A new report from the OECD explores the state of teaching and how we can support teachers in ‘an accelerating world’.
The OECD has published a new report, Reimaging Teaching in an Accelerating World, which looks at how education is transforming as our world does. The report is split into three main themes: reimaging the teaching profession; autonomy, trust, and the power to innovate; and turning AI into an educational ally. The report’s editorial explains that:
“Today, the things that are easiest to teach and test are also the easiest to digitise and automate. If a machine can learn it faster than you, remember it longer than you, and apply it more consistently than you, then continuing to teach only traditional subject matter – using traditional approaches – is not a great strategy .
So the focus of education needs to shift. From students who can reproduce what they have learned to students who can extrapolate from what they know and apply it creatively in novel situations. Students need an education to not only prepare them for today’s jobs, but also for roles that don’t yet exist.”
A few key challenges the report notes in its introduction are:
- ‘Information is abundant but attention is scarce.
- What goes viral often beats what’s true.
- Algorithms can shape our view of the world.
- Schools have been ‘built on separation’ rather than connecting ideas (e.g. separation of subjects rather than cross-curricular project-based learning opportunities).
- Too much focus on standardisation and compliance.
- Students are outpacing schools in technology adoption.
The state of the teaching profession today
Are teachers happy teaching? The good news is that on average, across OECD countries, 9 out of 10 teachers report being ‘satisfied with their job’; three quarters said they would choose to work as again as teacher (given the option); 95% said they ‘often feel happy teaching’; and 95% said being able to make a worthwhile social contribution was important to them. In other good news, mentoring is on the rise! In about a third of education systems, an increased number of novice teachers have an assigned mentor, with about 1 in 4 novice teachers across the OECD having an assigned mentor.
However, there are issues. For example, on average, only 2 out of 5 teachers are happy with their pay, 1 in 5 experience stress ‘a lot’ – and while the status of teachers (their respect and value in society) is high in some nations, it has declined in others.
Challenges of classroom management
Two challenges were reflected on: student behaviour and the teaching of social and emotional skills. (Isn’t it funny how with time invested on the later, the former could be improved?!)
Notable data and findings include:
- Time allocated to ‘keeping discipline in the classroom’ has increased on average (13% in 2018, 16% in 2024).
- 1 in 5 teachers, on average, say they lose quite a lot of time due to students interrupting lessons.
- 19% of teachers work in schools where bullying or verbal abuse occurs regularly on school grounds.
- Teachers who have high self-efficacy in classroom management report lower levels of stress related to discipline by more than 40%.
- 1 in 5 teachers say more than 10% of students have difficulties ‘understanding the language of instruction’.
- Just over two-thirds of teachers report being able to help students manage their emotions, thoughts and behaviour.
Whilst the research gives no clear reason why fewer teachers feel capable to support with social and emotional skills, the OECD believes a likely reason is a lack of clear policy or curriculum space.
Balancing accountability and autonomy
The second key strand of the report looked at how to balance teacher autonomy with accountability. The report notes how ownership is important, with teachers who report higher levels of autonomy in designing lessons and teaching methods feeling more confident in delivering lessons and managing their classrooms; having a higher job satisfaction rate; lower stress; greater confidence in adapting lessons to student needs; and being more self-sufficient.
Accountability is necessary for ensuring quality of teaching but when these systems go too far, they of course, can have a negative impact. This is where perhaps developing a more collaborative culture can be effective.
So, how much collaboration is happening?
- Full-time teachers are spending just over 3 hours a week participating in ‘teamwork and dialogue with colleagues’ on average.
- 31% of teachers report teaching jointly as team.
- 46% exchange teaching materials (with this being more likely amongst female teachers than male teachers).
- Only 9% of teachers observe other teachers’ lessons and provide feedback.
Retention and recruitment
The report notes a growing concern about an aging teaching workforce, with a significant proportion of the profession nearing retirement age. There is an average teaching age of 45 years old across OECD countries, and around 20% of teachers under 30 intend to leave teaching in the next 5 years. It says there is no ‘magic bullet,’ with many nations facing their own challenges to retaining and attracting teachers.
Furthermore, it isn’t just a general recruitment issue. The OECD states that it wants to see the ‘most talented teachers’ in the ‘most challenging classrooms’. TALIS data shows the most experienced teachers are most likely to meet lesson aims, yet teachers under 30 disproportionately work in the most demanding classroom environments, compared to more experienced teachers who often work in less challenging schools.
Strengthening learning with AI
The report states that: “The choice facing education systems is not really whether GenAI should be allowed, but how to ensure its pedagogical intent and shape its most effective use. GenAI will remain part of our societies. Education’s task is to ensure it strengthens learning, rather than quietly replacing it.”
The OECD recognises concerns and risks with AI and how the relationship between teachers and students will shift. Also, notably that, ‘there is a lack of robust, large-scale independent evidence that proves AI enhances student learning.’ And yet, the report explains we cannot ‘put the genie back in the bottle’. With teachers and students already using it actively, the focus needs to be on ensuring it is applied only where it truly enhances learning to harness its benefit. The OECD recommends using insights from OECD Digital Education Outlook 2026: Exploring Effective Uses of Generative AI in Education to support effective and responsible use of AI tools.
Additionally, the report notes that policy makers need to consider that many teachers are less than enthusiastic about using AI, with about half of teachers believing it should not be used in teaching at all, and 1 in 10 reporting its use in teaching is banned in their schools.
References
- OECD (2026) ‘International Summit on the Teaching Profession: Reimagining Teaching in an Accelerating World.’ Available at: https://www.oecd.org/content/dam/oecd/en/publications/reports/2026/03/reimagining-teaching-in-an-accelerating-world_c775287e/d0edfe8c-en.pdf (Accessed: 9th March 2026)
