CIRCLE’s Research in Education


We are proven and innovative thought leaders in education.

We are committed to engaging with educators and their communities internationally to build and share a 21C knowledge architecture. As such, CIRCLE is committed to continuing to design and run large international collaborative research projects that generate collegial awareness of and professional capacity in our knowledge architecture with what we call warranted practice – the evidence-based body of work that illustrates a rationale and methodology for improved outcomes, strengthens culture, and supports the people in schools who are serving the rapidly changing world of their own communities.

We collaborate in reciprocal partnerships with dynamic and innovative tertiary institutions, professional associations, and leading schools to further shared educational goals and the long-term interests of our enterprises and organisations. In doing so, we are building the tools with our partners to help educators to relate, connect, and achieve in their schools.

As a result, we look forward to the long-term future of schools and education with hope. We help people to align their work in designing and delivering whole education for whole people who are fit for purpose to a distinctive research-based knowledge architecture and framework for education.

This is expressed through six corridors of 21C learning that direct the strategic infrastructure of educational culture to graduate outcomes for students as good people, future builders, continuous learners and unlearners, solution architects, citizens of local, regional, and global communities, and team creators. We help educators to shape a curriculum for 21C character and competencies linked to these outcomes and informed by abiding values of meaning – “for good”, authenticity – “for real”, transformation – “for change”, sustainability – “for life”, service – “for others”, and relationships – “for each other”.

Our rigorous, analytical framework of knowledge, skills, character and reflective capacity takes us beyond anecdote and idiosyncrasy to a grounded, purpose-driven, and meaningful approach that is sensitive to both specific needs and general cultural requirements. It is derived from, enriched through, and validated by shared values, experiences, and learning relationships. At the same time, we feel that the learning must be reciprocated; we need to learn as much from our clients as they learn from us.

These six corridors are articulated fully in a set of standards that we use to help schools aspire to become great 21C schools – schools of character:


View the Six Corridors of 21C Learning