SERIES: School in 2040: Learning, Technology and Future Skills

S1-S3

60–90 minutes

School in 2040: Explore the Future Classroom

Schools in 2040 will almost certainly use different technologies, but the interesting question is whether learning itself will be better. You will start with human learning needs, investigate one credible future idea and design a classroom that uses technology only where it earns its place. By the end of this challenge you will: Identify […]

School in 2040: Explore the Future Classroom

Your Mission

Design a classroom for 2040 by starting with how people learn, not with a shopping list of technology.

You will identify learning needs, decide what deserves to survive from today’s schools, research one credible future idea and rebuild a learning session.

The Shape of This Challenge

Discover

✏️ ️ Notice & question

Explore

️ Investigate & test

Create

✏️ Make & communicate

Reflect

️ Think & apply

Discover

Start with what good learning actually needs.

Step 1

Start With Learning, Not Gadgets

️ Talk + sort · 8–10 mins

We are learning to identify what good learning needs before imagining future technology.

A future classroom is only useful if it improves learning. Start with needs such as feedback, challenge, belonging, access, independence and collaboration.

Your Task

Choose six things that help people learn well.
Rank your top three.
For each, write one problem in today’s learning experience that can get in the way.
Do not suggest technology yet.

I can identify learning needs and problems before proposing technology.

→ This gives your future classroom a purpose.

Critical ThinkingCommunicationProblem Solving

Step 2

What Would You Keep From Today?

✏️ Keep / Change / Remove · 8–10 mins

We are learning to recognise that innovation can preserve valuable human practices as well as replace old ones.

Future thinking is stronger when it asks what deserves to survive.

Your Task

Make three columns: Keep, Change, Remove.
Add at least three current school practices to each.
Choose one practice people often call ‘old-fashioned’ that you think should remain.
Explain what learning value it protects.

I can justify which current learning practices should survive into the future.

→ This prevents your design from becoming technology for technology’s sake.

Critical ThinkingCommunicationCreativity

Explore

Bring evidence into the future-thinking and redesign the experience around learners.

Step 3

Investigate One Future Learning Idea

Choose your route · 10–15 mins

We are learning to research a technology or learning model that could influence classrooms by 2040.

Choose something that already exists or is being seriously developed rather than pure science fiction.

Your Task

Choose one area: AI tutoring, immersive learning, robotics, accessibility technology, flexible timetables, hybrid learning or another credible idea.
Complete one research route.
Record what exists now, what problem it aims to solve and one limitation.
Label any prediction clearly as a prediction.

⚡ Quick Track

Use one credible current source. Record what the technology/model does now, who uses it and one limitation.

Dig Deeper

Use two sources with different perspectives. Compare current capability, claimed benefit and one unresolved problem.

I can distinguish current evidence from future speculation.

→ This gives your future classroom at least one evidence-based innovation.

ResearchCritical ThinkingDigital Literacy

Step 4

Rebuild the Learning Experience

️ Space + schedule design · 10–12 mins

We are learning to redesign the classroom around learning needs rather than inherited routines.

The room, timetable and teacher role can change too — not just the technology.

Your Task

Sketch a future learning session lasting 60 minutes.
Show where learners work alone, collaborate, receive expert/teacher input and use technology.
Add one choice learners can make.
Add one moment where a human teacher is essential.

I can design a future learning experience that combines human and digital strengths.

→ This becomes the core of your final future-classroom concept.

CreativityProblem SolvingCommunication

Create & Share

Create a future-classroom concept with clear reasons behind every major choice.

Step 5

Create a Future Classroom Concept

✏️ Design · Create · 25–35 mins

We are learning to communicate a future classroom built around evidence and learning needs.

Your concept should explain what changes, what stays human and why the design improves learning.

Your Task

Include at least three learning needs from Step 1.
Include one practice you deliberately kept from today.
Include at least one researched future technology or model.
Show the teacher role and one learner choice.
Choose one output below.

Future Classroom Concept

1 page · labelled design + 120–160 words

⏱ 25–30 mins

Show the space, learning flow, technology and human roles.

Classroom 2040 Pitch

4 slides · maximum 30 words per slide

⏱ 30–35 mins

Pitch the problem, design, evidence and expected learning benefit.

A Better Classroom in 2040

90 seconds final runtime

⏱ 30–35 mins

Walk through the future learning experience and explain why each change matters.

I can create a coherent future-classroom concept with clear learning reasons behind the design.

→ This is your finished mission output.

CreativityCommunicationCritical Thinking

Step 6

Reflect, Apply, Look Forward

️ Think or discuss · 5–8 mins

We are learning to reflect on the difference between innovation and novelty.

The next challenge investigates the technologies themselves in more depth.

Your Task

Answer the prompts.
Name one feature of your design that does not depend on new technology.
Write one technology question you want to investigate next.

Reflect

Which current-school practice did you decide was worth keeping?

Apply

What could your school change now without waiting until 2040?

Look Forward

What future technology would you trust least without strong evidence?

I can explain why future-school design should begin with learning rather than gadgets.

→ You now have a classroom concept ready for deeper technology research.

ReflectionCritical ThinkingCommunication

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TOOLKIT

Choose Your Tools

Use the tools available to you. Strong thinking, evidence and design choices matter more than a particular app.

Observe

Use your current school as evidence. Focus on learning, movement, collaboration, feedback and access rather than only devices.

Imagine

Use paper sketches, sticky notes or a simple design tool to make future ideas visible.

Create

Use a one-page concept, 4-slide pitch or 90-second future-school explainer.

Educator / Parent Notes

Age, Stage and Prior Learning: Designed for S1–S3. No specialist knowledge of AI or emerging technology is required.

Before You Start: Prepare a few examples of current learning technologies if learners need prompts. Keep the emphasis on learning needs rather than brand names.

How to Open This: Ask: “If we gave every pupil the most advanced device in the world tomorrow, would learning automatically improve?”

Scheduling: Steps 1–4 need around 35–45 minutes. Step 5 needs 25–35 minutes.

If a Pupil Gets Stuck: Provide a six-item learning-needs list and one future technology example. Let the learner sketch one 30-minute learning session.

For Fast Finishers: Ask learners to design two versions: one high-tech and one low-tech, then compare which design choices actually affect learning.

Marking Guidance: Look for learning-first reasoning, evidence/speculation distinction, meaningful teacher and learner roles, and design choices that solve identifiable problems.

School in 2040: Explore the Future Classroom

School in 2040: Explore the Future Classroom

Discover

Start With Learning, Not Gadgets

What Would You Keep From Today?

Explore

Investigate One Future Learning Idea

Rebuild the Learning Experience

Create & Share

Create a Future Classroom Concept

Reflect, Apply, Look Forward

Show What You Have Learned

Observe

Imagine

Create

Show What You Have Learned

Observe

Imagine

Create

TOOLKIT

Observe

Imagine

Create

Educator / Parent Notes

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