The UNESCO International Bureau of Education (IBE) is leading efforts to transform curricula and pedagogy in service of more sustainable, just, and resilient futures. That vision has taken on new urgency. As the world contends with overlapping crises – from growing inequalities, democratic backsliding, increasing polarization of societies, and protracted violent conflict, to the climate crisis and the aftershocks of the Covid-19 pandemic – education systems face mounting pressure to adapt. At the same time, technological change is reshaping the world of work and human interaction, requiring education not just to respond to change, but to lead it.
In this context, the IBE has intensified its work to help rethink not only what learners need to know, but how education systems can actually support meaningful learning. This isn’t about adjusting curricula or adding new content – it’s about fundamentally reimagining teaching, learning, and assessment in line with current understanding of how learning happens.
At the heart of this effort lies a key question: How can we bridge the gap between what science tells us about learning and what happens in classrooms every day?
The answer is neither simple nor static. Scientific research, especially in neuroscience, offers powerful insights, but these are often misinterpreted, oversimplified, or lost in translation. Since 2016, the IBE has been working to close this gap. Through its science of learning knowledge brokerage initiative, it translates cutting-edge research into practical, credible knowledge that can inform policy, improve teaching, and enhance learning.
Over nearly a decade, the IBE has become a recognized global reference at the intersection of science and pedagogy. In partnership with the International Brain Research Organization (IBRO), it has cultivated a vibrant international community of researchers, educators, and policymakers committed to advancing evidence-informed practice.
The annual IBRO/IBE Science of Learning Fellowship, launched in 2016, has been central to this mission. Between 2016–2024, leading neuroscientists joined the IBE to communicate emerging research in ways that were both rigorous and relevant for those shaping education systems. Their insights were amplified through the IBE Science of Learning Portal and the blog IBE Speaks, both of which promoted stronger public understanding of how learning happens and why it matters.
A key milestone in this effort has been the development of a new publication series: IBE Science of Learning and Teaching: Foundations for Curriculum and Teacher Development. This series was launched with the support of long-time IBE collaborators Donna Coch and David B. Daniel, two leading figures promoting the responsible translation of scientific findings to inform authentic educational practice.
The series makes a clear case: Educator models of learning should be informed by scientific evidence when possible and scientific findings should always be vetted for desired impact in their intended context before committing to them. Teacher preparation and professional development programs should prioritize scientific literacy – not as abstract knowledge, but as a fundamental tool for real-world teaching. When teachers understand how learning happens, they are better equipped to make it happen.
The first volume in the series, authored by Coch and Daniel, is both accessible and substantive. It explores how neuroscience can inform teaching and learning in meaningful ways, without falling into the trap of ‘neuromyths’. From understanding research design and effect sizes to interpreting neuroscientific methods, it offers educators a practical, evidence-based guide to bringing research into the classroom.
Designed for teacher education and professional development, the publication balances depth with clarity. It includes recommended readings and a comprehensive review of the literature – making it a versatile resource for teacher training institutions looking to enhance their curricula.
While the science of learning has gained traction in some regions, the IBE’s goal is to ensure its benefits are shared globally. This publication supports broader capacity-development efforts across UNESCO Member States by giving teachers tools they can trust – tools backed by scientific evidence, not just trends.
The IBE is immensely grateful to the authors for their generous, insightful, and rigorous contribution. Their work will help ensure that teachers around the world are not only better prepared, but also better supported to shape the futures of their students.