Pedagogical priorities as a professional resource for advocacy coalition building? A Swiss Delphi study on future schooling

This paper examines whether pedagogical priorities of four professional groups are consistent enough to inform an advocacy coalition for future schooling. Based on a three-round Delphi study, the analysis compares priorities of teachers, principals, teacher educators, and pre-service teachers regarding “Schooling 2030.” Applying the Advocacy Coalition Framework, inter-group differences in priority rankings are examined. Results show strong consensus across all groups regarding sociotechnical and ecological concerns, while some variation emerges regarding scientific, economic, and sociocultural concerns. However, these differences with weak to medium effect sizes do not amount to fundamental disagreement about the agenda for future schooling. The findings suggest favorable conditions for forming an education policy advocacy coalition, though the representativeness limitations of the Delphi panel should be considered when interpreting these results.