Intro
Executive summary
1 Attitudes and values for shaping a better future
Why do attitudes and values matter for shaping a better future?
Defining attitudes and values as part of a competency that influences decisions for future
Understanding the role of attitudes and values in developing competencies to shape a better future
Attitudes and values to appreciate holistic, integrated and long-term perspectives
Which attitudes and values are likely to contribute to shaping a better future towards well-being 2030?
Globally agreed common attitudes and values towards common future goals
Attitudes and values made explicit in national/jurisdictional curriculum
Case 1: Values aligned with national priorities, traditional social tenets, and enshrined in national vision statements:
Case 2: Values reflecting respect for and learning from Indigenous cultures and peoples:
Case 3: Values reflecting the need to prepare students for emerging societal change or reflect on historical change, such as social diversity, democracy, migration, equity, equality and inclusion, and environmental challenges:
Case 4: Values promoting education goals that are aligned with international and regional instruments and declarations. The process can involve broad collaboration with stakeholders.
Which attitudes and values are embedded in key competencies for the future?
Intercultural attitudes and values as part of global competency
Students' respect for people from other cultures
Interest in learning about other cultures, awareness of global issues, agency, self-efficacy, cognitive adaptability and perspective taking
Ethical judgements and media literacy
Notes
References
2 Attitudes and values in subject-specific curriculum
How can attitudes and values be linked to subject-specific learning goals and content?.

How are these specific skills, attitudes and values defined, measured for impact, and linked to subject learning?
1. Reflection
Definition
Relevance for future
link to the OECD Learning Compass 2030
Reflection is related to:
Impact on academic and social outcomes/well-being
Academic outcomes
Social outcomes/well-being
Which learning areas/subjects are most likely to embed "reflection"?
2. Collaboration and co-operation
Definition
Relevance for future
link to the OECD Learning Compass 2030
Collaboration/co-operation is related to:
Impact on academic and social outcomes/well-being
Academic outcomes
Social outcomes/well-being
Which learning areas/subjects are likely to embed "collaboration"?
3. Learning to learn
Definition
Relevance for future
link to the OECD Learning Compass 2030
Learning to learn is related to
Impact on academic and social outcomes/well-being
Academic outcomes
Which learning areas/subjects are likely to embed "learning to learn"?
4. Respect
Definition
Relevance for future
link to the OECD Learning Compass 2030
Respect is related to
Impact on academic and social outcomes/well-being
Academic outcomes
Social outcomes/well-being
Which learning areas/subjects are most likely to embed "respect"?
5. Responsibility
Definition
Relevance for future
link to the OECD Learning Compass 2030
Responsibility is related to:
Impact on academic and social outcomes
Academic outcomes
Which learning areas/subjects are most likely to embed "responsibility"?
6. Empathy
Definition
Relevance for future
link to the OECD Learning Compass 2030
Empathy is related to:
Impact on academic and social outcomes/well-being
Academic outcomes
Social outcomes/well-being.

Which learning areas/subjects are most likely to embed "empathy"?
7. Self-regulation
Definition
Relevance for future
link to the OECD Learning Compass 2030
Self-regulation is related to
Impact on academic and social outcomes/well-being
Academic outcomes
Social outcomes/well-being
Which learning areas/subjects are most likely to embed "self-regulation"?
8. Persistence
Definition
Relevance for future
link to the OECD Learning Compass 2030
Goal orientation (embracing persistence and grit) is related to
Impact on academic and social outcomes / well-being
Academic outcomes
Social outcomes/well-being
Which learning areas/subjects are most likely to embed "persistence"?
9. Trust
Definition
Relevance for future
link to the OECD Learning Compass 2030
Trust is related to
Impact on academic and social outcomes/well-being
Academic outcomes
Social outcomes/well-being
Which learning areas/subjects are most likely to embed "trust"?
Notes
References
3 Cultivating positive attitudes and values in a learning ecosystem
Where and how do students develop attitudes and values?
The OECD E2030 multi-layered ecosystem approach to curriculum change: Micro-, meso-, exo-, macro- and chrono-systems
Policy, people and places
Which attitudes and values do students aspire to develop and what does research say about the impact of teaching attitudes and values?
Student aspirations for developing attitudes and values in school
Research findings about students' attitudes and values for better learning and well-being
Persistence, eagerness to learn new things, and curiosity
Motivation to learn, motivation to achieve and goal orientation
Growth mindset, self-efficacy, higher levels of motivation and lower levels of fear of failure.

How do teachers' attitudes and values affect their students' learning and well-being?
Teachers' self-efficacy, enthusiasm for better student learning outcomes, job satisfaction and relationships at work
Teachers' perceptions of subject discipline boundaries for students' curiosity, epistemic knowledge, humility and attitudes towards learning-to-learn
Teacher agency and co-agency building on mutual trust, respect and responsibility -with students and parents
for better relationships, school climate, and growth mindset classroom cultures
Which parental attitudes and values can support children's learning and well-being?
Parental attitudes and values associated with student learning outcomes
Parental attitudes and values associated with student well-being
Excessive parental expectations and overly protective attitudes associated with student learning and well-being
How are attitudes and values connected to wider community and society?
Attitudes and values towards lifelong learning, starting from early childhood education and care
Connections of attitudes and values in local and global communities with those of school ethos and aspirations
Better engagement in community and conflict management
What do governments aspire to do to make systems more resilient at all levels?
Note
References
4 Challenges and strategies in embedding values
What are the challenges and strategies related to curriculum redesign?
Challenges to introducing values and attitudes into curriculum design
Difficulty in building consensus on which values and attitudes to include in the curriculum and how they should be included
Dissonance between values instilled through media and social media and those intended to be fostered through curriculum.

Difficulty in harmonising values intended in curriculum and changing values aligned with societal and economic changes
Strategies to overcome challenges to introducing values and attitudes into curriculum design
Aligning values with national and international priorities
Launching consultation processes to align with stakeholder views and support building consensus
Articulating values and attitudes in cross-curricular competencies
Embedding values into subject-specific content
Creating specific subjects, such as character education or moral education
Combining different approaches to mitigate difficulties in finding agreement and/or consensus
Enhancing students' connection to communities and the social context
What are the challenges and strategies related to the school and its environment?
Challenges introducing values and attitudes into school and its environment
Variation in the levels of engagement among schools in designing and managing curriculum content on values
Dissonance between teachers' own values and beliefs and those values in the curriculum
Strategies to overcome challenges of introducing values and attitudes into school and its environment
Providing guidelines to schools on the type of values to embed and how, either as part of legislation or in national curriculum
Embedding values into subject-specific content
Rewarding good design and implementation practices that promote values learning across different schools
What are the challenges and strategies related to alignment with other policies?
Challenges in aligning curriculum with other policies
Misalignment of values in curriculum with those in pedagogies, textbooks and learning materials
Misalignment with assessment policies and practices
Strategies to overcome challenges in aligning curriculum with other policies.