This module has raised many thoughts on various topics, I will try to list them. First of all, education cannot be viewed in isolation; it interacts with different disciplines such as psychology, sociology and philosophy. This variety of methodological approaches may make education less coherent than other disciplines, but it is also what makes it essential for the development of competences in every field. In this context, education becomes essential not only for acquiring information, but also for developing critical and analytical skills that enable individuals to navigate a complex and ever-changing world.

As a student of pedagogy, I find the idea of education as a project for the social future raises many crucial questions. The idea of learning as a ‘design environment’ rather than a linear programme is fascinating. I wonder how we could implement this concept in real schools. I imagine it will require a big change not only in the way we teach, but also in the physical structure of our classrooms and schools. Furthermore, the call for educators to be ‘designers of the future’ rather than mere defenders of the status quo is very inspiring to me. This is why I chose to study pedagogy: I want to make a difference and help shape the future of education.

The idea of a ‘knowledge society’ implies the need for a reorientation of curricula towards the development of transversal skills such as critical thinking, problem solving and lifelong learning, in line with 21st century learning theories. The discrepancy between political rhetoric on the importance of education and the reality of economic investment in the sector highlights a problem of policy coherence, and a significant challenge for the implementation of effective educational reforms.

This also relates to the phenomenon of parental anxiety described recalls the concept of ‘parentocracy’ discussed by Brown, where educational success is increasingly influenced by the resources and desires of parents rather than the abilities of students. This cannot but raise questions about educational equity and the effectiveness of school systems in promoting social mobility.

As future educators, it will be essential to develop an in-depth understanding of these systemic problems and their pedagogical implications. This will require an interdisciplinary approach that integrates knowledge of pedagogy, sociology of education, economics and policy analysis. Teacher education will need to evolve to prepare educators capable not only of teaching effectively, but also of navigating and influencing the complex socio-economic and political landscape of contemporary education.