According to the report published by the Observatoire national de l’enfance, de la jeunesse et de la qualité scolaire (OEJQS), the so-called “key skills of the 21st century”—creativity, problem-solving, communication, cooperation, civic participation, metacognition (awareness and understanding of one’s own thought processes) and digital literacy—are widely recognised as essential by those involved in Luxembourg’s education system. Over 90% of respondents consider these skills to be important or very important for individual and societal development.
This recognition contrasts, however, with the assessment of their level of acquisition by pupils. The majority of teachers and other stakeholders interviewed felt that pupils had achieved only a “sufficient” or even an “insufficient” level in most of these skills by the end of compulsory education. Metacognition, problem-solving and civic participation are among the areas of greatest concern. Furthermore, assessment of these skills is perceived as difficult, or even very difficult, at almost all school levels, which limits their effective incorporation into teaching practices.
Digital: widespread use, but limited educational integration
The report also highlights a contrasting situation where digital is concerned. Teachers say they frequently use digital tools, mainly for simple purposes. On the other hand, their use declines when these technologies involve more far-reaching pedagogical changes. While the availability of digital teaching materials is rarely called into question, concerns persist about the reliability of infrastructure, technical support, the additional workload and legal issues relating to data protection and copyright.
Digital literacy appears to be the skill best mastered by pupils according to the respondents, although not to a level deemed fully satisfactory. The Observatory stresses that the potential of digital technologies and artificial intelligence (AI) remains under-exploited as long as their use is not part of a coherent and secure educational strategy.
The OEJQS’s recommendations
Based on these findings, the OEJQS makes ten recommendations structured around four areas. In particular, the Observatory recommends the adoption of a national reference framework for key competences and the development of a national curriculum to enable their progressive development at all school levels. It also recommends the supervised deployment of innovative teaching practices, supported by pilot projects and changes in assessment methods.
In terms of digital technology, the report calls for the implementation of a national strategy for the use of AI in education, integrating pedagogical, ethical and legal dimensions, as well as the creation of a national platform of validated digital resources. Lastly, the OEJQS stresses the central role of teachers and calls for a strengthening of their initial and in-service training, as well as the development of communities of practice to provide lasting support for the transformation of Luxembourg schools.