Introduction: Toward Human-Centred, Democratic Education

The papers in this special issue of Education 3-13, when considered collectively, present a compelling vision for the future of curriculum that prioritises human flourishing, democratic participation, and authentic learning over narrow accountability measures. As England stands at a critical juncture in educational history – with its national curriculum under review against a backdrop of declining rates of love for learning, increasing recognition of mental health challenges among young people, and larger societal shifts such as the rapid advancement of artificial intelligence – these contributions offer timely insights that extend far beyond national borders. The papers span diverse contexts, from Scotland's strategic governance reforms ( Hulme 2025 ) to AI-enhanced culturally responsive curricula in the Middle East and North Africa region ( Mahmoudi-Dehaki and Nasr-Esfahani 2025 ), from self-directed learning environments in England ( Carden 2025 ) to cross-curricular frameworks in Indian schools ( Ghosh 2025 ). Yet despite their geographical and methodological diversity, these papers converge on three remarkably consistent themes that challenge us to fundamentally reimagine what curriculum can and should be in the twenty-first century: the centrality of student agency in learning, the importance of holistic development that integrates academic achievement with wellbeing, and the need for democratic and participatory approaches to education.