Today’s learners are growing up in an era defined by technology, globalisation and unprecedented change. To navigate the complexities and uncertainties of the modern world, learners must develop essential 21^st Century skills. One of the sub-themes for the 3rd Priority: “Education Professionals for a Changing World” of the 2025 G20 Education Working Group (EdWG) is 21^st Century skills. Representatives from G20 member countries, guest countries and international organisations will share their country experiences and flagship programmes on this topic and others when they meet from 2 to 3 July 2025.

These teachers are the heart and soul of modern education. They are not just educators – they are innovators, mentors and leaders who inspire and guide their learners toward success. These teachers effectively utilise technology, incorporate creative teaching methods and cultivate an inclusive and collaborative learning environment. They use innovative teaching methods such as project-based learning, flipped classrooms and experiential learning to make learning more relevant, engaging and exciting; they integrate digital tools and resources into their lessons to enrich the learning experience whilst also developing learners’ digital competencies.

Today’s learners are curious, adaptable, and eager to explore the world around them. They thrive in environments that encourage creativity, critical thinking, and collaboration and their transition into formal education will necessitate to develop the social, emotional, and cognitive skills essential for success in a classroom setting. Many of these young learners were exposed to digital interactions from an early age, making them comfortable with technology. These young ‘digital natives’ are likely to be adept at interacting with technology, and enhancing their digital literacy and fluency, vital 21^st Century skills will be crucial for their learning and future participation in a tech-driven world.

Whilst digital skills are vital, not all learners or teachers have access to technology. The digital divide remains a major challenge, especially in developing countries where disparities exist in electrification, teachers’ digital proficiencies and access to digital tools and connectivity. These gaps must be addressed if education is to be truly inclusive, ensuring that all learners, regardless of their background, are equipped for success. This issue is likely to be a key feature of the G20 Working Group’s deliberation on how education systems can future-proof all learners whilst upholding the principle of leaving no one behind.

When 21^st Century teachers and learners come together, the outcome is the enhancement of cognitive abilities and interpersonal skills that are essential for preparing learners for success. Collaboration is recognised as a fundamental necessity of the 21st Century. In addition to working together, learners must develop the communication skills required to express ideas clearly and confidently. Education systems must ensure that social skills are taught with the same purpose as academic skills, grounded in values, ethics, care and a sense of responsibility, along with a commitment to social justice and sustainability. The African Ubuntu philosophy, “I am because we are,” provides a theoretical lens that highlights the need for education to develop collaboration, empathy and shared responsibility.

The gathering of representatives from G20 member countries, guest countries and international organisations in KwaZulu-Natal in July is likely to yield robust discussions on how education can be reimagined to develop confident, capable and able learners who can contribute to a better future. This G20 moment offers a platform to confront persistent inequalities, harness the potential of technological change and reimagine an education system fit for the future. Rising to this challenge will require strategic investment in teacher development, bold curriculum reforms that foster 21^st Century competencies and inclusive practices that respond to the needs of historically disadvantaged communities. Strengthening cross-ministerial collaboration and joined-up governance, along with a system-wide approach, will be essential to ensure coherence across the education system, necessary for developing visionary policies and effective and equitable implementation.