The framework begins by positioning the school learning environment as a platform for foundational development. It is not simply a place for delivering content, but rather a space for cultivating the conditions in which students can grow intellectually, ethically, and emotionally. Within this environment, two key pillars of skill-centric learning emerge.
The first pillar emphasizes real-life problem-solving skills. Students are encouraged to engage with scientific methods—observing, hypothesizing, experimenting, and analyzing—while also participating in hands-on experiences that make learning tactile and experiential. These practices help learners apply concepts to real-world contexts, preparing them to navigate challenges beyond the classroom.
The second pillar focuses on envisioning higher studies and sustainable learning. Through academic writing practices, students develop the ability to express ideas, reflect critically, and engage with scholarly discourse. This nurtures habits of sustained inquiry and prepares them for advanced education as well as lifelong learning.
Crucially, the framework highlights that this journey begins with student-teacher wellbeing. A nurturing and respectful environment is essential for reflection and growth, and wellbeing is strategically centered to support deeper learning. At the heart of the framework lies reflective practice, which functions as the engine driving transformation. Through critical reflection, reviewing, and addressing feedback, students learn to accommodate changed perspectives, revise assumptions, and embrace new viewpoints. They also learn to use ICT authentically, treating technology as a tool for inquiry, collaboration, and expression rather than distraction.
All of these elements converge toward the ultimate goal: the development of global citizens. Such learners are ethically aware, digitally fluent, resilient, and reflective, prepared to engage with complex societal and global issues. This framework is not merely theoretical; it offers a practical roadmap for educators and institutions. It calls for a shift from exam-centric to skill-centric pedagogy, the integration of reflective writing and ICT into daily practice, the prioritization of wellbeing and feedback culture, and a commitment to multidisciplinary, future-ready learning.
Disclosure: The poster image is AI-generated and edited in the Piscart app. The flowchart figure within the content is sourced from Limbu (2026).
Reference:
Limbu, S. Critical reflection on fostering multidisciplinary competencies and addressing challenges in secondary education. Discov Educ (2026). https://doi.org/10.1007/s44217-026-01101-z