Can Schools Build Better Thinkers? Nord Anglia Thinks So

Independent research from Nord Anglia Education reveals that 18- to 25-year-olds, across three different continents, are acutely aware that while good grades might be necessary, they are not sufficient. 

As well as strong academics, the Gen Z respondents from the UK, India and the USA, want their schools to build confidence by developing young people’s problem-solving skills, critical thinking and creativity. 

In fact, 70% wished they had been given a better understanding of how they think and learn to help them feel more self-assured in new and challenging situations. 
 

 

A system focused on memorisation

What many young people describe, however, is a system which focuses on memorising facts to pass high-stakes exams, with other skills relegated to occasional bolt-ons. 

Amy Lee achieved the grades to study Classics at Oxford but says the academic demands of the elite university were a “culture shock” because her UK school had not taught her to think for herself, or to reflect on her learning. 

“It is so important that the skills we are taught in school help us in life and in the workplace, not just in exams,” says the 24-year-old. “We were taught to just listen to what the teacher says and trust it blindly. But if your boss says ‘right, does anyone have any ideas’ or ‘I’d love your feedback’, if you just go with whatever the authority figure in the room says, you are not going to be much good.” 
 
The effects of rigid learning structures
Sanat Dayani, who works in consulting, had a similar experience at his school in Delhi. 

“Students are given a template and told ‘this is the way that you do things’ because that is what is dictated by our system,” he says. “That might not be the way you develop understanding but that is the way it is. Academics are the end goal that will get you to this or that university.” 

 

The role of extracurricular activities 

Extracurricular activities, including sport, debating, music and drama, volunteering and outdoor programmes, are cited by young people as important ‘confidence builders’ but what happens in lessons should contribute too; from class discussions, exploring topics in more depth, presenting and public speaking, to giving feedback to classmates. 

“I think many of my peers question their own abilities to be industrious or handle a problem,” says Joshua Moore, 25, a music graduate who works in communications. “Rather than solve an issue themselves, their first port of call would be to seek help.” 

He warns that young people growing up in the information age instantly reach for their phones when asked a question, rather than having the confidence to think for themselves. 

 

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