2026 outlook: What’s next for education and the top stories of 2025

SINGAPORE – From an extensive review of how schools handle bullying to more schools replacing traditional stallholders with a central kitchen model, the education landscape is set for key shifts in 2026.

In 2025, issues like teachers’ heavy workloads and screen use in schools came to the fore, along with the misuse of generative artificial intelligence (gen AI) in higher education.

The Straits Times looks at what to expect in education in 2026, and rounds up the biggest stories in 2025.

1. Review of bullying in schools

A comprehensive review of bullying has been under way since early 2025, and the Ministry of Education (MOE) aims to release its recommendations in the first half of 2026.

MOE will consider suggestions from groups like parents, educators and community partners, as well as MPs. Some ideas being studied include a centralised anti-bullying unit, expert guidance on restorative practices and greater involvement from parent support groups.

Other suggestions include providing schools with more resources to investigate cases and involving peers to educate others to stand up for those being bullied.

Several bullying incidents had surfaced online previously. In 2025, three Primary 3 pupils were suspended after death threats were sent to a girl’s mother, and one of them was caned.

Parents and the public have called for more transparency in the way schools handle bullying, including in the disciplinary actions taken.

MOE is looking at four key areas – strengthening school culture and processes, focusing more on values education for students, supporting educators, and improving schools’ partnerships with parents.

It will look at schools’ policies for discipline, rehabilitation and restorative practice.

Current reporting channels for students who experience bullying will also be made more accessible.

2. Reducing high stakes of exams

More will be done in the Government’s new term to reduce the stakes of single examinations, Prime Minister Lawrence Wong said during the debate on the President’s Address in September.

Singapore has to move from a narrow meritocracy based solely on grades to a broader and more inclusive one, he said, acknowledging that the Republic’s education system has felt like an arms race for many.

Education Minister Desmond Lee said that MOE is studying how to reduce the stakes in exams, focus on non-academic aspects of the school experience, and guard against “hothousing” by families with more resources.

It is also looking to strengthen character education and social-emotional learning, and to amplify students’ diverse strengths while enhancing independent learning and adaptive thinking.

The ministry is exploring how to provide opportunities for all children regardless of their educational needs or family background, and encourage interaction to prevent societal divides.

3. Easing teacher workload

More teachers will be hired over the next few years, with plans to recruit more than 1,000 annually, up from 700, to strengthen the workforce.

MOE is also looking into ways to reduce teacher workload in 2026.

This follows findings from the global Teaching and Learning International Survey (Talis), released on Oct 7, which showed that teachers here work an average of 47.3 hours a week, up from 46 hours a week in 2018.

Teachers were found to spend a significant amount of time on non-teaching duties such as administrative work and pastoral care, next to their core classroom responsibilities.

To address this, Mr Lee said MOE has introduced measures like hiring more school administrative staff, using the Parents Gateway mobile app to reduce time spent on administrative tasks and introducing artificial intelligence (AI) tools to help with lesson preparation and student feedback.

Procurement approaches to simplify processes like organising camps and making purchases have been piloted. These will be rolled out to more schools when ready.

4. Relooking the DSA selection process

The Direct School Admission (DSA) selection process is being refined as part of a review to ensure that the scheme focuses on students’ development, and continues to be accessible and objective.

Schools require coaches and instructors to declare any potential conflicts of interest and to step aside in the event of a potential conflict of interest, said MOE.

DSA was started in 2004 to allow students to enter secondary school on other merits such as sports, arts or leadership. Other schemes followed, allowing students to secure polytechnic places before sitting major exams – though they must still meet minimum entry and GPA requirements.

While schools set their own selection and assessment criteria, the ministry said they assess students based not only on ability in the relevant area, but on other personal qualities too.

Then Education Minister Chan Chun Sing said the review is meant to tackle issues of “green harvesting” – the early identification and recruitment of young talent – and reduce bias towards pupils with strong performance over those with untapped potential.

He had said that the ministry will intensify efforts for primary school teachers to help “talent spot” and identify potential, by working with parents to encourage enrolment from Primary 4 or 5.

5. Canteens evolve

More schools are set to run their canteens using central kitchen models.

Following a successful pilot at Yusof Ishak Secondary School in 2022, three vendors – Chang Cheng Mee Wah Food Ind, Gourmetz and Wilmar Distribution – will serve 13 schools by January 2026 with pre-ordered meals and manned stalls.

The move aims to address schools’ difficulties in attracting stallholders amid stiff competition from foodcourts, rising operating costs and declining student enrolment in some areas.

The central kitchen model is intended to provide schools with more stable food options, while easing operational pressures on individual vendors.

Other schools, like Hwa Chong Institution, are exploring arrangements with large-scale caterers like Sats to operate a hybrid canteen model to tackle long recess queues.

Looking back

1. Device use in schools

Children’s device habits came into sharper focus in 2025, with stricter rules introduced across pre-schools, primary and secondary schools.

From February 2025, all pre-schools had to follow an updated code of practice, which bans screen time for infants up to 18 months, and limits screen use to only teaching and learning purposes for children aged 18 months to six years.

In primary and secondary schools, the MOE rolled out more detailed guidelines from January 2025 on managing students’ use of smartphones and smartwatches.

Schools were encouraged to designate storage spaces for devices before lessons, and to allow their use only at certain times, and in certain areas, such as during recess or after school.

By November, these guidelines were tightened even further.

MOE announced that from January 2026, secondary school students will no longer be allowed to use smartphones and smartwatches outside lesson time, including during recess and co-curricular activities.

The move aligns secondary schools with restrictions already in place for primary school pupils.

MOE said the changes aim to reduce distractions, promote healthier digital habits and encourage more face-to-face interaction, with schools that are early adopters reporting improved focus and student well-being.

2. Gen AI misuse

In June, a case at Nanyang Technological University sparked debate on the growing role of AI in education and its impact on academic integrity.

Three students were awarded zero marks for an assignment after it was discovered that they had used gen AI tools in their work.

All six local universities said they allow students to use gen AI to varying degrees, and they are required to declare when and how they use such tools.

Lecturers are watching closely for signs of misuse, although the number of students being caught for plagiarising and passing off content generated by AI as their own work remains low, said the universities.

To stay ahead, some educators are designing more creative forms of assessment, and exploring better ways to integrate such tools meaningfully and critically into learning.

These include methods like designing assessments that are based on Singapore-specific contexts, oral examinations and in-class discussions where devices are put away.

3. Adult learning space

From Dec 1, SkillsFuture Singapore (SSG) barred training providers under the programme from using third parties to promote, advertise or market their courses to learners.

The ban covers approaching individuals or companies and promoting courses to them through face-to-face interactions, phone calls, messaging platforms such as WhatsApp and Telegram, and on social media platforms.

The move comes after an increase in public feedback about undesirable marketing practices involving third parties over the past year.

To raise standards in the adult learning space, SSG will also require educators teaching SSG-supported courses for adult learning to clock practice hours and undergo regular training from April 2026.

The move aims to ensure that adult educators continue to upgrade, and keep up with industry developments and new training methods.

4. New JC entry requirements

One of the key announcements during the debate on MOE’s budget in March was a change to the junior college (JC) admission criteria to ease academic load and broaden learning beyond exam results.

Students applying for admission to JC 2028 will need to submit the scores of only five subjects instead of six at the O-level examinations, part of MOE’s efforts to broaden learning beyond academics.

Students from this year’s Secondary 2 batch will need to get 16 points or fewer for their L1R4 score, which stands for one language and four relevant subjects, to qualify for JC.

Currently, students must achieve an L1R5 score of 20 or lower in six subjects to be eligible for JC admission.

With one fewer subject counted, students will now be assessed on five subjects under the L1R4 system, but will still require English or higher mother tongue and three relevant subjects, including at least one each from mathematics/science and humanities.

But they will now need to include only one additional best-scoring subject instead of two.

Grade requirements for subjects still remain from 2028 – to qualify for JC, students need at least a grade 6 for English, grade 7 for mathematics, and grade 7 for mother tongue.