The day that altered everything was March 12th, 2020. Educational institutions abruptly closed, accelerating an unprecedented shift towards distance learning on a grand scale. Despite the pandemonium, the educational framework demonstrated tenacity, but simultaneously, the crisis highlighted a financially neglected educational system still grounded in a 20th-century teaching paradigm. The conjunction of insights gained thereafter and the emergence of Artificial Intelligence with its propensity to redefine education presents an opportune moment for discussions on the purpose and future direction of schooling.
A month ago, we sought opinions from corporate leaders, teachers, iconic figures, and researchers. Now, we turn our focus onto students for their perspectives. Joining our panel are students from diverse age groups, backgrounds, and educational setups, like Sofia Moran (8), a second-grade pupil in Holly Park, Dublin, Conor Dunne Atkins (14) from Clogher Road Community College, Dublin 8, Síofra (15), attending a school in Salthill, Co Galway, Philippa McIntosh (16) of Bandon Grammar School, Co Cork, Erlandino Doda (17), a sixth-grade bursary student at Belvedere College in Dublin 1, and Hazel (17) from iScoil, a web-based learning platform.
The restrictive academic syllabus, in Philippa McIntosh’s (16) view is hugely obstacle, limiting the manner in which students learn. “The curriculum even confines art, traditionally a realm of freedom and creativity,” she points out. “I get the rationale behind homework, but the stark quantity can be quite daunting.” Similarly, Conor Dunne Atkins (14) feels that although teachers at his school are receptive to their needs, they are mandated to follow a predetermined curriculum. Atkins voices, “Universally, we are taught the same, leaving no room for independent thought,” he asserts, “More chances to scrutinize everything is what we need.”
Primary education is also implicated in these issues. Eight-year-old Sofia Moran remarked that school, which began as an enjoyable experience, has now veered towards a more conventional educational setting. Mathematics, despite being one of her preferred subjects, is less about discovery and delight and more about memorising facts. Yet, she recognises that this instructional style is predetermined for educators.
Excessive Homework: Almost every member of our discussion group affirmed the necessity of homework while expressing their concern about the overwhelming weight it holds. Philippa McIntosh, who copes with dyslexia, described the enormous volume of assignments as overwhelming. Although leniency is provided during exams, she still incurs prolonged hours completing homework. If left incomplete, it counts against her. Similarly, Hazel notes the excessive length of homework contributes to the tension associated with secondary education, suggesting that the pressure increases without any personal time left.
15-year-old Síofra, upon arriving home from school, finds herself drowned in homework, leaving very little room or energy for anything else. She laments how their attention is already shifted towards their transition year and Leaving Cert subjects, with a focus on those likely to assure a H1. “It shouldn’t be like this,” she expresses.
The Stakes: Erlandino Doda (17) in his sixth year is all too familiar with the high-pressure race for points. His concern revolves around the overwhelming emphasis on CAO, advocating for more diversity, critical thought, and student voices. Though student councils and the ISSU exist, he expressed doubt in whether the government truly listens to students’ concerns. Similarly, sixteen-year-old Philippa feels that reforms are required to alleviate stress and make the curriculum more accessible. She notes that it’s a common sight seeing stressed youngsters losing sleep which, she argues, is not how childhood years should be spent.
Erlandino suggests that lawmakers should consider the international baccalaureate as a potential framework. He points out that, for example, within the subject of mathematics, pupils conduct projects on topics outside the established curriculum. Pedagogical approaches such as ongoing evaluations, project-based work, and alternative pathways to university education should also be considered. As a recipient of a bursary, he values the opportunities provided but believes it’s unjust to rely on attending a fee-charging institution to improve one’s prospects for a brighter future.
Contrasting perspectives on education outside of school: ‘Little room for external pursuits in the competitive rat race’
14-year-old Conor Dunne Atkins acknowledges the importance of school but does not see it as the solitary path to achievements. He runs his own online business (unpluggedclothes.com) selling clothes, which he commenced at the age of 12. He stresses the need for encouragement to form strategies not solely hinged on securing a university place.
Similarly, Erlandino would appreciate more recognition for the activities students involve themselves in outside of school hours, for instance, his involvement in event organisation. He criticises the education system for placing no value on such endeavours and blames the competitive nature of our society for leaving no spare time for such activities.
Philippa shares this sentiment, citing the high-intensity examination culture as a deterrent to participation in extracurricular activities. She had to abandon swimming due to lack of time. Her suggestion is to give relevance to volunteer work, sports, or other pursuits.
15-year-old Síofra believes in a curriculum that imparts real-life skills such as business and home economics. She also proposes an increased number of school trips and exchange programmes that are not dependent on their school’s administration.
Embracing technology for effective learning: ‘It makes learning unnoticeable’
17-year-old Hazel, a student of iScoil, testifies to the fact that traditional school setting is not the only way to obtain an education. She emphasises how, with the increasing relevance of technology, one can complete schoolwork from the comfort of their homes.
Hazel speaks about her improved health and decrease in doctor visits since attending iScoil, attributing it to her comfortable environment of home-study. She highlights the transformational impact it’s had on her life and expresses her heartfelt gratitude.
The capabilities of applications in enhancing educational experiences have not gone unnoticed by 8-year-old Sofia. In her view, the gamification of learning, in the form of apps and reading games, introduces an enjoyable element to education. She believes these tools make the learning process so engaging that they often fail to realise they are studying. Furthermore, Sofia also suggests incorporating physical activities into the curriculum, such as an Irish version of charades, as she feels that the existing six-hour school day is quite sedentary. Sofia expresses a desire for a more kinetic learning environment considering their youth.