

A self-reflection question for educators…

How do we support students at our school to look towards the future in a tangible way?

We had a careers day where people from different jobs and recent graduates came to talk about how they got into their careers and the skills they had to develop. Hearing their stories gave us lots of tips for managing our time and staying motivated.

Natasha, Grade 11, York Prep School, USA

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Building on this point, our students reflected that when they are busily preparing for examinations and writing coursework pieces, it can be challenging to think about the bigger picture and remind themselves of what their hard work will enable them to do in the future. Whilst their teachers regularly remind them of this verbally, seeing this for themselves every once in a while, (by meeting with a visiting university student or working professional in school) can benefit them from a motivational perspective.

Relating to career simulation opportunities, the students shared two clear benefits of such opportunities from a skills development perspective:

Considering your potential future career helps to motivate you in the present The students shared that seeing the world of opportunity that would be on offer to them if they work hard and achieve what they are aiming for, helps them to remain motivated to realising their goals - both academic and holistic20.

Proactively exploring future career options helps you to prioritise the right skills As evidenced by the Future of Jobs report21, the students shared their awareness that the importance of different skills varies between industries both in 2025 and beyond. Linked to this, they explained that by gaining exposure to the realities of working in a specific industry, they could identify which skills they should prioritise to maximise their prospects in their desired industry or employment sector – if they have an idea of this already.

What does the research say?

Within the 2025 report from the OECD, The State of Global Teenage Career Preparation, it is evidenced that: ‘three forms of teenage career development … are strongly linked with greater job success around the age of 25. These relate to ways in which students around the age of 15 explore, experience and think about their potential futures in work. Specific predictors include participation in activities such as job fairs and workplace visits, participation in career conversations and experiences of work through part-time work, volunteer work and internships/ short work placements.

Such activities are linked in turn to forms of career thinking (certainty, alignment, ambition, instrumental motivation) which are also associated with better ultimate employment outcomes.’ 22

20. The majority of Cognita students attend universities where this an expectation that they must demonstrate both their academic achievements and broader personal skills when applying for Higher Education. The slight deviation from this is in some countries in Latin America, where some national universities may admit students solely on academic merit.

21. World Economic Forum, Future of Jobs Report, 2025, pg. 92 22. Organisation for Economic Co-operation and Development, The State of Global Teenage Career Preparation, 2025.

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CONCLUSION It is clear from this process that educators have a lot to consider when preparing students for their futures - particularly when considering the rapidly evolving nature of the world that we live in, where technological advancements continually impact the labour market.

The Cognita team considers that we have a duty to the students in our care to remain abreast to labour market trends and the changing set of core skills which are likely to influence our students’ future success. Leading global research reports such as the World Economic Forum’s Future of Jobs Report (2025)23, offer highly valuable insights in this area, guiding educators around the world in this space. During this process, we enjoyed engaging in a meaningful discussion with our students regarding such research, providing a structured opportunity for these students to look towards the future and consider the trends that could impact their future career decisions.

Some key recommendations emerged from our discussions with pupils. We hope that these recommendations will help schools around the world to ensure that students feel confident about the key skills that they are developing on their educational journey: Find opportunities to discuss skill development with your students, with a focus on building their confidence and helping them to articulate their skills Explore ways to evidence a culture of lifelong learning in your school - for example by talking about your own learning with your students Get students talking about leadership - including by discussing the question ‘What is leadership?’, with a focus on leadership not being limited to formal roles Maximise opportunities for students to look towards the future and reflect on their future career options, ensuring that these conversations have started by the age of 1524 23. World Economic Forum, Future of Jobs Report, 2025.

24. Organisation for Economic Co-operation and Development, The State of Global Teenage Career Preparation, 2025.

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About Cognita Founded in 2004, Cognita is a leading global schools group with over 100 schools across 21 countries, which are united by a single purpose: empowering students to thrive in a rapidly evolving world. With 100,000 students and 21,000 dedicated staff across Asia, Europe, Latin America, the Middle East and the US, Cognita offers a truly global education experience.

Our schools prioritise academic excellence and then go beyond, fostering resilience, adaptability and a growth mindset to equip young people with the skills they need to succeed.

For more information about Cognita, please visit www.cognita.com.