The accelerated adoption of digital tools and technologies during the pandemic and the emergence of generative AI mean the digital transformation of higher education is racing ahead of policy. Our knowledge of the costs and benefits of using digital tools in teaching and learning in higher education is limited. Real-world research is needed to improve understanding of the benefits and risks of different technologies and to help policy makers and higher education leaders to promote good use of technology to support learning, while managing risks.
Higher education
Effective higher education systems are crucial for equipping citizens and countries with the advanced knowledge and skills they need to flourish in an era of fast-paced technological change.
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Key messages
Academic staff are the bedrock of higher education systems. The quality of teaching, research and service activities depends on skilled and motivated academics. While the supply of highly qualified doctorate holders has increased, working conditions and career opportunities for academic staff have deteriorated in recent decades in many OECD countries. Concerted efforts from higher education providers and policy makers are needed to improve conditions for aspiring academics, while ensuring higher education remains agile and responsive to change.
Smaller, more targeted and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education and labour market policy discussions in recent years. Higher education providers may offer micro-credentials as standalone qualifications or embed them in larger programmes. Several OECD countries have already started to develop national micro-credential ecosystems, aiming to promote broader uptake of these learning opportunities across the population. The OECD is supporting learning between countries on effective policies in this area.
Context
Higher education graduates (nearly always) earn more
Individuals with a bachelor’s degree earn more than their peers with lower levels of qualifications in nearly all OECD countries. This earnings advantage has persisted despite a large increase in the number of graduates over recent decades, reflecting increasing demand for high-level skills.
Relative earnings of workers compared to those with below upper secondary attainment, by educational attainment and programme orientation (2021)
VET graduates are more likely to drop out of higher education
Students who followed a vocational pathway through upper secondary education are less likely to enter higher education in most OECD countries. If they do enter higher education, they exhibit a greater likelihood of dropping out compared to their peers from general education backgrounds. The OECD is exploring the factors that drive this.
Completion rates of full-time bachelor's students, by students' upper secondary orientation (2020)
Related publications
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15 December 2023
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Policy paper14 December 2023
Programmes and projects
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The Higher Education Policy Programme carries out analysis on a wide range of higher education systems and policiesLearn more
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The OECD Indicators of Education Systems (INES) programme seeks to gauge the performance of national education systems through internationally comparable data.Learn more
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The OECD’s programme on education and skills policy support policymakers in their efforts to achieve high-quality lifelong learning, which in turn contributes to personal development, sustainable economic growth, and social cohesion.Learn more
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The Education Policy Outlook is an analytical observatory that monitors the evolution of policy priorities and policy developments from early childhood education to adult education, mainly among OECD education systems, to provide a comparative understanding of how policies are evolving, and how they can be best implemented or improved over time.Learn more
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Artificial Intelligence (AI) and robotics are becoming increasingly sophisticated at replicating human skills. The evolution of these technologies could fundamentally transform work over coming decades and deeply affect education’s current role in providing skills and preparing learners for future work.Learn more
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The OECD’s expanding evidence base has highlighted the importance of high-quality teachers and teaching in education. Yet, challenging questions remain, and there is a need for space in the teacher debate to anticipate future developments, to strengthen professional identity and to support proactive teacher policy making.Learn more
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PISA is the OECD's Programme for International Student Assessment. PISA measures 15-year-olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges.Learn more
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Creativity and critical thinking prepare students for innovative economies and improve wellbeing. However, educators often lack guidance on how to equip students with creativity and critical thinking within subject teaching. Education systems have likewise rarely established ways to systematically assess students’ acquisition of creativity and critical thinking.Learn more