How can we create a learning environment that not only measures academic performance, but also strengthens well-being, confidence in life and personal development?

This question was at the heart of the 6th China–Denmark Education Forum (CDEF), held in Zhuhai, China, in February 2026. The forum has been developed through close cooperation between Learn For Life and the Chinese education think tank China Education Thirty Forum, bringing together key stakeholders from the education sectors of both countries each year.

The theme of this year’s forum was:

“Combining Hand, Heart and Mind – the Key to Well-Being and Rebuilding Young People’s Motivation for Learning.”

The conference featured presentations, panel discussions and workshops, where Danish and Chinese educators and education experts shared experiences and perspectives on well-being, motivation and personal development.

Well-being as the foundation for learning

A recurring theme throughout the forum was that well-being is not an addition to learning – it is the foundation for learning.

The discussions showed a growing recognition in both China and Denmark that children’s and young people’s motivation, engagement and development are closely connected to their sense of meaning, relationships and belonging.

At the same time, a distinction was made between happiness as a temporary emotion and well-being as a more stable and measurable condition. This makes it possible to work systematically with well-being across education systems with different traditions and circumstances.

Rules, freedom and creativity

The forum also explored the balance between structure and freedom. An important point was that rules and frameworks do not necessarily restrict children. On the contrary, they can create a safe environment in which creativity and personal development can flourish. When students are actively involved in their own learning and in the communities of which they are part, they develop a stronger sense of responsibility, engagement and creativity.

Relationships and communities are essential

Another key message was that well-being is largely created through relationships.

Many of the challenges facing schools are not only related to academic pressure, but also to the quality of relationships between children, teachers and parents. Well-being therefore needs to be understood in a broader context, in which schools, families and society all have an important role to play.

Education in the age of AI

In light of rapid technological development, the forum also focused on how education needs to evolve in the age of AI.

As technology becomes increasingly capable of delivering knowledge and information, it becomes even more important for education to strengthen those human qualities that cannot easily be automated: judgement, empathy, creativity and the ability to participate in and contribute to communities.

In this context, the teacher has a crucial role – not simply as a provider of knowledge, but as a facilitator of children’s learning and personal development.

Small steps – significant impact

There is no simple path or single solution. However, the forum highlighted an important insight: change begins with small steps.

- In the classroom.
- In relationships between people.
- In the choices teachers, school leaders and parents make every day.

The 6th China–Denmark Education Forum also demonstrated the value of meeting across cultures. Despite differences in educational traditions and social contexts, there is a shared ambition to develop new perspectives and ideas on how well-being and learning can be brought together in practice.

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