Rethinking Resilience: Education, Skills and the Foundations of Society

Abstract

This presentation examines a central paradox of contemporary Europe: societies are becoming increasingly educated, yet simultaneously more democratically fragile, socially fragmented, and vulnerable to information disorder and declining institutional trust. Drawing on evidence from OECD PIAAC, PISA, Eurobarometer, and the Democracy Index, the presentation argues that high levels of formal educational attainment do not automatically guarantee democratic resilience. The presentation proposes a broader understanding of resilience that extends beyond institutional stability, economic security, or crisis management. Democratic resilience is conceptualised as the societal capacity to critically evaluate information, navigate complexity and uncertainty, sustain trust and cooperation, and continuously learn and adapt. Particular attention is given to cognitive and competence-based resilience and to the role of education systems in shaping these capacities. The presentation critically reflects on contemporary assessment and certification systems, which increasingly prioritise measurable and standardised outcomes, while many competencies essential for democratic resilience — including critical judgement, epistemic responsibility, democratic dialogue, and resistance to manipulation — remain difficult to standardise and assess. It is argued that education policy must move beyond narrow achievement-oriented paradigms toward a broader focus on societal capability, lifelong learning, and democratic resilience.