Michael Chirichello has been a school superintendent, principal, teacher, and international consultant in urban and suburban school districts. He also served in higher education at William Paterson University as professor, chair, and program director in the Department of Educational Leadership.

There is a growing concern that high schools are not providing students with the necessary skills and knowledge required for success in today’s volatile, uncertain, complex, and ambiguous world (VUCA). Consequently, now is the time to reimagine American high schools to meet the demands of the 21st century.

One significant change that could be made is to shift away from the traditional subject-based curriculum to a more conceptually designed, interdisciplinary, and problem-based curriculum. Most high schools organize their curriculum around specific subjects. While this approach may have worked in the past, it is no longer adequate for preparing students for the complexities of today’s world.

By adopting an interdisciplinary, concept-based approach, students will see how subjects are interconnected and can be applied in real-world scenarios. For example, if we focus on change over time, two basic concepts, lessons on climate change and its impact on the local community, could easily result in integrating several subjects and multiple state and local standards. We could ask students to analyze local climate data, develop policy proposals to improve the environment, and present their outcomes to local officials who can change local laws using the legislative process. The curriculum designed around concepts will not only make learning more engaging and relevant, but also it will provide students with the critical thinking and problem-solving skills they need to succeed. To achieve this, we can use the present high school structure and integrate social studies and literature or science with math, and include the arts using extended blocks of time in a collaborative teaching model.

The concept-based interdisciplinary approach will result in moving away from teacher-directed classrooms to a more student-centered approach. Students will have more choices over their learning, and the teacher becomes more of a guide on the side rather than the sage on the stage. Students can choose topics that interest them within the overarching concepts. This process will boost the opportunities to develop four essential skills- critical thinking, communication, collaboration, and creativity. Students will become active participants in their learning, taking responsibility for their education and developing skills that are essential for success in this VUCA world.

Finally, while college is a viable option for life after high school, not all students should or will pursue higher education. It becomes essential then that high schools provide students with alternatives such as career exploration in the trades and financial skills needed for adulthood. This could include new courses focused on financial literacy and on-the-job apprenticeships. It may be time to redesign the fourth year of high school to provide opportunities for authentic career experiences. 

The American high school must redesign its structure and curriculum to meet the present and future needs of our VUCA world. Today’s students will have the skills and knowledge they need to succeed if schools implement an interdisciplinary, concept-based, problem-solving curriculum that focuses on preparing students for options beyond high school. Students and society will benefit by reimagining the American high school to meet the demands of our volatile, uncertain, complex, and ambiguous world. Now is the time to begin!