#ThisIsFutureLearning

The Future of
Learning Report2022

TABLE OF CONTE NTS

Contents

Foreword

3

Introduction

4

How people learn

5

Top marks for online learning

8

Flexibility is key

10

Why do people want to learn?

12

Tackling sensitive subjects

13

What’s standing in the way of learning?

15

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Post-pandemic learning

2

16

More diversity in the classroom and workplace

19

Completing the curriculum

22

Learning for the gig economy

24

Mental health matters

25

Technological innovations

27

Skills fit for the future

29

Tackling the skills gap

31

Upskilling online

33

The thirst for lifelong learning

34

Skills for a more sustainable future

36

Digital skills: good for business

39

Conclusion

40

Methodology

41

Our panel of experts

42

FO REWORD

Our mission isto transform
access to
education
T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

ANDY HANCOCK
CEO, FUTURELEARN

3“We’ve witnessed widespreadtransformation across the sector,
which continues to reinvent
itself for a post-COVID future.”

At FutureLearn, we are on a mission
to transform access to education.
As we reach the tenth anniversaryof the emergence of the MOOC,
we look at the potential that the
expanding edtech market still holds,
and what the learner of the future
looks like.
We’ve witnessed widespreadtransformation across the sector,
which continues to reinvent itself
for a post-COVID future. Learners
are increasingly seeking morechoice, flexibility and affordability
in their education, and institutions
are looking to hybrid or blended
models to deliver this learning.
At FutureLearn, we are evolving
our platform to address these
new trends and opportunities.
We’re focused on using data andinsights – alongside technologies
such as artificial intelligence andmachine learning – to guide learners
on bespoke pathways through theirlifelong learning journey, while
making the experience of creating
valuable educational content asseamless as possible for partners.
Working closely with our network ofmore than 260 international partners
across higher education, industry andgovernment, we remain dedicated toproviding the best digital learning
experience and catalogue of coursesthat focus on developing the skills
needed to help our 18 million learners
navigate modern life.

human potential and helping to build
a better future for all.
This is why we must not undervalue
the hope and tangible change thatconnection and the sharing of
knowledge inspires. Education canand does have the ability to bringpeople together and reshape theworld – we know this throughwitnessing the power of social
learning on our platform.

The future for us culminates indeeper connections, closer
Trends such as the ‘Great Resignation’ collaboration, and in creating a
have driven demand for employability global community where learning
is open to all. Read on to discoverand career skills, while important
how the education sector, employers
issues such as mental health andand online learning providers candiversity, equity and inclusion arebring this future of learning to life.
being prioritised both in life and in
the workplace as we face thechallenges the post-COVID economy
has presented. These issues are wellhighlighted in the report but afundamental finding is just how
central online learning is to unlocking

INT RODUCTI ON

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Introduction

4

A thirst for knowledge and skills fit for a
new working world: these are learners’ leading
requirements of education as we rebuild
following the pandemic.

Employers, too, are seeking fresh skills – fromcritical thinking, to a deep understanding oftechnology and emerging issues like sustainability– to give them a competitive advantage.

Readers will discover detail on:

The last two years have caused a fundamental
shift in the way many people view their career
paths, work-life balance and the future of work.
As a result, they’re more eager to learn than ever,hoping to boost their employability and life skills.
‘Jobs for life’ are now decidedly a thing of thepast as the gig economy grows and people
regularly switch careers.

So, there is much for education providers to do:satisfy learners’ need for flexible course options;play a part in educating the population in a waythat suits individuals’ vast range of requirements;and help employers upskill their workforce andfuture-proof their businesses.

• Post-pandemic learning

As a result, learners recognise the need for lifelong
learning – and the flexibility and accessibility oflearning online is leading the way. They’re evenscrutinising the curriculum and identifying gaps
in their knowledge – which, of course, provides aprime opportunity for providers to plug thesegaps in order to help learners succeed.

In this report, FutureLearn analyses insights fromour dual surveys of learners and business leaders.
We uncover the education motivations, attitudes
and behaviours of 2,000 people and more than
500 employers based in the UK.
To add to their voices, we’ve interviewed ten top
academics and education sector experts for theirtake on the trends that are set to shape learning
delivery for decades to come.

• How people learn• Skills fit for the future
At present, people from different generations,social and ethnic groups feel multiple barriers
to learning are blocking the best education
experiences, from course affordability to race
issues – and experts see technology as a critical
tool to turn around perceptions and deliver
best-in-class learning.

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SECTION 1

5

How peoplelearn

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6

Education has developed at
a rapid pace in the past few
years. While people will still
study just to satisfy a thirst forknowledge, many are becoming
much more intentional in theirlearning choices.

Amid these trends, new teachingmodels and technologies are giving
learners greater flexibility over how,where and when they choose tocomplete courses, from traditional
face-to-face classes to new onlineonly or blended approaches.

Learners understand that there
is no career for life anymore. With
regular job switching here to stayand the gig economy still growing,
there’s an urgent demand for the
UK’s workforce to have a broader
range of skills. Learners want,
and need, to keep gaining
qualifications throughout thelifespan of their careers.

David Coyne, Senior Policy Advisor,
Skills Development Scotland, believes
learners also have a keen eye trainedon how new skills align to career
options. “It would be interesting if
you could get to a point whereby
there’s a catalogue of things you
must demonstrate or do to achievea qualification in a chosen field,” hesays. “‘I’m going to be on a merchantship for three weeks, that will getme 25 points; I’ll do something online
and that will get me more points;
then I’m going to attend a seriesof expert lectures.’ You’ll assemble
your own degree.”As a result, respondents areturning to online learning. 81%
who have changed careers since
the start of the pandemic statethat an online course helped
them make their move. But they’realso asking employers for lifelong
learning opportunities.

The experts observed new
preferences for online and blended

courses that flexibly fit aroundlearners’ lives. In the future, thefocus will be on models thatencompass emerging ways to learn,from MOOCs to free learning on
YouTube, creating a more inclusive
offering that tears down barriers
such as cost and location.
Nick Worthington, Director, King’s
Online, explains: “COVID-19
propelled the pace of change inthe sector, and learning as aconcept more generally. For many
players in the market – universities
but also other organisations – ithas highlighted a big opportunity.”
While these trends mark a major
opportunity for both learners andeducators, they’re also highlighting
the ‘digital divides’ in society.
It’s clear that people’s socioeconomic backgrounds still
determine whether they succeed
or struggle to embrace these new
ways to learn.

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7

“It would be interesting if you could get to apoint whereby there’s a catalogue of things
you must demonstrate or do to achieve a
qualification in a chosen field. ‘I’m going to
be on a merchant ship for three weeks, thatwill get me 25 points; I’ll do something
online and that will get me more points;
then I’m going to attend a series of expert
lectures.’ You’ll assemble your own degree.”
DAVID COYNE,SENIOR POLICY ADVISOR,SKILLS DEVELOPMENT SCOTLANDS ECT ION 1 | H OW P E O P L E L E AR N

Top marks for online learning

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

33%

would choose
online platforms
to learn new skills

Experts aren’t surprised by the popularity of
online learning, whether through short coursesor blended learning, because its flexibility suits
so many situations (for example, fitting study
around a busy work life or parenthood).
They point out that short online courses canalso serve many purposes for the learner –from a simple thirst for knowledge to specificvocational needs.
Online platforms are rated the top provider by
most age groups surveyed, apart from those aged
55-plus, who prefer to learn via a college (32%).
There are also some interesting differences inlearning preference by ethnic background.
Asian* (43%) and White* (33%) people name online
learning platforms as their top choice when it
comes to gaining new skills. When it comesto learning directly with a brand or technology

company such as TikTok and YouTube, however,this is most popular among Black* respondents(38%) and least popular among White
respondents (11%).
In terms of how people learn, 31% of respondents
say they would take an online short course if theyneeded to learn new skills to further their career,making this the top answer.
Learners prefer online courses to other ways oflearning for several reasons. Chief among these is
the freedom of learning at a pace that suits them(23%), but the ability to learn from home (22%)
and overall flexibility (20%) are also highly rated.
Women are generally more positive than men
about all of these factors. More than a quarter(26%) of women enjoy learning at their own
pace, compared to a fifth (20%) of men. Moreover,
24% of women compared to 20% of men enjoy
learning in the comfort of their own home.
Black respondents (25%) state that taking a course
alongside others around the world is behind theirpreference for online learning. This type of‘cosmopolitan course’, bringing together learners* Please refer to methodology (pg 41) for a breakdown of the ethnicities for this group.
8

Key reasons people
learn online

23%

Learn at a pacethat suits them

22%
Learn
from home20%
Overall
flexibility

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However, the research shows that some providers
and platforms can still make improvements tocreate even better online learning environments.
For example, some respondents say losing motivation
quickly and missing the physical classroom setting
are their least favourite things about online learning.

9

Experts point out that learners generally have
similar likes and dislikes for all educational settings.
To bolster motivation and support for online learners
during a course, they believe dedicated counsellors/
tutors for advice and support, and online chatboards for students to share experiences will help.
These measures are already in place, in many cases.
Educational psychologist Dr Kairen Cullen agrees:“If we don’t enable people and help them tofeel supported it can feel quite an anonymous,
hostile world.”

White

Respondents choosing online
learning platforms to learn
new skills, by age:

Asian

When we asked people to tell us their least favourite
things about an online course they have taken, afifth (20%) of respondents overall state there are
no disadvantages to taking an online course.

How do people want togain new skills whilein employment?

0%

10%

20%

16 - 24

25 - 34

45 - 54

55+

30%

40%
35 - 44

Blackfrom different backgrounds, cultures and locations,is also a much bigger draw for 16- to 24-year-old
respondents (16%) than the oldest group surveyed– those aged 55 and over (4%).

0%

10%

Online shortcourses

20%

30%
Training provided
through work

40%
Higher education Part-time online

Doing my own self-guided
study - YouTube, Google etc.

50%

S ECT ION 1 | H OW P E O P L E L E AR N

Flexibility is key

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

26%
10

want to study
to suit theirown schedule

People have different preferences
when it comes to how they like tolearn. More than a quarter (26%)
want to do so in a way that fits
into their own schedule.
Professor Kiran Trehan, Pro-ViceChancellor for Partnerships andEngagement and Director of theCentre for Women’s Enterprise,
Leadership, Economy and Diversity,
University of York, expands on thispoint: “A one-size-fits-all approach
doesn’t fit with our aspirations
anymore. We like the idea of being
able to learn when we want, how wewant, in different spaces – reflecting
the changing nature of work.”
Men are most likely to seek out
in-person learning (28%) but the top
choice among women is the approachthat best suits their schedule (29%).

Meanwhile, over a fifth (21%) of those
aged 25 to 34 – and almost as many
(20%) who are 35 to 44 – want fully
online courses.
With 19% wishing to take short,frequent online courses, and a further
19% keen on a blend of face-to-face
and web-based learning, it’s clearthat flexibility and personalisation
are, and will continue to be, hugely
important for learners.
Experts feel that blended learning– sometimes termed ‘active
learning’ or ‘hybrid learning’ –is a key future approach. It combines
the best aspects of in-person
teaching, including learner supportand informal networking, with theflexibility of online learning – much
like the recent trend towards
hybrid working.

There are already many examples
of course providers incorporating
online delivery into traditional
programmes, with virtual laboratories
or gamification, for instance. This
may trigger a need to re-evaluate
existing teaching skills among
educators so they’re fit to face
this brave new world.
It’s also interesting to note thatmany people want flexible fees.
When respondents were asked
how they prefer to pay to accessonline learning, 17% would likea free trial of a course before
committing and around one insix (16%) think pay-as-you-go
modules are a good option.
In addition, 15% of respondents
say their employer must coverlearning costs for them.

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“I sometimes talk about an‘Uber-versity’ model. If you canhave taxi firms that don’t have
many cars (Uber) and hotel chainsthat don’t own any hotels (Airbnb),
can a university operate like the‘Netflix of learning’, where you’re
comfortable with the fact thatpeople can get their learning
experiences wherever they like?”
PROFESSOR ROMY LAWSON,
DEPUTY VICE CHANCELLOR (STUDENTS)
FLINDERS UNIVERSITY

S ECT ION 1 | H OW P E O P L E L E AR N

Why do people want to learn?

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Passion propels learning more than any otherfactor: more than half (51%) of the respondents
said being passionate about a subject would
be their main motivation in choosing to takea course on a certain topic.

12

The second strongest motivation among
respondents (32%) is learning something so they
can get a well-paid job, a promotion or pay rise.
This increases to 37% of 35- to 44-year-olds.
Altruism is also a factor. Almost a quarter (24%)
want to learn to help them make a difference tothe world, and more than a fifth (21%) want tobenefit their local community.

As Mike Zealley, MD, KPMG Learning
Services, points out:

“You have to understand why theindividual is learning. Is it to get
promoted? Because they want a
different role? That connects towhat form of recognition andreward is appropriate.”

32%

learn to geta promotion
or pay rise51%

cite passion asa motivator
for learning

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S ECT ION 1 | H OW P E O P L E L E AR N

13

Tackling
sensitive
subjects

Educational experts are intriguedthat respondents name mental
health education as the subject
they’d most like to learn online (16%).
Those aged 55 and over are theleast likely to prefer mental healtheducation online (11%) but thismethod is most popular among
35- to 44-year-olds (22%).
Experts feel this is explained bya greater focus on mental healthduring the pandemic. They also point
to growing mental health awarenessin educational institutions andworking environments. It’s becoming
less of an unmentionable subject
than it might have been in the past,
say the experts, which is likely
piquing learners’ interests – alongwith their personal experiences.
While there is a better understandingof the need for society as a whole todiscuss mental and sexual healthmatters today, some learners still

feel more comfortable discovering
topics such as mental health (16%),
sexual health (15%) and sexual
relations (13%) online.
David Coyne, Senior Policy Adviser,
Skills Development Scotland,
believes there are advantages
to an online approach to tricky
topics. “We can all giggle about
dreadful memories of sex edclasses at school. The messenger
is really important. If you’ve got
one good teacher, they can educate
40 kids – but if it’s a good online
influencer, they can reach millions
of people.”
Learners from non-White ethnic
groups generally feel more
comfortable learning about
race via online courses. Just 6%of White respondents select thissubject compared to 17% of Asian
respondents and around one inseven (13%) Black respondents.

What subject areas would
you feel more comfortablelearning about online
than in person?
20%

15%

10%

5%

0%

Mental healthSexual healthSexual relations

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14

“We can all giggle about
dreadful memories of sex edclasses at school. The messenger
is really important. If you’ve got
one good teacher, they can
educate 40 kids – but if it’sa good online influencer, they
can reach millions of people.”
DAVID COYNE,SENIOR POLICY ADVISER,SKILLS DEVELOPMENT SCOTLANDS ECT ION 1 | H OW P E O P L E L E AR N

What’s standing in
the way of learning?

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Education clearly still has a way
to go to become truly accessible.
Respondents say several aspectsof personal background could
result in a negative impact on
individuals, affecting the ways
they prefer to learn. In fact, nearlyfour in five (79%) suggest there is
at least one factor that could makethe learning process more difficult.

15

virtual learning environments?
We might then be able to tackle
the ongoing digital divide, and movefrom governance and compliance toa course-design strategy that’sembedded in action.”

Disability (33%) is viewed asa major factor in a negativeeducational experience, while
the same proportion (33%) picksocio-economic background.

Personal appearance can be anissue, say nearly a third (32%),
while race can often be an obstacle,
according to 29% of respondents.
Against this backdrop, it’s interesting
to note over a fifth (21%) of Black
respondents prefer to learn fully
online, compared to around one
in six (16%) White respondents.

Professor Kiran Trehan, Pro-ViceChancellor for Partnerships
and Engagement, University
of York, believes:“Digital poverty has been a real
blocker. Can we create inclusive

More than a quarter (26%) of
respondents feel issues of gender
identity could negatively impact
people’s learning experience,with a similar total (25%) also
referencing sexuality.

The biggest barriers to learning:
Disability
Socio-economic background
Personal appearance
Race
Gender identity
Sexuality
0%

10%

20%

30%

40%

“Digital poverty has been a real blocker. Can we create
inclusive virtual learning environments? We might thenbe able to tackle the ongoing digital divide.”
PROFESSOR KIRAN TREHAN,
PRO-VICE-CHANCELLOR FOR PARTNERSHIPS AND ENGAGEMENT,UNIVERSITY OF YORKS ECT ION 2 | POST-PAN D E MI C L E AR N I N G

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SECTION 2

16

Post-pandemic
learning

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As the world rebuilds after the pandemic,
learners will have new requirements ofeducation and providers can take theopportunity to support these needs.

17

For example, the rapid growth of the gig
economy and the number of people becoming
self-employed highlights the need for flexible
learning, and an array of different kinds ofcourses so people can refresh their skills or
gain new ones. Experts agree that education –especially online learning – is set to play a vitalrole in supporting people as they change careers,whether through choice or necessity.
While these transitions were already well under
way prior to the pandemic, experts we consulted
for this report note the emergence of a numberof exciting educational opportunities for the
future, including:• new partnerships, such as traditional providersof education working with business partners
and delivery platforms• new models for tertiary education and beyond– a kind of ‘Uber-university’• fresh approaches to assessment and exams• more microcredentials, and further new
approaches to accreditation and qualifications ingeneral, reflecting changing needs from learners• a ‘build your own degree’ approach• continued course optimisation for mobile devices• a growing need for recursive education thanks
to constantly changing needs from employers
and learners• the application of new digital technologies:
artificial intelligence (AI), machine learning (ML),augmented reality (AR), virtual reality (VR)and learning analytics.

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

S ECT ION 2 | POST-PAN D E MI C L E AR N I N G

18“Implicit in some spheres of
education is a social divide. If you
have the money or the means toattend face-to-face, then you doso, while other people must learn
remotely. There’s almost been asnobbery attached to this, which
creates a tiered system of
educational kudos, and I don’t
think we should accept that.”
PROFESSOR JONATHAN WILSON,
PROFESSOR OF BRAND STRATEGY& CULTURE (DIRECTOR),REGENT’S UNIVERSITY LONDON

Meanwhile, the experts also believe there’s a huge
opportunity for learners, employers, and education
partners alike to benefit from the addition of life
skills – such as financial management, mental
health and diversity – to the national curriculum.
Yet barriers to learning remain. The survey reveals
many people feel uncomfortable with the current
lack of diversity and inclusion in education,
believing it impacts negatively on individuals
throughout their learning journey. It’s a complex
issue that must be addressed and, while some
initiatives are already happening to fix the lackof diversity among educators, further action isevidently required.
Professor Jonathan Wilson, Professor of Brand
Strategy & Culture (Director), Regent’s University
London, believes the pandemic can be viewed
as a chance to tackle the current inequalities
in education.
“Implicit in some spheres of education is a social
divide. If you have the money or the means toattend face-to-face, then you do so, while otherpeople must learn remotely. There’s almost beena snobbery attached to this, which creates atiered system of educational kudos, and I don’t
think we should accept that.”

S ECT ION 2 | POST-PAN D E MI C L E AR N I N G

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More diversity in theclassroom and workplace

19

While diversity was already becoming a key
issue in all walks of life prior to the pandemic,
it’s now front-of-mind for many learners.

Professor Jonathan Wilson, Professor of Brand
Strategy & Culture (Director), Regent’s University
London, says:

Race is a hot topic overall. Nearly three in ten(29%) respondents state it negatively impacts
on individuals’ education experiences. The figure
is higher (35%) among Asian respondents – 29%
of White people surveyed agree, as do a quarter(25%) of Black respondents.

“I am very aware, having listened to colleagues orobserved lessons, of ethnic minority learners being
treated differently. It could be a micro-aggression,a micro-invalidation. I’m not necessarily saying thatpeople do so intentionally, but many of those
things can and do happen, and it’s a difficult,traumatic experience for somebody.”

Experts believe there are many social andeconomic factors that feed into theseperceptions – not least the disproportionate
effect of COVID-19 on non-White ethnic groups.
It’s worth noting that more than a fifth (21%)
of Black people and 19% of Asian people surveyed
feel more comfortable learning fully online,
compared to 16% of White respondents. There isa view among experts that learners feel remotelearning removes educator bias – unconscious
or otherwise – from classroom settings.

21%

of Black people
feel more comfortablelearning fully online“People have identified
a lack of representationin connection witheducational delivery –and they have aproblem with that,quite rightly so.”
PROFESSOR JONATHAN WILSON,
PROFESSOR OF BRAND STRATEGY& CULTURE (DIRECTOR),REGENT’S UNIVERSITY LONDONS ECT ION 2 | POST-PAN D E MI C L E AR N I N G

36%

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

of people expect
their leaders tohave equality anddiversity training

20

More respondents would likediversity in educational settings –in short, they want to be taught bya wider variety of people than thepeople who taught them growing up.
A majority say they were taught byeither a White cis man (55%) or a
White cis woman (54%).

In addition, many employers are
sympathetic towards the need for abetter understanding of diversity inbusiness. A fifth (20%) cite diversity
and cultural awareness as a major
skills gap at their organisation.

More than four in ten (43%) would
have liked to have been taught bysomeone who identifies as nonbinary, and nearly three quarters(73%) by someone from a non-Whiteethnic group. Around a third in total
would have liked to have beentaught by a trans person (34%).

This is felt even more strongly by
employees. When asked what
training people in leadership
positions should receive on an
ongoing basis, 36% say equality anddiversity training – the third highest
answer. This is also the third highest
answer when we asked what training
people in all positions within abusiness should receive (38%).

There is, however, evidence in thesurvey results to suggest educator
diversity is improving. Learners aged
16 to 24 are the least likely age
group to say they have been taught
by a White cis man (39%) or woman(40%). In comparison, 67% of those
aged 55-plus say their teacher wasa White cis man and 63% were
taught by a White cis woman.

Meanwhile, 17% of business
respondents think gender studies
should be included in the national
curriculum. A further 17% state Blackand minority-ethnic history should
be included. Another 17% would also
like future generations to learn about
Britain’s colonial history, and 16%
cite neurodiversity and disability
as a missing subject.

Overall, the survey data highlights
sharp divides in society, which
experts believe education providers
can tackle to create more inclusivity
in the classroom and the workplace.
Professor Moira Fischbacher-Smith,
VP Learning and Teaching, Universityof Glasgow, concludes: “There’s
plenty of evidence that a diverse
workforce is a better workforce.
You bring in more creative ideas,a much healthier mix of views andexperiences, policies and practices.
By immediately excluding a whole
sector of the population we denyourselves the chance to recruit
the best, most talented people.”

16%

cite neurodiversityand disability as
missing from thenational curriculumS ECT ION 2 | POST-PAN D E MI C L E AR N I N G

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

“There’s plenty of evidence thata diverse workforce is a better
workforce. You bring in morecreative ideas, a much healthiermix of views and experiences.”

21

PROFESSOR MOIRA FISCHBACHER-SMITH,
VP LEARNING AND TEACHING,
UNIVERSITY OF GLASGOWS ECT ION 2 | POST-PAN D E MI C L E AR N I N GCompleting the curriculum
Bosses name home skills (28%) next,
meaning learners and businessleaders are closely aligned on the
key future-proofing skills they thinkshould be added to the curriculum.

classroom, to online, to hybrid
settings – he believes information
should be provided to help people
make the most of the huge
opportunities on offer.
He states:

Which topics do consumers feel are
missing from the national curriculum?
Everyday financial management(39%), mental health (39%), andhome skills – e.g. cooking, cleaningand parenthood (35%) – ranked
highest. Women (43%) morethan men (37%) want financial
management courses.

Taz Latif, Diversity, Equity & Inclusion
Consultant & Educator, isn’t surprised
people want more insight into how
to manage their finances, saying:“Financial skills correlate to positive
mental wellbeing: how to save,manage our money, or negotiate asalary and often, the quality of life
we are able to lead. I’m definitely
frustrated that nobody taught me
about taxes in school! People tend
to feel really disgruntled about thelack of necessary life skills once
they’ve left education.”

Business leaders agree. Everyday
financial management skills (40%)
and mental health education (35%)
also feature in their wish lists, withpractical skills (building, woodwork,
electrical) coming in third at 30%.

Meanwhile, Mike Zealley, MD, KPMG
Learning Services, ponders whether
learners should be given more
help to understand how to accesseducation. With such extensive
ways to learn now available – fromT H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

The pandemic threw greater focus
not only on how people want to learn
in future, but also the core skills they
will need to meet emerging
challenges. Personal finance skills
and a better understanding of mental
health issues are two examples offocus areas that learners andbusinesses alike think should appear
in the national curriculum.

22“The skill I wish was on
the curriculum, that I
believe people needmore than any other,is learning how to learn.”

What topics do
consumers feelare missing fromthe national
curriculum?

39%

Everyday financial
management

39%
Mental health

35%

Home skills e.g. cooking,cleaning, parenthood

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

S ECT ION 2 | POST-PAN D E MI C L E AR N I N G

23“Financial skills correlate topositive mental wellbeing:
how to save, manage our money,or negotiate a salary, and often,
the quality of life we are able
to lead. I’m definitely frustrated
that nobody taught me abouttaxes in school! People tend tofeel really disgruntled about thelack of necessary life skills once
they’ve left education.”
TAZ LATIF,
DIVERSITY, EQUITY & INCLUSIONCONSULTANT & EDUCATORS ECT ION 2 | POST-PAN D E MI C L E AR N I N G

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Onlinecourses are
the top way
to gain new
skills to starta business

24

42%

are keen to start a sidehustle alongside theirfull-time job

Learning for the gig economy
The growth of the gig economy
shows no signs of slowing. Of those
respondents who have changed jobs
as a result of the pandemic, 4% are
now self-employed. A further 5% who
say they’ve not yet started a new job
would like to become self-employed– meaning almost one in ten people
have either started, or want to try,
self-employment.
Many learners have their hearts set
on working for themselves in some
capacity, even if they’re currently infull-time employment. More thanfour in ten (42%) are keen to start aside hustle alongside their full-timejob. This is especially true of nonWhite ethnic group respondents,
with 69% of Black respondents and
65% of Asian respondents saying
they’d like a side project. Across theentire UK workforce, this would
represent a huge number of people
willing to seek new skills to achieve
their dreams.

These figures reveal people spenttime during the pandemic considering
how work can work for them going
forward, says Professor Jonathan
Wilson, Professor of Brand Strategy& Culture (Director), Regent’s
University London: “There’s a fearthat people might lose a greater
amount of control that they began
to acquire on their lives as we movebeyond the pandemic. If you do themaths, then perhaps the savingson dry-cleaning, travel and childcare
bills associated with being in fulltime employment mean you’ll
discover that you’re not worse offworking for yourself more flexibly
and remotely via alternative working
arrangements. People have been
making those calculations.”
Online short courses are considereda fruitful route to self-employment,with 19% of respondents – rising tonearly a quarter (23%) of those aged
45 to 54 – saying this would help

them acquire new skills to establish
their business. Choosing online
courses was ranked first among
all learning options listed.
All of these changes to learners’
professional lives mean course
providers and business leaders
must focus on helping upskill aworkforce that’s fit for the future.
Professor Romy Lawson, Deputy
Vice-Chancellor (Students), Flinders
University states:“We have to prepare
people for employability– that’s the key word.
People used to talk about
being ‘job ready’ but it’s
not just one job any more.
Students need the skills
to navigate their careers;
to be adaptive experts.”

S ECT ION 2 | POST-PAN D E MI C L E AR N I N G

Mental healthmatters

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

NHS leaders in England warn of a “wave of mental
health issues”¹ following the pandemic. Learners
are keen to access a greater understanding ofthese issues, as they’re already affecting many
people’s personal and professional lives.

25

Education experts also feel mental health is nolonger a ‘taboo’ subject. They believe provision of
online learning in this area, if it is appropriately
accredited and safe, could be highly effective.
Learners seem to agree, ranking mental health first(16%) above all other subjects when asked which
type of course content they would feel more
comfortable learning about online than in person.
Mike Zealley, MD of KPMG Learning Services,
states: “Some of the stigma associated withmental health has diminished over the years, andit’s now more acceptable to acknowledge thechallenges it brings. Life has been hard for the
past couple of years and I think we all have moreof a connection with mental health issues now.”

Mental health is thenumber one subject people
are more comfortablelearning about online

44%

think business leaders should
receive mental health training

S ECT ION 2 | POST-PAN D E MI C L E AR N I N GProfessor Romy Lawson, Deputy Vice-Chancellor(Students), Flinders University thinks learning is
key to tackling the wave of mental health issues.
“I think the reason many people want to learn
about mental health online is because they feelthey’ve missed the boat with formal education
so this is their opportunity to learn about it,”she says. “But it’s really encouraging to hear
this response about it needing to appear on the
curriculum. It’s not taboo anymore – it’s OK thatpeople have mental health issues and support.”

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Despite people’s interest, there’s frustration
about the lack of mental health learning
opportunities on offer. Nearly half (46%) of
women feel mental health education is missing
from the national curriculum.
There’s also support for mental health education
being added to the curriculum among learners
across different ethnic groups, with White (41%),
Asian (34%) and Black (28%) respondents all
agreeing it’s currently absent.
Respondents’ strength of feeling about theimportance of mental health education is borneout in their views on how business and academic
leaders approach the issue. When asked what
ongoing training teachers, CEOs and other¹
26

business leaders should receive, nearly half (44%)
suggest mental health awareness training.
The figure increases to 50% of women surveyed,and 48% of everyone aged 45 and over. And
learners think mental health awareness training
shouldn’t just be for the bosses. Nearly half (46%)
think every employee should complete coursesthat deal with this prominent issue of modern life,
rising to 53% of women.
Taz Latif, Diversity, Equity & Inclusion Consultant& Educator, agrees a greater focus on mental
health education is critical:“We don’t do enough. I think thebiggest way we’ll make progressin mental health awareness is toacknowledge wholeheartedly andopenly that there is no finish line
when it comes to this work. Gen
Z will be a massive part of thatmovement – they are the powerhousebehind that thinking, and rightly so.
To build a better world for future
generations means we need toco-create that future with them.”

https://www.theguardian.com/society/2022/feb/21/england-second-pandemic-mental-health-issues-nhs-covid

46%

of women feel
mental healtheducation is
missing fromthe national
curriculumS ECT ION 2 | POST-PAN D E MI C L E AR N I N GTechnologicalinnovations

An even greater reliance ontechnology was another major
consequence of the pandemic.
From an overnight switch to remote
working to the need to shop online,
more of us than ever before reached
for our devices.

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Perhaps more than any other aspectof the research, the future points totechnology-driven strategies thatwill revolutionise the way welearn and teach. And a learner
preference for online courses shows
this is already under way.

27

Experts predict digital innovation
and adoption will accelerate to meetlearning and employment needs,
with a rapid introduction of newpartnerships and platforms including:• Artificial intelligence (AI) andmachine learningin conjunction with learning
analytics; for example torecommend further courses or toadjust courses in real-time basedon learners’ behaviour• Augmented reality (AR) andpotentially virtual reality,
supporting more practical courses• Growing use of gamification todrive engagement• Coaching bots and chat bots forsupport and virtual tuition
This is further supported by theopinions of our experts. Dr Liz Marr,
Pro-Vice Chancellor (Students) at
The Open University, says this is
now the desired direction of travel:“Providers can use
the data from learning
analytics to amend
courses as they’re
happening. If analysis
shows something’s
not working, it canbe tweaked.“
Mike Zealley, MD of KPMG Learning
Services, agrees: “Virtual educationdelivery is here to stay. I think it’snecessitated a redesign of lotsof fairly old, clunky learning, which
is probably long overdue. And I
think it’s interesting because, withthe technology tools that havebecome ubiquitous now for all ofus, it creates new opportunities forcollaboration and ways in which
you can engage with learners.”
The pandemic has clearly changed
priorities in the educational sphere– not just for learners, but also
course providers and technology
companies bringing innovation to
the sector. Educators must continue
to anticipate more shifts, standing
ready to respond to learners’
and employers’ evolving needs.

S ECT ION 2 | POST-PAN D E MI C L E AR N I N G

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

“Virtual education delivery is here
to stay. I think it’s necessitated aredesign of lots of fairly old, clunkylearning, which is probably long
overdue. It creates new opportunities
and ways to engage with learners.”

28

MIKE ZEALLEY,MD OF KPMG LEARNING SERVICESS ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

SECTION 3

29

Skills fit for
the future

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

With so many people changing
careers as a result of the pandemic,
there’s an inevitable need for
employees and employers to build
new skills.

30

Dr Liz Marr, Pro-Vice Chancellor(Students), The Open University,
explains,“For years, employers havesaid they don’t get graduates
Experts feel education is key totackling the emerging skills gap and, who can think, turn up ontime or have interpersonalin response to learner and businessleader requirements, providers should skills. I’m really interested
focus courses on:
to see them talking about• the rapidly changing need for
creativity and criticalnew skills – including for jobs thatthinking now, because I think
weren’t even on the horizon athat’s what we should be
few years ago
doing in higher education.
• the move to a contingent workforce
We don’t know what theand the emergence of the gig
economyjobs of the future are.
Who knew 20 years ago that• the impact of automation on
workers and how they can refocus
we would be desperate foror reskill for their careers
cybersecurity specialists?”
Business leaders tell us they aremainly seeking employees withskills such as critical thinking,creativity and time management,that are currently absent fromtheir workforce.

Another trend is the recognition thatpeople no longer expect to have
one job for their whole working life.
Dr Kairen Cullen, Educational
Psychologist, says:“We’re preparing
youngsters to be able todiversify and work in lots ofdifferent fields, and possibly
make changes throughout
their working lives. The
vocational side of education
is hugely important.”
This means lifelong learning anddevelopment opportunities should
be prioritised for employees. Dr Marrof The Open University says thisreflects a wider policy agenda tosupport ongoing learning. “There’s
very much a demand for economic
competitiveness in the government’s
levelling up programme,” sheexplains. “It signals a desire to havelearning available in smaller chunks
for vocational skills to get people
into work, keep them in work andprogress during their careers.”
Experts also agree the education
sector must lead the way when it
comes to upskilling people to deal

with issues like sustainability, whichis having an increasing impact on
our personal and professional lives.
The challenge ahead for education
providers, employers and employees
is huge – but it’s also a big
opportunity to shape workforce
skills for decades to come.

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

Tackling the skills gap

But they also see this deficiency as an opportunity
to comb the market for crucial competencies, likecritical thinking (32%), strategic team planning(31%), creativity (27%), interpersonal traits like
empathy (27%) and basic digital skills (25%).

When sifting through CVs in the hunt for new
talent, skills (41%) stand out as the most crucial
thing for candidates to highlight. This is rated
higher than past job experience (37%). Also
relatively important to employers are a strong
personal statement or covering letter (35%) andskills-based qualifications (26%). Around one inseven (14%) scrutinise CVs for signs candidates
have completed ‘microcredentials’ courses: online
learning designed to boost specialist skills.

In contrast, it’s interesting to note that these kindsof skills are not the main things learners expect
business leaders to be seeking. When asked whatkind of qualification would get them the job theywant, vocational and skills-based courses wereamong learners’ top answers – highlighting thefact employers and job candidates aren’t closelyaligned on what’s attractive in a candidate.

Despite this focus on skills with the aim ofboosting future growth, businesses are only
allowing an average of less than five hours
per month – equivalent to an hour a week –for each employee to use for ongoing learningand development as part of their role. In fact,
12% of firms surveyed provide no consistent
training programme.

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

When assessing their organisation’s skill set withan eye on future requirements, employers admit
a number of holes need to be filled. In fact,
88% are certain some skills are missing within
their business.

31

76%

of learners sayaccess to ongoingdevelopment
is important in aprospective employer

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R EThis seems a major deficiency, because morethan three quarters (76%) of learners say accessto ongoing learning and development is an
important consideration when they’re choosing
a new employer. This rises to 86% of 35- to
44-year-olds and 82% of 25- to 34-year-olds.
More than eight in ten (82%) Asian people
surveyed, along with 77% Black respondents
and 76% White respondents agree.

12%

Key skills employers look for:of businesses surveyed
provided no consistent
training programme

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Critical thinking

32

Strategic teamplanning
Creativity
Interpersonal traits,
like empathy
Basic digital skills

0%

10%

20%

30%

40%

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

Upskilling online

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Amid the much-discussed‘Great Resignation’, nearly one
in five (19%) respondents saythey have changed career paths
during the pandemic, sharpening
focus on the education sector toprovide widespread opportunities
to learn new skills.

33

Men (20%) are more likely than
women (17%) to have changed
careers. Meanwhile, some ethnic
groups have been affected morethan others, with Black respondents(38%) more than twice as likely as
White respondents (17%) to havemade a career switch.
Experts hail the role of educationin supporting people throughcareer changes – and point to online
learning as a powerful way to upskill.

Of the people who have switchedjobs in the past two years, a total of
81% who took an online course reveal
it has helped them to change theircareer path. Men (88%) are most likely
to have benefitted, along with almost
three quarters (73%) of women.
This is also true for 100% of Asian
respondents who have changed
career and learned online, and 95%
of Black people. The figure for White
respondents is 77%.
Almost nine in ten (89%) 25- to
34-year-olds who have switchedcareers reveal they were helped byan online course, with 86% of those
aged 16 to 24 saying the same.
But upskilling isn’t just about
new careers – it’s beginning to
be viewed as a lifelong necessity.

81%of people who changed
career path said on online
course helped them

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

The thirst for lifelong learning

34“No job is for life.
We can’t rest on ourlaurels, so it makes
sense to continuelearning about awide range of thingsand explore thepossibility of multiple
career pathways.”
PROFESSOR JONATHAN WILSON,
PROFESSOR OF BRAND STRATEGY& CULTURE (DIRECTOR),REGENT’S UNIVERSITY LONDON

People’s attitudes to their careerdevelopment are changing.
Increasingly, they’re expecting theiremployers to help them upskill tosuit the changing nature of the job
market and shifts in their own career.
More than three quarters (76%)
of respondents say that when they
think about choosing a new job or
employer, access to ongoinglearning and development is an
important aspect of their decision.
Almost a third (31%) state it’s very
important that they’re able tocontinuously learn.
Dr Liz Marr, Pro-Vice Chancellor(Students), The Open University,
understands this strength of feeling.
She says: “Lifelong learning is
critical; having the resources to beable to quickly change direction,
to equip yourself for it. I know quite

a few people who’ve changed
careers completely.”
We’ve already witnessed thedesire for alternative subjects
such as financial management anddiversity to be added to the national
curriculum. Alongside the growing
trend for employees to change
career paths completely, or strikeout for self-employment, sidehustles and the gig economy,
lifelong learning is becoming morecritical to upskilling the workforceof the future. Professor Jonathan
Wilson, Professor of Brand Strategy& Culture (Director), Regent’s
University London, observes:“No job is for life. We can’t
rest on our laurels, so it makes
sense to continue learning abouta wide range of things andexplore the possibility of multiple
career pathways.”

On the whole there is great
restlessness in the job market,
reflecting the widely cited’Great Resignation’ that’s taking
place. Nearly two thirds (63%)
of respondents whose job was
not affected by the pandemic
say they would like to try a careerin another industry.
While 10% of these respondents
aren’t sure what role they want to
do next, there’s also a broad rangeof aspirations mentioned – from
IT/telecoms and manufacturing
to self-employment.

63%

say they would liketo try a career inanother industry

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

Meanwhile, perhaps surprisingly, age
isn’t viewed by most people as abarrier to learning. When asked what
would be the oldest they’d botherto spend time getting a new
qualification, more than a quarter(27%) of respondents say that theywouldn’t stop seeking new skills
at any age.
So it seems learners are considering
how they might continue to acquire
new skills and knowledge long into
their working lives – and that meansa conversation about funding andthe affordability of learning.
Professor Moira Fischbacher-Smith,
VP Learning and Teaching, Universityof Glasgow, believes: “We needto look at funding, because if we’retrying to stimulate social, culturaland economic recovery, there’s aquestion about whether individuals
and employers can afford topay for courses.”
Almost a third (30%) of respondents
expect to pay for lifelong learningthemselves, while only slightly
fewer (27%) want their current or
future employer to pay. A further
fifth (20%) (and three in ten (30%)
16- to 24-year-olds) say thegovernment should foot the billto keep workers’ skills sharp –something policymakers shouldclosely consider.
Ultimately, this is a reflection that,alongside flexibility in how people
can learn, lifelong learning
opportunities must be prioritised.

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

The importance of access to ongoing learning anddevelopment when considering a new job/employer:

35

Who should pay for lifelong learning?

20%
30%

16 - 24

23%

25 - 3427%
35 - 4445 - 54
55 +The student
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

The government

Current or future employer

Not sureS ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

12%Skills for a moresustainable future

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

As the world attempts to move on
from the pandemic, there’s a renewed
focus on matching workforce skills
to emerging industrial trends.

36

The pandemic – along with headlinegrabbing extreme weather events –has thrown renewed focus on theenvironment. As a result, many
respondents are keen to know more
about global sustainability strategies
as they rise up the corporate agenda.
“It’s a vibrant area for learning,and hugely important to give people
knowledge about decarbonisation.
COP26 gave this more prominence,and it’s important that we follow

through. Learning teams need toremember this is about more thanpurely the technical knowledge
related to net zero and carbon
neutrality. We also need learning
to help organisations address thecultural and behavioural aspects too,”says Mike Zealley, MD of KPMG
Learning Services.

A further 11% have quit a role
because their employer didn’t
seem to them to be taking
sustainability seriously.

Sustainability is becoming a
key consideration for employers
and employees. Already, more than
one in ten (12%) of individuals havechanged career in order to join acompany they consider to be moreenvironmentally responsible.

Business leaders are responding.
A range of activities is underway atorganisations that are keen to go
green, such as reducing their carbon
footprint (41%), educating employees
on sustainability (36%) or introducing
a cycle-to-work scheme (28%).

Almost four in five (79%) say
green issues are very or somewhat
important to them, with women(83%) more likely than men (77%)
to agree.

have changed
career tojoin a moreenvironmentally
responsible company

1 in 7join shorteducational courses
to learn aboutsustainability

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

How businesses are going greener
50%

40%

“We need to create
opportunities forlearners to understandwhat sustainability reallymeans in their discipline.
At our university,
colleagues are developing
the curriculum to give themthe chance to do that.”

30%

20%

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

10%

37

And, because 88% of firms in total
are making changes in this area,
sustainability skills look set to bea strong attribute for employees
across the UK in the near future.
Professor Moira Fischbacher-Smith,
VP Learning and Teaching, Universityof Glasgow, says:0%
Reducing carbon footprint
Educating employees on sustainability
Introducing cycle-to-work schemes
Implementing no-print policy
Tree-planting initiative

Dr Liz Marr, Pro-Vice Chancellor(Students), The Open University,
agrees upskilling for sustainability
is a complex challenge. “Aninterdisciplinary approach isimportant. You’re not just going to
get a water engineer from‘somewhere’. You need people withan understanding of culturalconcepts and geographicalknowledge. A load of skills andknowledge must come together
for us to address the Sustainable
Development Goals.”
At present, almost a quarter (23%)
of business leaders feel education
about the environment is missing
from the current school-to-university
curriculum. An almost identical (24%)
amount of individual respondents
agree. This includes 27% of womenand almost three in ten (29%) of
those aged 55 and over.
It’s also interesting to note thataround one in seven (13%)
respondents seek sustainability
information by joining shorteducational courses. This makes
learning the third-highest source for
information about the green agenda,
behind news (41%) and social media
content (26%).

25%

of business leaders feelenvironmental education is missing
from the national curriculum

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

S ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

38“We need to create opportunities
for learners to understand whatsustainability really means intheir discipline. At our university,
colleagues are developing thecurriculum to give them thechance to do that.”
PROFESSOR MOIRA FISCHBACHER-SMITH,
VP LEARNING AND TEACHING,
UNIVERSITY OF GLASGOWS ECT ION 3 | SKI LLS FI T FO R T HE FU T U R E

Digital skills:
Good forbusiness

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Innovation in technology will be a
key driver of future growth for firms
and the wider UK economy. It’s also
crucial to building skills throughout
the nation’s workforce.

39

Business leaders recognise thisrequirement, not least because
organisations can reap the rewardsof employees who are able toget the best out of technology.
Nearly a quarter (23%) of business
respondents would like to see
digital skills formally included in
the national curriculum.
Online learning has an increasingly
important role to play in businessstrategy, says Educational
Psychologist Dr Kairen Cullen:“I can’t think of a single
conflict situation that isn’tameliorated by better
communication. How you
tap into creativity and use
it, time management andpersonal organisation skills;
lots of strategies can be
successfully taught online.”
Almost one in ten (9%) businesses
look during recruitment for people
who have taken campus-based
courses with a technology company,
including giants like Google andMicrosoft. Interestingly, 13% of
learners feel this type of qualification
could help them get their dreamjob – including 16% of men, 27%
of Asian respondents and 26% ofBlack people surveyed.
Nick Worthington, Director, King’s
Online, suggests:“AI and big data will
have a huge role to playin learning. For example,
if a Google or an Amazon
were to truly enter theeducation market, thinkof the ripple effect thatwould have. Those kindsof moves will fundamentallychange how education isthought of more generally.”
Technology has a leading roleto play in the future of learning
generally, but especially indelivering the skills that will
drive productivity and economic
growth. It’s one pillar of an
educational strategy that must
promise ongoing learning anddevelopment for all – accessto universal skills for the fullspan of every career.

9%of businesses lookfor employees who havetaken courses with atechnology company like
Google or Microsoft

23%

of businesses want
to see digital skills
included in thenational curriculumCO NCLUSI ON

Conclusion

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

It’s an exciting time for the world of education.
Things are changing fast post-pandemic, as
determined learners look to upskill in order tonavigate the changing world of work, digital
innovations build momentum, and issues
like sustainability and diversity become
increasingly pertinent.

40

In great numbers, people are embracing nontraditional learning to address this new world –not least online courses, which are rapidly becoming
the number one way to get new skills. This applies
whether people want to succeed in their existingrole, change career or start their own business.
And they’re not satisfied with a one-off educational
experience – lifelong learning is here to stay.

That means education is now baked into manybusinesses’ strategies, with questions about skills,
training and funding being asked in boardrooms
across the country.
Education providers are responding with a wideranging and powerful mix of in-person, online
and blended learning opportunities – but there’s
more to be done to complete the curriculum andmake courses accessible for the whole population.
The pressure is on to embrace the unique
opportunities presented by this sea change
in the world of learning.

MET HODOLOG Y

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Methodology

41This research was conducted by
Censuswide, among a sample of
2,000 UK adults aged 16+, nationally
representative on age, gender andregion, and also 500 employers aged
18+. The data was collected between
24.12.21-04.01.22. 10 qualitativeinterviews with thought leaders in the
education space were also conducted aspart of the research. Censuswide abides
by and employs members of the Market
Research Society and follows the MRS
code of conduct which is based on the
ESOMAR principles.

Race:

Gender:Respondents from the following
ethnicities were included in the
research: ‘White’ includes
respondents who ticked White
British, White Irish, White Gypsy
or Irish Traveller, Other White; ‘Asian’denotes respondents who ticked
Asian – Indian , Asian – Pakistani,
Asian – Bangladeshi, Asian –Chinese, any other Asian ethnic
group; and ‘Black’ includes those
who ticked Black – African, Black –Caribbean, any other Black/African/
Caribbean ethnic group.

The survey included a non-binary
option when asking participants
for their gender. 31 selected this,so we were unable to commenton this demographic due to an
insufficient number of respondents.
‘Cis gender’ refers to an individual
using the gender they were assigned
at birth. The respondents’ genderin the survey is self-assigned by
the respondent – we haven’t
specified if they were assigned
this gender at birth.

We also included the following
groups: Mixed descent – Whiteand Black African, Mixed descent –White and Black Caribbean, Mixed
descent – White and Asian, Mixed
descent – Any other mixed, Arab,and Any other ethnic group.
However, these respondents cannot
be included in the analysis as the
sample size was too small.

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T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

Our panelof experts

42

A huge thank you to thethought leaders and experts
who shared their insights andpredictions with us. Here’s a bit
more information about who
they are and what they do.

DAVID COYNE
SENIOR POLICY ADVISOR,SKILLS DEVELOPMENT SCOTLAND

DR KAIREN CULLENEDUCATIONAL PSYCHOLOGISTDavid’s role is Senior Policy Adviser at
Skills Development Scotland. He supports
the leadership in the organisation in theformation of policy and services in Scotland’schanging skills and employment landscape.
He has a rich background in economic
development, with experience ofinfrastructure, employability, neighbourhood
regeneration and international development.

Dr Kairen Cullen is a registered practitioner

and chartered educational psychologist who
has worked extensively in a range of fields
including education, health, sport and the
media. She is also a writer and has produced
articles for academic, educational andpopular publications as well as books onchild psychology and parenting.

T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

PA NEL OF E XPE RTS

43PROFESSOR MOIRA FISCHBACHER-SMITH
VP LEARNING AND TEACHING,
UNIVERSITY OF GLASGOW

PROFESSOR ROMY LAWSONDEPUTY VICE CHANCELLOR - STUDENTS,
FLINDERS UNIVERSITYTAZ LATIF
DIVERSITY, EQUITY & INCLUSIONCONSULTANT & EDUCATORDR LIZ MARR
PRO-VICE-CHANCELLOR (STUDENTS),
THE OPEN UNIVERSITY

Moira Fischbacher-Smith is Professor of Public
Management and Vice-Principal (Learning &Teaching) at the University of Glasgow.
She leads the University’s strategy and policy
development for learning and teaching, has
responsibility for teaching quality, and works
with colleagues across the University tosupport student and staff development inrelation to teaching and learning. Moira wason the Project Board that developed theJames McCune Smith Learning Hub on the
University’s main campus and leads the workon refurbishing teaching spaces on campus.

Romy has over 25 years of experience inhigher education leadership, and strategic
learning and teaching initiatives in Australia
and the UK. Before her appointment at
Flinders she was interim Vice Chancellor andProvost at Murdoch University. During her
career she has led the National OLT Strategic
Priority Project: Hunters & Gatherers:
Strategies for Curriculum Mapping and Data
Collection for Assurance of Learning(assuringlearning.com), and has been a teammember in other ALTC funded projects
including: embedding professionally relevant
learning in business education; andfacilitating staff and student engagementwith graduate attribute development,
assessment and standards in businessfaculties. In 2013, she was awarded a
National OLT Teaching Fellowship for workon curriculum design for assuring learning.

An ex-teacher on a mission to reform
education, Taz harnesses the power ofcommunity to build sustainable systems
for change.

Dr Liz Marr is Pro-Vice-Chancellor (Students)

She is a global DEI educator and leader,
inspiring future generations through activism
to create social impact. Her work is two fold;building new ecosystems with young people
at a grassroots level as well as relearningand restructuring at a corporate level.
Over the last decade, Taz has partneredwith forward thinkers like Samsung and
GoogleForStartups as well as powerhouses
including the Ministry of Justice, JPMorgan,
the Financial Times, Macmillan Cancer andExpedia, to co-create a more equitable future.

at The Open University. Her responsibilities
include the student experience, student
voice, student engagement and student
satisfaction with a major focus on student
success. She also has oversight of student
employability, the Access, Participation andSuccess Strategy (including the APP), theTeaching Excellence Framework (TEF) andQuality Monitoring and Enhancement (QME).
Liz has over 30 years of experience in UK
higher education with particular interest inlifelong learning and continuing education,and their role in social justice and social
mobility. She is passionate about opening
opportunities for all who wish to participate
in learning, both formally and informally.
She is Vice-President of the European
Association of Distance Teaching Universities(EADTU), having served two years as
President, and a college governor.

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T H E FU T U RE OF L E AR NI N G R E P OR T 2 02 2

PROFESSOR KIRAN TREHAN,
PRO-VICE-CHANCELLOR FOR
PARTNERSHIPS AND ENGAGEMENT
AND DIRECTOR OF THE CENTRE FORWOMEN’S ENTERPRISE, LEADERSHIP,ECONOMY AND DIVERSITY,
UNIVERSITY OF YORK

44

Kiran Trehan is Pro-Vice-Chancellor forPartnerships and Engagement at the
University of York and Director of the Centre
for Women’s Enterprise, Leadership, Economy& Diversity. Professor Trehan is a key
contributor to debates on leadership,enterprise development and diversity in small
firms and business. She has led a number ofleadership, enterprise and business support
initiatives and has extensively published anumber of journal articles, policy reports,
books and book chapters in the field. Her
work has been supported by grants from afull range of research funding bodies,including the Economic and Social ResearchCouncil and Arts and Humanities Researchcouncil, government departments, regional
and local agencies including Local EnterprisePartnerships and Chambers of Commerce andthe private sector. She has held several
national and international advisory roles thatshape debates and policy in enterprise andequality, diversity, and inclusion.

PROFESSOR JONATHAN WILSONPROFESSOR OF BRAND STRATEGY& CULTURE (DIRECTOR)
REGENT’S UNIVERSITYNICK WORTHINGTONDIRECTOR OF KING’S ONLINE,
KING’S COLLEGE LONDON

MIKE ZEALLEY
MANAGING DIRECTOR
KPMG LEARNING SERVICES

Professor Jonathan A.J. Wilson is an awardwinning practitioner and academic with two
doctorates – specialising in what he calls
the ABCDs of business: Advertising,
Branding, Communication, and Digital.
Professor Wilson has over 200 pieces ofpublished work, travelled to 40 countries,
and worked on branding everything – fromcountries to people. His music and voicefeature on the early Grand Theft Auto video
games; and he’s performed internationallyon television and stages like Glastonbury
music festival. He’s received a Top Voices
award from LinkedIn for 4 consecutive
years and recently appeared in their US
television advertisements.

Nick began his career in private industry,working across various roles in a FTSE 100
retailer focused on accessing high growthmarkets through new channels. In 2015, hejoined the Higher Education sector to leada number of prominent expansion projects
at Coventry University.

Mike is the Managing Director of KPMG
Learning Services, a KPMG businessdedicated to helping clients nurture and growthe people and capability they need to ensure
their businesses’ future health and success.
Mike is passionate about real-world results
and learning that makes a difference toorganisations and individuals’ lives.

In 2017, Nick was appointed as Director of
Coventry University Online, a wholly-owned
subsidiary company of the University Group.
He built the business from nothing to anorganisation of over 130 employees that infour years became one of the most dominant
players in the international distance learningmarket, delivering online education to nearly
one million learners across 195 countries.
In late 2021, Nick joined King’s College
London as Director of King’s Online to deliver
the institution’s vision of becoming themarket leader in online education by 2029.

KPMG work widely with customers acrossdifferent market sectors. The work they dowith their learners, and providers in the
education and learning sector is energisingand rewarding, helping them have a lasting
impact that they couldn’t otherwise achieve.
Mike is proud and privileged to have lead
KPMG’s work with the Government Skills andCurriculum Unit, helping design and deliver
the curriculum of learning for the UK Civil
Service and others in the public sector.

Thank you
for reading.
#ThisIsFutureLearning

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