Co‑constructing Visions for the Future of Teaching

12. Culture of innovation: A holistic perspective from Chile

Abstract

This chapter presents different perspectives from the Chilean education system on the future of the teaching career and the role of innovation in shaping it. Javiera Sánchez and Martín Cáceres formerly from the Ministry of Education discuss the systemic conditions needed to support teachers as lifelong learners and key actors in educational transformation. Ana María Raad, anthropologist and NGO founder, reflects on the evolving role of teachers as facilitators of learning, emphasising the importance of fostering curiosity, creativity, and critical thinking in schools. María Francisca Elgueta and Patricio Vilches, both rewarded teachers and both winners of the 2022 and 2024 Global Teacher Prize Chile, highlight the power of teacher-led professional development, showcasing initiatives such as Communities of Professional Learning that position educators as leaders of pedagogical change. Together, these perspectives illustrate how strengthening a culture of collaboration and innovation can help shape a more dynamic and future-ready education system.

Introduction

Education systems are shaped by multiple actors – teachers, civil servants, policy makers, researchers, and communities – each with distinct roles, experiences, and priorities. As a result, what may seem like an effective solution from one perspective might not align with the realities seen by others. These differing viewpoints influence how innovation, professional development, and systemic transformation are understood and implemented. Recognising these diverse lenses is crucial for fostering meaningful change that benefits all stakeholders.

The following texts illustrate this complexity by exploring the future of the teaching profession, the role of collaboration in strengthening education, and how fostering a culture of innovation can reshape learning. Each contribution offers insights from a particular vantage point, highlighting the challenges and opportunities that emerge when striving to improve education. Together, they underscore the need for a holistic approach – one that values multiple perspectives in building a more dynamic and responsive education system.

Transforming the task: Teachers as custodians of humanity

Javiera Sánchez Ríos

Formerly of the Ministry of Education of Chile and currently at the National Centre for Educational Innovation and Digital Technologies in Uruguay

and Martín Cáceres Murrie Formerly of the Ministry of Education of Chile and currently Director of Nodo IA - Pontifica Universidad Católica de Chile 

Envisioning the teaching profession 30 years from now – and the role innovation will play – requires us to anticipate major societal shifts. 30 years ago, few could have predicted smartphones, rising threats to democracy, the urgency of the climate crisis, or a global pandemic keeping us confined for months.

In each of these crises, the education system and the teaching profession have been under constant pressure, prompting a renewed examination of fundamental questions: What does it mean to be a teacher? What do we expect from teachers? How does the teaching profession connect with other professions? Yet, meaningful reforms to strengthen the teaching profession are often overshadowed by short-term challenges. This has led to an overburdened education system where an already demanding profession becomes even more challenging, without the necessary support and conditions for its proper development.

In considering the future, the only certainty is that the pace of change will continue to accelerate over the next 30 years. What role, then, will education systems and a culture of innovation play in this evolving world? Historically, schools have always played a dual role: preserving essential knowledge and traditions while preparing individuals to shape the future.

In this sense, the latest technological disruption – generative artificial intelligence (AI) – further intensifies these fundamental questions. If machines are capable of replacing most human tasks, not only physical but also cognitive, what aspects should we strive to preserve? What kind of future do we want to build through our education systems? Which knowledge and skills should we prioritise in human development? What should schools look like to ensure these learning objectives are met? And how must the teaching profession evolve to respond to these challenges?

In an unpredictable world, both of these educational roles remain essential: We must safeguard core knowledge, memory, and shared values while also imagining possible futures to navigate increasing uncertainty. It seems that, at this crossroads, we must return to what is fundamental – working to preserve what makes us human. The experience of living with others, of enjoying, discovering, and reflecting is what defines us. What place, if not the school, can serve as the space to preserve and project what makes us who we are? Regardless of how society changes, people will always need to learn how to coexist with others and develop their potential.

As AI reshapes professions, some predict it could replace teachers. If teaching were only about delivering content and assessing performance, AI could replace it. But teaching is about human connection, guidance, and innovation – elements AI cannot replicate. Only a person can truly connect with another and support them in constructing their life experience.

Given the challenges of teacher shortages and declining student attendance, the major question is: How can we create learning spaces that foster citizenship, strengthen human connections, and enable personal growth? From our perspective, teachers have not been the sole sources of information and knowledge for decades, and the idea of a "New School" – one that serves as a microcosm of the society we wish to build – has been discussed for over 100 years (Dewey, 1916[1]). The focus must be on equipping students with the skills needed for an unpredictable world. It is not about merely identifying when a student has used generative artificial intelligence to complete an assignment; rather, it is about teaching them how to learn, how to research, question, and create, so they can flexibly adapt to change. Innovation in education means rethinking the roles of teachers and students to collaboratively tackle complex challenges. This requires a transformation of the teaching profession.

While not yet widespread, promising examples suggest that generative AI could support this transformation. At the Innovation Centre of the Chilean Ministry of Education, we have identified transformative and innovative learning experiences in thousands of schools across the country. These experiences come from educators and teachers at all levels and in various modalities, from rural and urban settings, particularly in the most vulnerable contexts. Furthermore, we have developed initiatives that integrate diverse professionals – beyond teachers alone – to support pedagogical teams in achieving desired learning outcomes. These initiatives encourage students to investigate and develop solutions to community challenges using digital technology (Ministerio de Education, 2025[2]). This pedagogical model has been successfully adopted by schools serving students with disabilities, those in correctional facilities, rural areas, technical education programmes, and both primary and secondary schools. As an example, a school serving students with disabilities of various ages carried out a project in which students explored their school's surroundings to identify areas where wheelchair access was not possible. These findings were presented to local authorities to develop an action plan to improve the city's accessibility. Another school created an open museum for parents and guardians, featuring photos of students reenacting iconic paintings as a way to bring art closer to families.

When transformative and innovative learning experiences take place, there is an observable enthusiasm for learning and engagement – both from students and teachers. We believe this is what we should strive for: Complex and diverse learning experiences that are not mere simulations of real life, but rather, life itself. In doing so, students and teachers alike will immerse themselves in the joy of learning, sharing, and building active citizenship.

Returning to the guiding questions of this publication, and based on the reflections outlined here, we propose that the essence of teaching lies in creating these types of experiences. Teachers should be equipped to provide the necessary scaffolding for their students to develop essential skills, positioning themselves as lifelong learners alongside them. This requires teachers not only to be experts in their discipline but also to have the fundamental skills to learn continuously, understand each student's needs, and design and manage learning experiences so that students develop the knowledge and skills they need. We envision teachers as highly skilled professionals, deeply knowledgeable about teaching methodologies, and capable of applying creativity and critical thinking to navigate the challenges of their environments.

To achieve this, we need professionals who can diagnose each student's needs, create experiences for a diverse group, and propose ways to tackle challenges engaging students in the solutions. In this regard, teachers become creators of new knowledge by posing questions that do not have simple or closed answers, guiding learning processes. Thus, teachers act as experience designers, mentors and innovation facilitators, supporting students in solving meaningful problems.

Collaboration with professionals beyond teachers is essential to enriching learning experiences and addressing complex challenges. This collaboration helps address the additional challenges that have been placed on educational institutions and bring their expertise to enrich learning experiences. Schools, in turn, must be conceived as open spaces – permeable to technological advancements, responsive to real-world challenges, and aligned with the evolving needs of our societies.

A teaching profession of this kind requires the articulation of a set of public policies that promote flexible curricula, fostering integration between disciplines. It demands continuous teacher training that promote teacher knowledge and agency, professional development pathways that challenge and inspire educators to keep improving and being open to innovation. Teachers need time to reflect, collaborate, and design meaningful learning experiences. Therefore, school leadership teams must create spaces that support these practices while also challenging their teaching staff, providing opportunities to learn, and experimenting with new methodologies. By embracing this vision, we can reinforce the fundamental role of schools and recognise teachers as the essential professionals who shape them.

Sparking a culture of innovation to transform learning

Ana María Raad Fundación REimagina

There is a growing consensus in Chile that education needs to be transformed, not only improved. Learning outcomes have stagnated (OECD, 2023[3]) and in some cases declined (von Davier et al., 2024[4]) over recent decades. It is imperative that we take action to guarantee that all students have access to the opportunities they need to be future-ready and to reach their learning potential.

Change is a catalyst for innovation. It fosters the development of new concepts, openness to new methodologies, and enhances equity. Yet, when faced with too much transformation, people often stick with familiar patterns of the past and tend to be more conservative towards change. Education now has the chance to show its power. We must embrace change to prepare people for the future. It's time to reimagine education and redefine the role of the teacher for the 21^st century.

Upcoming transformations and their impact on teaching and learning

We have a significant opportunity to transform the system, with culture being the area of greatest leverage. Such an approach requires a new mindset: A vibrant culture of innovation in education that reimagines and rethinks teaching with the clear goal of putting students at the centre. It will enable them to actively participate, be included, adapt, and thrive in the society of the next two decades.

To achieve this, teachers must be empowered to adapt, remain flexible, and embrace innovation. We can foster a stronger culture of innovation by recognising the importance of knowledge exchange and encouraging collective learning and professional growth. Valuing creativity and collaboration, embracing technological innovation, commitment to continuous learning, and improvement. Such a culture can lead to the coming transformation.

Some of the transformations are linked to the methods and resources we use in teaching and learning, for example the increasing popularity of hybrid learning and the rise of effective teachers as digital disruptors. Digital technology is transforming classrooms, making learning more engaging. This will impact teachers and their capacity to create new and innovative experiences, combining educational experiences, content, methods, and learning spaces in new ways – remotely, virtually, in person, and more. Teachers will use technology to enhance learning, leveraging student feedback and data to tailor their approach. Programs like Aprendo En Casa (2025[5])are helping teachers in Latin America and Chile work together to find, share, and improve learning opportunities, making them co-creators of their own educational experiences.

The knowledge we gain will be pivotal to the success of this mission, and it will involve expanding the domains of learning. It is essential that society as a whole is committed to equipping children and youth with the skills, they need to navigate an increasingly volatile world. This means focusing not only on the foundational or cognitive skills, but also the socio-emotional, physical, cultural, and digital ones. Developing these skills requires new methods and pedagogies. It is a significant opportunity to reexamine teaching practices.

Another key shift is revitalising the teaching profession. Fewer people are entering the teaching profession, and its prestige is declining. In the coming years, this trend must be reversed. Teachers are the key to unlocking learning, and the quality of our teachers directly shapes the quality of our school. We need to create better and more attractive conditions for educators so they can gain greater social value.

All these changes, will impact in teachers and their capacity to build shared intelligence, driven by a culture that celebrates exchange and knowledge-sharing, is replacing our old focus on unique, separate experiences. Teachers will be become master weavers of networks and knowledge, creating spaces for growth through support systems within schools. We are witnessing leaders who promote and sustain this change, fostering a culture of innovation. The Elige Innovar initiative (2025[6]) exemplifies this transformation by recognising deeply rooted school cultures of innovation and cultivating a dynamic and lasting culture of collaboration.

Transforming teaching and learning over the next 20 years

Education transformation over the next 20 years is not just a projection—it must be driven by learning itself. These recommendations for catalysing a culture of innovation identify key challenges, actionable strategies and the potential impact on student learning.

Reimagining the instructional core. There is a need for significant changes to be made to the education sector; the goal is to challenge the fundamental structure of it and make education learner-centred, inclusive, and innovative. The instructional core – the relationship between teachers, students, and content as formulated by Richard Elmore – is fundamental to the future of learning, especially in the age of AI. This shift urges flexible, adaptable, and alternative teaching methods. Pedagogical practice must evolve to focus not on knowledge accumulation, but on integrated competencies across subjects. In order to achieve this, it is essential that policies and teacher professional learning programmes encourage educators to recognise and adopt creative and interactive approaches. Project-based learning flipped classrooms and experiential learning are three such approaches that have been proven to be effective in this regard. Through this strategy, children and young people will have meaningful (not just effective) and relevant learning experiences, which are essential for developing their knowledge and skills.

Make professionalisation of teachers a “big deal”. Teachers must move beyond traditional instruction to become guides, knowledge connectors, and innovators. This transformation is essential to enhance inclusivity and relevance in learning. To facilitate this change, it is essential that policy makers implement actions to improve educational institutions' conditions and leadership. Teachers have to be supported and encouraged by their school's community and their leaders, to establish connections with new professionals both within and outside the school and have access to diverse learning opportunities. Private and public efforts can promote dedicated spaces, such as “hubs”, for teachers to collaborate, exchange, and develop professionally are crucial. A supportive policy framework underpinned by clear incentives, such as grants, loans and scholarships, should be contemplated to ensure the successful implementation of these changes. If implemented effectively, this approach will enhance students' autonomy in managing their learning.

Promote collaborative and inclusive learning ecosystems. Transforming the educational system means investing in educators as effective liaisons among professionals and sectors, catalysing collective action and impact. Teachers need connections to other activities, providers, other spaces that facilitate and complement learning opportunities in and out of school. This requires strong and well-designed public-private synergies and clear governance mechanisms, based on a collective mindset. This will be a unique opportunity to promote long-term educational policies that encourage strategic coordination based on private collaboration and civil society expertise. Learning ecosystems ensure more flexible and inclusive educational pathways for students.

Mind the human loop in the AI era. As AI becomes more widespread, authentic learning experiences grounded in effective teaching methods, learning sciences, digital resources and ethical approaches to these new tools must be prioritised. Schools must integrate AI thoughtfully, ensuring collaboration among principals, teachers, students and parents, and regularly refining strategies based on feedback. These plans should include specific goals for integrating technology into teaching and learning. Clear AI policies, official frameworks and permanent support are essential. Pupils can reach their full potential through new teaching methods and technologies, proper guidance and support. Digital strategies should ensure access, equity and inclusion in the digital era.

Chile must move beyond incremental improvements and embrace a bold transformation of its education system. The nation's future hinges on a fundamental transformation in its approach to teacher training and professional development. To this end, it is essential to place greater value on the work of teachers, particularly in the context of artificial intelligence and the risk of greater inequalities. It is urgent to establish a dynamic, well-rewarded career path that elevates teaching into a purpose-driven profession.

Fostering a culture of innovation in Chilean education: A vision for the next 20 years

María Francisca Elgueta and Patricio Vilches Escuela Global

Innovation in education goes beyond new technologies or methods – it transforms teaching and learning to meet today’s challenges. A culture of innovation empowers teachers by redefining their professional role and enabling them to facilitate meaningful learning experiences.

Chile’s education system often prioritises rote memorisation over deep learning, leading to an overloaded curriculum and disengaged students. However, innovative environments can empower teachers to adopt inquiry-based learning, engaging students in real-world problem-solving. This approach makes the curriculum more engaging and equips students with essential skills for active citizenship in a rapidly changing world.

The power of meaningful learning experiences

To create lasting change, education must transition from a passive, test-oriented model to one that prioritises deep learning. Traditional methods, based on rote memorisation and standardised assessments, do not prepare students for the complexities of modern life. Instead, we must focus on interdisciplinary, inquiry-based learning experiences that connect academic content with real-world issues.

This approach requires a flexible curriculum that encourages students to investigate, analyse, and propose solutions to local and global challenges. Whether addressing climate change, social inequalities, or technological advancements, education should provide students with opportunities to engage in authentic problem-solving. By doing so, we cultivate responsible, engaged citizens capable of shaping a more just and sustainable future.

However, meaningful learning experiences do not emerge in isolation; they require intentional design and support. For educators to create these transformative experiences, they must first be equipped with the necessary tools, knowledge, and collaborative spaces to develop innovative pedagogical approaches. This underscores the importance of professional development and the sharing of best practices. A culture of teacher collaboration elevates their role as learning designers, ensuring students receive engaging education.

Building a collaborative network for innovation: Fundación Escuela global

A powerful example of an initiative fostering educational innovation in Chile is Fundación Escuela Global. Created and led by classroom teachers who have been recognised by the Global Teacher Prize Chile, along with other educators of great trajectory from across the country, this foundation marks a groundbreaking shift in the Chilean education landscape. It is the first initiative of its kind where teachers themselves lead professional development efforts and actively participate in shaping educational policies. Traditionally, teachers in Chile have not been positioned as leaders in professional training or policy design. Fundación Escuela Global challenges this norm by promoting teacher-led innovation and advocating for their role as key stakeholders in educational transformation.

Recognising the urgent need to break away from the isolation often experienced by educators, this foundation was established to create a nationwide and international network of teachers. Its primary goal is to enable collaboration among educators, allowing them to share best practices, pedagogical resources, and innovative teaching strategies. By promoting a culture of professional learning, the foundation ensures that teachers can continuously improve their craft, not in isolation but through collective wisdom and support. In its first year, our initiative has provided over 100 free educational resources, reached over 400 000 downloads, built a network of 40 000 educators, and established key partnerships for educational transformation.

One of the most transformative initiatives within Fundación Escuela Global is the Communities of Professional Learning (CAPs, for its name in Spanish) program. CAPs bring together teachers within schools to collaboratively reflect on their practices, diagnose educational challenges, and co-design innovative solutions to improve student learning. These communities create sustainable professional development structures that empower teachers to take ownership of their continuous learning and pedagogical improvement.

The impact of CAPs has been remarkable: Over 70 workshops and training sessions have been designed and led by teachers, reaching more than 1 000 educators, with a 98% satisfaction rate. CAPs go beyond one-time training, creating sustainable capacity-building models. They foster a shift from a content-driven education to one that emphasises meaningful experiences, focusing on areas such as global citizenship education, STEAM in the classroom, reading for enjoyment, socio-emotional skills, growth mindset, digital tools for teaching, and formative assessment.

Beyond enhancing instructional quality, CAPs aim to transform schools into communities of practice where every teacher is both a mentor and a learner. Educators who participate in CAPs are not only trained in specific methodologies but are also supported to become facilitators within their schools. Through a structured process of training and coaching, teachers develop key competencies such as critical thinking, creativity, and collaboration, which are then measured through classroom implementation and student engagement. Moreover, teachers who undergo training within CAPs are accompanied by experienced mentors from Escuela Global, ensuring that they gain the confidence and expertise needed to lead professional learning sessions in their own schools. This model fosters a culture where knowledge circulates among colleagues, strengthening the entire educational ecosystem.

Despite these successes, there are challenges to fostering a culture of innovation in teaching. Resistance to change, institutional inertia, and lack of systemic support can hinder these efforts. However, by continuing to demonstrate the impact of collaborative teaching models and innovative methodologies, Fundación Escuela Global and similar initiatives can pave the way for a more resilient and future-ready education system.

A call for bold educational transformation

To build a resilient, future-ready education system, we must prioritise the following actions over the next 20 years:

• Implement curricula that prioritise real-world learning and address global challenges.

• Ensure teachers have adequate working conditions, competitive salaries, and robust professional development.

Achieving these goals requires bold commitment and systemic change. Schools must evolve into learning communities where teachers lead innovation and where professional development is embedded in daily practice. By supporting initiatives like CAPs, policy makers, administrators, and educators can collectively work towards a more dynamic and impactful education system.

Building a culture of innovation in education requires bold action and a clear vision. By fostering professional collaboration through initiatives like Fundación Escuela Global and CAPs, and by redesigning learning experiences to be meaningful and relevant, we can create an education system that not only responds to the challenges of today but also prepares students and teachers for the future. The time to act is now, with courage and conviction, to ensure that education remains a powerful force for positive change in our society.

References

[5] Aprendo En Casa (2025), Aprendo En Casa, https://aprendoencasa.org/ (accessed on 4 May 2026).

[1] Dewey, J. (1916), Democracy and education: An introduction to the philosophy of education., https://dn710102.ca.archive.org/0/items/democracyandeduc00deweuoft/democracyandeduc00deweuoft.pdf (accessed on 23 October 2025).

[6] Elige Inovar (2025), Elige Inovar, https://eligeinnovar.cl/ (accessed on 4 May 2026).

[2] Ministerio de Education (2025), Protagonistas del Cambio, https://www.innovacion.mineduc.cl/protagonistas-del-cambio-convocatoria-2025 (accessed on 4 May 2026).

[3] OECD (2023), PISA 2022 Results (Volume I and II) - Country Notes: Chile, https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/chile_d038b73d-en.html (accessed on 4 May 2026).

[4] von Davier, M. et al. (2024), TIMSS 2023 International Results in Mathematics and Science, TIMSS & PIRLS International Study Center, Boston College, https://doi.org/10.6017/lse.tpisc.timss.rs6460.