The nature of childhood and how we view children has changed tremendously in the 21st century. Cultural shifts, global mega trends and technological developments have shifted what childhood looks like and the types of roles children can and do take in modern societies. Children are no longer seen as passive beings in need of protection and future citizens, but rather as citizens of today. They are increasingly seen as autonomous agents of change who can play important roles in shaping current and future democracies.

Empowering children to be active participants in society has emerged as a critical aim of policy agendas across the OECD. Yet, achieving this aim is far from simple. Set against the backdrop of changes in the way society understands childhood and the role of the child, as well as the opportunities and challenges posed by the digital environment, this publication delves into the meaning of child empowerment today and explores its implications for education systems.

The nature of childhood continues to change as the world moves through the 21st century, bringing new opportunities and challenges for children. Child empowerment is a topic that is high on policy agendas in OECD countries, but what exactly does child empowerment mean today? And what are the implications for education systems? This chapter outlines key concepts and definitions related to child empowerment and sets the stage for the chapters to follow. It also outlines an innovative feature of this publication that was developed to support decision makers (including children) to mobilise their knowledge.

This chapter explores modern childhood and its changing nature. It looks at children as citizens of today, recognising them as rights holders and acknowledging the agency they can and do exercise. Childhood and its conceptualisations are dynamic, influenced by broader societal shifts. With the advancement of the children’s rights and agency dialogues, children are also increasingly being included as stakeholders in decision-making processes. This chapter outlines some examples from OECD countries on how children can and do participate in making decisions about issues that affect them, recognising their rights to participate.

On 5 May 2023, after more than three years, the World Health Organization (WHO) declared an end to the global Public Health Emergency for COVID-19. The research conducted during and after this crisis period means we are now beginning to piece together what the new normal looks like for children. This chapter draws on the Questionnaire (2022) and the research literature to map out what is known about three key enablers of child empowerment: Emotional well-being, physical activity and schools as social hubs. Across all three themes, pandemic measures disproportionally affected the vulnerable. Investing in children’s well-being in a comprehensive manner, by not only tackling the issue at hand but addressing the background trends and larger barriers, is a crucial piece for policy makers.

Understanding how media experiences shape childhood is crucial for ensuring relevant education policies and practices. This chapter looks at three interrelated themes. The first section analyses the state of play in media education and the results of the Questionnaire (2022). The second section outlines current research on media effects and child emotional well-being. The final section draws on theoretical and empirical literature to understand how media engagement impacts children’s identity formation, and the role of education in supporting the development of a coherent and stable sense of self. The chapter concludes that, although digital safety remains a cornerstone of media education, a balance with digital opportunity must be struck. Media education can - and should – be a participatory space. One where children contribute with their own lived experiences and discover benefits that are unique to childhood, while also being free to make mistakes.

This chapter gives an overview of some challenges faced by OECD countries regarding children and digital inequalities. Despite a narrowing gap in terms of access to digital tools and the Internet, inequalities are persistent and pervasive. Many children in OECD countries lack adequate access to digital tools and the Internet that can impede their participation in an increasingly digital world. Furthermore, disparities in digital skills are stark and some students risk being left behind. Mitigating these disparities is a key policy objective in many education systems, as is supporting all children to safely navigate the digital environment while minimising risk of harm.

This chapter presents perspectives on child empowerment from diverse authors in different countries. They were invited to contribute short opinion pieces on what child empowerment means to them, based on their respective policy, research or practice contexts. This chapter weaves a narrative of these different perspectives, highlighting similarities and differences among the diverse responses. It concludes by reiterating a common finding that is presented throughout this publication: Child empowerment requires adults to break traditional silos, and to work with a range of actors including children who should be seen as key stakeholders in these discussions. Effective policy and practice requires a multi-sectoral and multistakeholder approach.

This volume has explored what child empowerment means today through various policy and research lenses. This concluding chapter provides a summary of why empowering children is important in the 21st Century and gives an overview of cross-cutting themes that emerged throughout the chapters of this volume. The chapter highlights some key considerations and conditions necessary in ensuring an empowered future for all children.