Page 328 - EW September 2025 Final

Teacher-2-Teacher

Preparing students for

the Permacrisis era

NEHHA MISHRA

“In a world deluged by irrelevant information, clarity is Permacrisis is a word coined to describe
power” — Yuval Noah Harari (21 Lessons for the 21st
Century). constant, compounding global upheaval.
HE WORLD ECONOMIC FORUM’S SKILLS OUT- This isn’t a fleeting phenomenon: it
LOOK 2025 highlights resilience, active learning,
complex problem-solving, and adaptability as cru- marks a fundamental shift in the post-
Tcial survival skills for the workforce of the future. World War II global order
Yet, a critical question often goes unasked, or at least not
loudly enough: Who is preparing teachers to prepare stu-
dents? mas, and system breakdowns. Most critically, it requires a
Currently the world is experiencing a ‘permacrisis’ — transition from Guardian of Knowledge to Curator of Skills,
a word coined to describe constant, compounding global prioritising critical thinking over rote memorisation. Core
upheaval, from pandemics and political shocks to climate survival skills like resilience, emotions regulation, and col-
change and economic recessions. This isn’t a fleeting phe- laboration are no longer optional but non-negotiable foun-
nomenon; it marks a fundamental shift in the post-World dations for future success.
War II global order. In this new paradigm, teachers are no Agile classrooms, rather than static schedules, are the
longer disseminators of fixed content. They are frontline re- way forward. Practical strategies can develop future-proof
sponders in a new mission to remain relevant, and to guide learning environments. Flexible weekly planning enables
the next generation through unprecedented challenges. responsiveness to rapidly changing contexts, potentially
Today’s learners require more than just academic in- by allocating 10-20 percent of the timetable for “respon-
struction. They need mentors who possess wisdom to lead sive learning.” Rapid reflection builds resilience through
with agility, to respond to ambiguity, and possess fortitude intentional pauses, using simple five-minute end-of-day
to rebuild amidst constant change. In essence, teachers prompts, such as “What changed today?” Scenario-based
have become — or should become — translators, trans- exercises train adaptability by addressing real-world chal-
forming the cacophony of chaos into actionable clarity. lenges such as a supply chain collapse, a social media hoax,
This profound responsibility isn’t about having answers a local policy shift. And journaling creates invaluable space
to every question; it’s about modelling the right questions for personal growth, encouraging students to document
and empowering students to construct internal compasses. processes of adaptation, learning, and leadership.
When the external world is unstable, students need steadi- n this evolving landscape, teachers are more than instruc-
ness within the classroom, not merely in the consistency of Itors; they are catalysts of shifting mindsets. A compelling
schedules, but in the unwavering spirit of their educators. example comes from a school in Hyderabad, where a history
This necessitates a fundamental shift from rigid educa- teacher transformed a traditional module on revolutions
tional planning to responsive design. Take for instance, a by integrating current protests and youth-led movements.
school in Pune, in which a teacher shared how her students Students were challenged to create podcasts comparing the
actively co-design weekly learning modules, adapting them French Revolution with farmers’ protests in contemporary
based on real-world events. Whether it’s a sudden flood India. The outcome was not only improved academic grades
warning or an unexpected exam policy shift, they regroup, but also a profound deepening of engagement, emotional
revise, and adjust their learning focus. What began as a connection, and collaborative learning.
necessary coping mechanism has blossomed into a power- Permacrisis is not a fleeting storm; it is an enduring
ful classroom ritual, instilling a profound sense of agency in weather pattern of the future. It requires teachers to trans-
students. This agile approach doesn’t dismantle structure; form from messengers of information into lighthouse keep-
it creates inherently flexible structures, much like the scaf- ers. While you cannot halt the relentless tides of change,
folding that supports a building under construction, allow- teachers possess profound capability to help young minds
ing it to adapt and grow. to sail through them, to repair torn sails in times of adversi-
To teach effectively in this time of permacrisis, educators ty and help those struggling to remain afloat. In discharging
must consciously evolve professionally. This means moving this essential role, teachers provide experiences far more
from Deliverer to Designer, no longer content to transmit- valuable than mere information: a measured way forward.
ting the curriculum but crafting adaptive learning experi- So, let’s not yearn for teaching-learning to return to normal.
ences, even building ‘Plan B’ directly into lesson plans. It Instead, let’s commit to preparing students and ourselves
demands transition from Instructor to Sensemaker, en- for permacrisis. You don’t need to be perfect. You need to
abling students to forge meaningful connections between be present, prepared, and purposeful.
subject content and complexities of the real world, engaging (Nehha Mishra is a Pune-based leadership and communication coach and
them in discussions about current events, ethical dilem- Founder of Epinomi Training Consulting)

328 EDUCATIONWORLD SEPTEMBER 2025