Education We Want

No one knows how the curriculum is experienced in the classroom today better than students themselves. Therefore, we collected student voices from secondary schools around the world on the six major curriculum issues facing policymakers and curriculum designers. Watch the students' videos to learn how they would improve the curriculum to create the education (and future) we want.

Student Voices on Curriculum (Re)design

Want to hear even more from students?

Students are critical stakeholders in the OECD Future of Education and Skills 2030 project, and this brochure shares stories from students about their experiences with curriculum.

If you want to learn more about our curriculum analysis.

The Six Curriculum Issues

  1. Time lag between today's curriculum and future needs
  2. Curriculum overload
  3. Ensuring equity through curriculum innovations
  4. Curriculum flexibility and autonomy
  5. Values in the curriculum
  6. An ecosystem approach to curriculum redesign and implementation

Time lag

If you were in charge of the curriculum in your country, what one thing would you change to make it relate better to the lives of students today, and why?

Manuel, Portugal: “Teach us soft skills”


Karin, Thailand: “Learning from real-world situations”

Qirui, Ireland: "Technology is essential" 

Kirill, Kazakhstan: "Close the gap to university"

Christopher, Ireland: "Teach me life skills"

Alice, Ireland: "Universally relevant skills"

Kerimberdiyeva, Kazakhstan: "Give us responsibility"

Saule, Kazakhstan : "Increase teacher autonomy"

Curriculum Overload

Often there is just too much to learn and not enough time to learn it. What change in the curriculum do you think would help students learn at their own pace and learn the content on a deeper level, and why?

Sanzhar, Kazakhstan: "Make subjects interdisciplinary"

Pakawatkita, Thailand: “Shorter school day”

Andrea, Indonesia: “Prioritise useful subjects”

Julia, Ireland: "Study less, learn smarter"

William, Ireland: "Time to analyse & appreciate"

Marilia, Ireland: "Bring in reality"

Milana, Kazakhstan: "Let us choose"


Think about some of the barriers that prevent certain learners from having opportunities to learn. What is one change you could make to the curriculum in your country to help ensure that no student is left behind because of their personal or social backgrounds (e.g. special learning needs, socio-economic background, gender, ethnic origin, location), and why?

Ainel, Kazakhstan: "Flexibility for equity"

Tada, Thailand : “Help us find our voice”

Arsen, Kazakhstan: "Combat discrimination"

Lyailya, Kazakhstan: "Peer learning"

Hema, India: "Equitable access to knowledge"

Marius, Moldova: "Support under-resourced schools"

Flexibility and Autonomy

Think about what you learn, how you learn, when you learn, where you learn, and how you are assessed. Pick one of these aspects, and tell us about a change you would make to improve that particular aspect of your learning experience, and why?

Nakai, Ireland: "Integration of current affairs"

Ohm, Thailand: “Engage us with flexible assessment”

Miki, Japan: "Share ideas beyond school walls"

Finnian, Ireland: "Teacher & student co-creation"

Kelly, Ireland: "Meaningful assessment"

Adiya, Kazakhstan: "More language options"


In your opinion, what are the top 3 most important values to include in your country’s curriculum, and why?

Tara, Indonesia: "Feeling safe to fail & interact"

Wichita, Thailand: “Teamwork, adaptation, rights”

Chi Chi, Ireland: "Engagement for deep learning"

Ayaan, Ireland: "Participation, understanding, respect"

Dias, Kazakhstan: "Help us recharge better"

Adiya, Kazakhstan: "Creativity, responsibility, freedom"

Arfath, India: "Creativity, interaction, freedom"

Ecosystem approach

Your learning and well-being are affected by so many people around you. Who are the 3 most influential people that motivate you to learn and make you feel safe and happy at school, and why?

Rojanat, Thailand: “Learning from others, knowing myself”

Ainur, Kazakhstan : "Teachers, students, alumni"

Clara, Indonesia: “Comfort and support”

Muireann, Ireland: "Motivated by a teacher & my sister"

Caoimhe, Ireland: "Those we can turn to"

Seth, Ireland: "Contagious passion & motivation"

Yergen, Kazakhstan: "Those who support us"