Perspectivele educaţiei sunt determinate la nivel social şi pedagogic. Sunt analizate atât de ştiinţele pedagogice fundamentale – teoria generală a educaţiei, teoria generală a instruirii/ didactica generală, teoria generală a curriculumului, cât şi de unele ştiinţe ale educaţiei elaborate interdisciplinar – filosofia educaţiei, sociologia educaţiei, politica educaţiei, planificarea educaţiei, managementul educaţiei – subordonate epistemologic ştiinţelor pedagogice fundamentale, raportate permanent la cercetările pedagogice fundamentale realizate la nivel de istorie a pedagogiei/pedagogie istorică şi de pedagogie comparată. La nivel social, perspectivele educaţiei sunt determinate de tendinţele de evoluţie ale societăţii, angajate în plan cultural, economic, politic, comunitar, natural, reflectate, în mod obiectiv, de funcţiile generale ale educaţiei şi, în mod subiectiv, de finalităţile educaţiei, macrostructurale (idealul educaţiei şi scopurile generale ale sistemului de învăţământ), dar şi microstructurale (obiectivele generale, specifice şi concrete ale educaţiei/instruirii, realizabile în contextul deschis al procesului de învăţământ). La nivel pedagogic, perspectivele educaţiei sunt determinate de filosofia şi politica educaţiei, adoptate la diferite intervale de timp, vizibile în paradigma afirmată istoric, care propune un anumit model de abordare a teoriei şi a practicii educaţiei, reflectat, în mod special, în zona construcţiei curriculumului, care poate fi fundamentat academic sau/şi experienţial, prin centrarea asupra cerinţelor psihologice ale educatului sau/şi asupra „reconstrucţiei sociale”, anticipată din diferite perspective doctrinare sau ideologice.

The perspectives of education are determined at social and pedagogical level. They are analyzed in such fundamental pedagogical sciences as the general theory of education, general theory of teaching/general didactics, general curriculum theory, as well as in some interdisciplinary sciences of education , such as philosophy of education, sociology of education, education policy, education planning, education management, which are epistemologically subordinated to fundamental pedagogical sciences and permanently related to fundamental pedagogical research conducted at history of education/historical pedagogy and comparative pedagogy level. At social level, the perspectives of education are determined by the evolutionary trends of the society, being engaged at a cultural, economic, political, community, and natural level and being reflected objectively by the general functions of education and subjectively by the finalities of education: macrostructural (the ideal of education and the general goals of the education system) as well as microstructural ones (general, specific, and concrete objectives of education/ training, achievable in the open context of the education process). At pedagogical level, the perspectives of education are determined by the philosophy and policy of education, which were adopted at different time intervals and may be traced in a historically affirmed paradigm, which proposes a certain model of approach to the theory and practice of education. The latter is particularly reflected in the curriculum development domain, which may be academic and/or experience-based, by focusing on the psychological requirements of the learner and/or the “social reconstruction” anticipated from different doctrinal or ideological perspectives.