Talent is everywhere. Opportunity is not.
The discussion began with a reality that remains difficult to ignore. Across Europe, socio-economic background continues to be one of the strongest predictors of educational outcomes, shaping opportunities long before many young people have the chance to realise their full potential.
Among the speakers, Andreas Schleicher, Director for Education and Skills at the OECD, offered a powerful reflection on what educational equity truly means “The real test of an education system is not what you do for the children of wealthy parents, but what you do when the asphalt ends.” His message was clear: educational success should not be measured by how well systems serve those who already have access to opportunities, but by their ability to reach those facing the greatest barriers. It is precisely where opportunity is most limited that education can have its most transformative impact. The encouraging news is that educational inequality is not inevitable. Evidence from education systems around the world shows that when support is targeted intentionally towards disadvantaged students, poverty does not have to determine destiny.
Beyond knowledge: preparing young people for a changing world.
The conversation also highlighted the need to look beyond academic achievement alone. Foundational skills such as literacy and numeracy remain essential, but they are only part of the picture. In a world characterised by rapid technological, economic and social change, young people also need curiosity, confidence, resilience and the ability to continue learning throughout their lives. As Schleicher observed: “In the past, we learned to do our work. Today, learning is the work.”
Education, therefore, is not simply about transferring knowledge. It is about helping young people develop the mindset and motivation to adapt, grow and thrive in an environment of constant change. Academic and social-emotional development go hand in hand. Evidence presented during the event showed that similar academic outcomes can coexist with very different levels of curiosity, perseverance, adaptability and sense of belonging. The comparison between Portugal and Italy provided a striking example: students can achieve comparable academic results while displaying significant differences in the attitudes and competencies that shape long-term success.
These capabilities are increasingly important for both life and work. Yet they often remain invisible because they are harder to measure than traditional academic performance. The discussion reinforced a simple but important idea: academic achievement and social-emotional skills are not competing priorities. They are complementary dimensions of a high-quality education system.
Literacy as autonomy in the age of AI.
The evolving role of literacy emerged as another central theme. In the age of artificial intelligence, far beyond the ability to access information, literacy today means understanding complexity, evaluating evidence and maintaining independence of thought. Increasingly, it means being able to evaluate evidence, navigate complexity, recognise reliable sources and maintain independence of thought.
As highlighted during the discussion: “Literacy is autonomy. Literacy is independence. Literacy is freedom.” Developing these capabilities is becoming ever more important as young people navigate a world characterised by an abundance of information, rapid technological change and growing complexity.
Education is fundamentally human.
While technology and innovation continue to reshape education, the event repeatedly returned to one essential truth: education is fundamentally a human endeavour.
Among the strongest predictors of positive outcomes are high-quality teacher-student relationships, engaged families and a genuine sense of belonging within school communities. These relationships provide not only academic support but also confidence, motivation and a sense of possibility. The conversation also emphasised that resilience, agency and self-confidence are developed through challenge, responsibility and learning from setbacks. Young people grow when they are trusted to experiment, encouraged to take ownership of their learning and supported in overcoming difficulties.
In this sense, education should not simply make life easier. It should help young people become stronger, more capable and more confident in shaping their own futures.
A shared responsibility.
A final theme connected all the discussions throughout the day: no single organisation can address these challenges alone. Creating meaningful opportunities for young people requires the combined efforts of schools, families, institutions, businesses, civil society organisations and philanthropy. Progress depends on collaboration, evidence, experimentation and a shared commitment to expanding opportunity.
This belief continues to guide the partnership between UniCredit Foundation, Teach For All and JA Europe.
Building on the achievements of the past three years, the collaboration is entering a new chapter with an ambitious goal: helping even more young people develop not only the knowledge they need to succeed, but also the confidence, skills and support networks that enable them to recognise, nurture and realise their potential.
Because preparing young people for tomorrow means looking beyond academic performance and investing in what truly allows talent to flourish: opportunity, relationships, resilience and the conditions that empower every young person to discover their strengths and build the future they deserve.