In a recent report, the Organization for Economic Co-operation and Development (OECD) sheds light on the qualities that define exceptional teaching in 2025. The key to high-quality instruction, according to their findings, is revealed.

In a recent report, the Organization for Economic Co-operation and Development (OECD) sheds light on the qualities that define exceptional teaching in 2025. The key to high-quality instruction, according to their findings, is revealed.

The OECD's 2025 report, titled "Unlocking High-Quality Teaching," has been released, providing insights into the key components of effective teaching practices across the globe. The report focuses on five pedagogical dimensions: cognitive engagement, subject content quality, social-emotional support, classroom interaction, and formative assessment and feedback[1].

The report, which is part of the OECD's Schools initiative, analysed 150 schools across 40 countries, shedding light on the dynamic repertoire of research-aligned practices that characterize high-quality teaching[1]. It calls for equipping teachers with the necessary tools, time, and trust to refine their practice, and for aligning systemic policies to support teaching craft[1].

One of the key findings of the report is the need to move beyond binary debates about teaching styles (e.g., teacher-led vs. student-led) towards recognizing teaching as a set of adaptable actions tailored to context[1]. The report's taxonomy organizes 20 core teaching practices observed internationally across these five pedagogical dimensions, demonstrating what effective classrooms do and identifying gaps where schools fall short[1].

The report stresses the importance of dialogic instruction, a method shown to improve learning outcomes across disciplines, but frequently deprioritized in favour of more time-efficient delivery methods[1]. It also highlights that while all five teaching dimensions matter, not all receive equal attention in classrooms[1].

Recommendations in the report include systemic changes, such as creating policies and environments that support teacher professionalism and collaboration, providing ongoing professional development, and fostering conditions that enable formative assessment and responsive instruction[1]. The report underlines that improving teaching quality is not about adopting a single pedagogy but about expanding teachers’ repertoires to flexibly combine practices suited to diverse learner needs and contexts[1].

The report also advocates for the central role of students and communities in this process, advocating for their engagement in shaping education[1]. It recommends bringing students and communities into the heart of this transformation, and centering marginalized contexts and communities in research[1].

Moreover, the report suggests prioritizing equity in pedagogical innovation in schools, and aligning systems to support the craft of teaching[1]. It recommends filling the causality gap with experimental and longitudinal research, and investigating how systems enable practice in future studies[1].

The report also proposes protecting time and autonomy for pedagogical reflection for teachers, and developing participatory, practice-led research designs[1]. It finds that only 22% of teachers regularly adjust their teaching based on real-time student feedback, and only 43% of classrooms consistently display high levels of cognitive engagement[1]. It also highlights that just 28% of schools have structured approaches to fostering student well-being[1].

To address these issues, the report recommends using evidence to guide teacher judgment in schools, funding tools and training for formative assessment, and making space for instructional dialogue and peer learning in schools[1]. It also suggests fostering emotionally supportive learning environments in schools, and recommends bringing students and communities into the heart of this transformation[1].

In conclusion, the OECD's 2025 report advocates for a comprehensive systemic approach that aligns classroom-level teaching practices with supportive policies and cultural change, enabling continuous professional growth and collaborative learning around evidence-based teaching practices[1][2]. This approach aims to unlock high-quality teaching and transform education systems worldwide.

[1] OECD (2025). Unlocking High-Quality Teaching. Retrieved from https://www.oecd.org/education/schools/unlocking-high-quality-teaching-9789264325448.htm [2] OECD (2025). Policy Brief: Unlocking High-Quality Teaching. Retrieved from https://www.oecd.org/education/schools/policy-brief-unlocking-high-quality-teaching-9789264325455.htm

1. The OECD's 2025 report emphasizes the importance of equipping teachers with the necessary tools, time, and trust to refine their practice, and advocates for creating policies and environments that support teacher professionalism and collaboration.
2. The report also highlights the need to move beyond binary debates about teaching styles, and instead, recognizes teaching as a set of adaptable actions tailored to context, promoting a flexible combination of practices suited to diverse learner needs and contexts.
3. In the realm of education and self-development, the report advises prioritizing equity in pedagogical innovation in schools, aligning systems to support the craft of teaching, and fostering emotionally supportive learning environments.
4. Policy-and-legislation and politics play crucial roles in this transformation as the report recommends systemic changes such as funding tools and training for formative assessment, using evidence to guide teacher judgment, and bringing students and communities into the heart of this education transformation.

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