Globalization and Education Changes in Today’s Society: Challenges in Education

Recent research on global demographic trends is shedding light on a highly contentious issue that has been largely disregarded by global institutions such as the O.N.U., the U.N. Development Programme, and the Group of Twenty, as well as groups with ties to education (as UNESCO, Youth International Authorities and other). A phenomenon known as the “demographic winter,” which displays the devastating effects of the modern life, distinguished by family and moral degradation, miscarriage, vulgarisation and the “normalisation” of homosexuality, is inoculating egocentrism, frivolity and carelessness. As a result of this demographic trend, the world’s riches and resources are allocated in a new way, and elementary education challenges are also given a new perspective.

The extension and convergence of educational approaches utilised by all those public or private institutions involved as active social educators indicate the globalisation of education. Public education systems in industrialised or rising countries that emphasise formal education are consistently demonstrating the practise of a classical education system. Even while there are increasingly innovative and diverse methods of teaching in non-formal education, many of these are primarily focused on the propagation of consumerist habits by preparing students for a successful professional career start. Development in education has been constrained by the presence of multinational NGO’s and professional training businesses. Rethinking educational principles and the ultimate goal of learning are made possible as a result.
Most people believe that education should provide students with the tools they need to continue to oppress the masses. Others believe that education should serve as a vehicle to help individuals achieve higher goals rather than merely a means to an end in itself. Learning how to think critically and extensively is the primary goal of school. Nonetheless, a lack of education may be the greatest threat to civilization. The most dangerous criminal may be the one who has a mind for crime but no sense of morality to go along with it.

An irreversible phenomenon has arisen due to the rise of social media, the rise of technology, and the widening availability of information and modern lifestyle options. Today’s children, known as “sons of globalisation,” have access to a wide range of information sources, most of which are accessed via the internet. The power is shifting in favour of young people who are well-informed and ready to serve as “the teachers,” laying out the new world order for the generation that comes after them. However, this theory does not bring up the issue of outdated educational institutions that aim to undermine moral and legislative norms, which this theory takes into account but does not examine in any depth. Tradition dictates that wisdom is passed down from one generation to the next, not the other way around.

Hence, our concern is with reexamining the fundamental principles of this essential activity, which has unquestionably driven the evolution of our world thus far, by organisms responsible for educational matters. It is not enough for organisations like the United Nations Educational, Scientific and Cultural Organization (UNESCO) or the United Nations Development Program (UNDP) to address the lack of elementary education and the disparity in access to education in undeveloped nations. We believe that education is the key to halting the devastation of the earth and its inhabitants, thus we must address these issues at the right moment.