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What is the difference between knowledge and education?

Many people use education and knowledge as if they are synonyms and that is incorrect. But there is difference between knowledge and education . The topic of education and knowledge has been a source of debate for ages. It is often argued that these two terms are interchangeable — but there is an actual difference `between them. Depending on which definition you look up, knowledge and education can have different meanings. While both education (the act of learning, not teaching others) and knowledge are different forms of information and learning, they each possess different characteristics that make them unique. Education is geared towards understanding and gaining new knowledge, while knowledge is based on accumulated information gained through experience or study.

What is Knowledge?

What is education, here are the difference between knowledge and education:.

Knowledge is best defined as information acquired from various sources, including textbooks and lectures and our own experiences. We can also gain knowledge through discussions with other people familiar with a particular subject matter. But what do we do with this information? How do we use it? Knowledge acquisition begins with an awareness of a problem or situation. This awareness often results in questions that need answers, which require people to gather information from textbooks, teachers, or other sources of information and then analyze it to determine its value for solving their problem; this may be called the knowledge gap model of decision making.

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The first thing we should do is ask ourselves questions about the material we read or hear about. For example: Why did this event happen? What would happen if I did this instead? What if I tried to change something about my life? The more questions you ask yourself, the more likely you will find answers that help you understand concepts better than before.

Another critical aspect of knowledge is making connections between different pieces of information, so they make sense together (also known as synthesis). For example: If someone tells me to add apples and oranges together to make fruit salad, I might look at them like they’re crazy because apples and oranges don’t go together!

What is the purpose of Knowledge?

To improve our lives by learning new things and practicing them.
Help us make better decisions in life by understanding it better.
To improve our performance at work and in life by increasing our knowledge about things we love doing.
To help us do good for others by sharing what we have learned from experiences.

Education is a process that aims to develop and maintain the knowledge, skills, and habits required for an individual to function in society. It is a process where individuals acquire their education from one or more institutions. It is done to prepare the individuals for life by providing them with information, training, and guidance. Education is a means by which society regulates its future. It provides people with the knowledge they will need to progress into adulthood. Education helps people gain skills they will need to find work and be successful at it. It also helps people develop their intellectual abilities, so they may advance socially or politically within society and help they become advocates for social change.

Education can be achieved through various methods, including teaching, tutoring, mentoring, self-education, and training. It can also be received informally through human interaction — as in human conversation or through printed material. It can be structured formally or informally. Education can occur in any institution; it can be free or paid for.

What is the purpose of Education?

Education is gaining knowledge, developing skills, and qualifying.
Education is the process of imparting information, instruction, and training. In the past, education was provided by the state (a government system), but it is also offered by private providers in many countries today.
Education is often used to promote equality and increase opportunities for disadvantaged backgrounds.
Education is also essential for maintaining strong national economies. A high-skilled workforce is more productive than a low-skilled one, and better-educated people earn more throughout their lifetimes than less educated people do.
Education and knowledge are two different things. Knowledge is what you know, while education is how you learn it. Knowledge is the facts and information that you can recall or use. Education is how we acquire knowledge.
Education grows with age. You learn new things every day, and those new things become part of your education. Knowledge has no such predefined growth rate—you can gain understanding at any point in your life, and it stays with you forever.
Another difference between knowledge and education is that knowledge is a familiarity with a subject gained through experience or study. It’s a body of information acquired through research and analysis, including facts, concepts, principles, laws, and theories about a particular subject or area of study.
Education involves imparting knowledge to others using study and training, while knowledge is primarily gained through experience. The distinction between education and knowledge is not always clear-cut, as there is some overlap between the two concepts depending on one’s point of view.
Knowledge is just the facts of something, whereas education is the understanding and appreciation of those facts. For example, you can have a lot of knowledge about the solar system—you know all of its planets, how they move around the sun, what they’re made of—but that doesn’t mean you understand it or appreciate it.
Knowledge and education are two different things. While knowledge comes from your own experiences, education comes from other people’s experiences. For example: if you have a personal computer, you know to use it. You might be able to type and navigate around the screen, but that doesn’t mean you are educated in the subject matter of computers. If you wanted to get a job as a computer technician, you would need to go through schooling and learn hardware and software fundamentals.

Also Read : How is Technology Changing Education?

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Prehistoric and primitive cultures

Mesopotamia
North China
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Classical India
Indian influences on Asia
Xi (Western) Zhou (1046–771 bce )
Dong (Eastern) Zhou (770–256 bce )
Qin autocracy (221–206 bce )
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The institutions
Physical education
The primary school
Secondary education
Early Roman education
Roman modifications
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Organization of education
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From the beginnings to the 4th century
From the 5th to the 8th century
The Irish and English revivals
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Influences of the Carolingian renaissance abroad
Education of the laity in the 9th and 10th centuries
Monastic schools
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New curricula and philosophies
Thomist philosophy
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General characteristics of medieval universities
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The Song (960–1279)
The Mongol period (1206–1368)
The Ming period (1368–1644)
The Manchu period (1644–1911/12)
The ancient period to the 12th century
Education of the warriors
Education in the Tokugawa era
Effect of early Western contacts
The Muslim influence
The secular influence
Early influences
Emergence of the new gymnasium
Nonscholastic traditions
Dutch humanism
Juan Luis Vives
The early English humanists
Luther and the German Reformation
The English Reformation
The French Reformation
The Calvinist Reformation
The Roman Catholic Counter-Reformation
The legacy of the Reformation
The new scientism and rationalism
The Protestant demand for universal elementary education
The pedagogy of Ratke
The pedagogy of Comenius
The schools of Gotha
Courtly education
The teaching congregations
Female education
The Puritan reformers
Royalist education
The academies
John Locke’s empiricism and education as conduct
Giambattista Vico, critic of Cartesianism
The condition of the schools and universities
August Hermann Francke
Johann Julius Hecker
The Sensationists
The Rousseauists
National education under enlightened rulers
Spanish and Portuguese America
French Québec
New England
The new academies
The middle colonies
The Southern colonies
Newfoundland and the Maritime Provinces.
The social and historical setting
The pedagogy of Pestalozzi
The influence of Pestalozzi
The pedagogy of Froebel
The kindergarten movement
The psychology and pedagogy of Herbart
The Herbartians
Other German theorists
French theorists
Spencer’s scientism
Humboldt’s reforms
Developments after 1815
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Development of state education
Elementary Education Act
Secondary and higher education
The educational awakening
Education for females
New Zealand
Education under the East India Company
Indian universities
The Meiji Restoration and the assimilation of Western civilization
Establishment of a national system of education
The conservative reaction
Establishment of nationalistic education systems
Promotion of industrial education
Social and historical background
Influence of psychology and other fields on education
Traditional movements
Progressive education
Child-centred education
Scientific-realist education
Social-reconstructionist education
Major trends and problems
Early 19th to early 20th century
Education Act of 1944
The comprehensive movement
Further education
Imperial Germany
Weimar Republic
Nazi Germany
Changes after World War II
The Third Republic
The Netherlands
Switzerland
Expansion of American education
Curriculum reforms
Federal involvement in local education
Changes in higher education
Professional organizations
Canadian educational reforms
The administration of public education
Before 1917
The Stalinist years, 1931–53
The Khrushchev reforms
From Brezhnev to Gorbachev
Perestroika and education
The modernization movement
Education in the republic
Education under the Nationalist government
Education under communism
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Communism and the intellectuals
Education at the beginning of the century
Education to 1940
Education changes during World War II
Education after World War II
Pre-independence period
The postindependence period in India
The postindependence period in Pakistan
The postindependence period in Bangladesh
The postindependence period in Sri Lanka
South Africa
General influences and policies of the colonial powers
Education in Portuguese colonies and former colonies
German educational policy in Africa
Education in British colonies and former colonies
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Primary education and literacy
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Education and social cohesion
Education and social conflict
Education and personal growth
Education and civil society
Education and economic development
Primary-level school enrollments
Secondary-level school enrollments
Tertiary-level school enrollments
Other developments in formal education
Literacy as a measure of success
Access to education
Implications for socioeconomic status
Social consequences of education in developing countries
The role of the state
Social and family interaction
Alternative forms of education

What was education like in ancient Athens?

How does social class affect education attainment, when did education become compulsory, what are alternative forms of education, do school vouchers offer students access to better education.

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Table Of Contents

What does education mean?

Education refers to the discipline that is concerned with methods of teaching and learning in schools or school-like environments, as opposed to various nonformal and informal means of socialization .

Beginning approximately at the end of the 7th or during the 6th century, Athens became the first city-state in ancient Greece to renounce education that was oriented toward the future duties of soldiers. The evolution of Athenian education reflected that of the city itself, which was moving toward increasing democratization.

Research has found that education is the strongest determinant of individuals’ occupational status and chances of success in adult life. However, the correlation between family socioeconomic status and school success or failure appears to have increased worldwide. Long-term trends suggest that as societies industrialize and modernize, social class becomes increasingly important in determining educational outcomes and occupational attainment.

While education is not compulsory in practice everywhere in the world, the right of individuals to an educational program that respects their personality, talents, abilities, and cultural heritage has been upheld in various international agreements, including the Universal Declaration of Human Rights of 1948; the Declaration of the Rights of the Child of 1959; and the International Covenant on Economic, Social and Cultural Rights of 1966.

Alternative forms of education have developed since the late 20th century, such as distance learning , homeschooling , and many parallel or supplementary systems of education often designated as “nonformal” and “popular.” Religious institutions also instruct the young and old alike in sacred knowledge as well as in the values and skills required for participation in local, national, and transnational societies.

School vouchers have been a hotly debated topic in the United States. Some parents of voucher recipients reported high levels of satisfaction, and studies have found increased voucher student graduation rates. Some studies have found, however, that students using vouchers to attend private schools instead of public ones did not show significantly higher levels of academic achievement. Learn more at ProCon.org.

Should corporal punishment be used in elementary education settings?

Whether corporal punishment should be used in elementary education settings is widely debated. Some say it is the appropriate discipline for certain children when used in moderation because it sets clear boundaries and motivates children to behave in school. Others say can inflict long-lasting physical and mental harm on students while creating an unsafe and violent school environment. For more on the corporal punishment debate, visit ProCon.org .

Should dress codes be implemented and enforced in education settings?

Whether dress codes should be implemented and enforced in education settings is hotly debated. Some argue dress codes enforce decorum and a serious, professional atmosphere conducive to success, as well as promote safety. Others argue dress codes reinforce racist standards of beauty and dress and are are seldom uniformly mandated, often discriminating against women and marginalized groups. For more on the dress code debate, visit ProCon.org .

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education , discipline that is concerned with methods of teaching and learning in schools or school-like environments as opposed to various nonformal and informal means of socialization (e.g., rural development projects and education through parent-child relationships).

(Read Arne Duncan’s Britannica essay on “Education: The Great Equalizer.”)

Education can be thought of as the transmission of the values and accumulated knowledge of a society. In this sense, it is equivalent to what social scientists term socialization or enculturation. Children—whether conceived among New Guinea tribespeople, the Renaissance Florentines, or the middle classes of Manhattan—are born without culture . Education is designed to guide them in learning a culture , molding their behaviour in the ways of adulthood , and directing them toward their eventual role in society. In the most primitive cultures , there is often little formal learning—little of what one would ordinarily call school or classes or teachers . Instead, the entire environment and all activities are frequently viewed as school and classes, and many or all adults act as teachers. As societies grow more complex, however, the quantity of knowledge to be passed on from one generation to the next becomes more than any one person can know, and, hence, there must evolve more selective and efficient means of cultural transmission. The outcome is formal education—the school and the specialist called the teacher.

As society becomes ever more complex and schools become ever more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workaday world, and more abstracted from practice, more a matter of distilling, telling, and learning things out of context. This concentration of learning in a formal atmosphere allows children to learn far more of their culture than they are able to do by merely observing and imitating. As society gradually attaches more and more importance to education, it also tries to formulate the overall objectives, content, organization, and strategies of education. Literature becomes laden with advice on the rearing of the younger generation. In short, there develop philosophies and theories of education.

This article discusses the history of education, tracing the evolution of the formal teaching of knowledge and skills from prehistoric and ancient times to the present, and considering the various philosophies that have inspired the resulting systems. Other aspects of education are treated in a number of articles. For a treatment of education as a discipline, including educational organization, teaching methods, and the functions and training of teachers, see teaching ; pedagogy ; and teacher education . For a description of education in various specialized fields, see historiography ; legal education ; medical education ; science, history of . For an analysis of educational philosophy , see education, philosophy of . For an examination of some of the more important aids in education and the dissemination of knowledge, see dictionary ; encyclopaedia ; library ; museum ; printing ; publishing, history of . Some restrictions on educational freedom are discussed in censorship . For an analysis of pupil attributes, see intelligence, human ; learning theory ; psychological testing .

Education in primitive and early civilized cultures

The term education can be applied to primitive cultures only in the sense of enculturation , which is the process of cultural transmission. A primitive person, whose culture is the totality of his universe, has a relatively fixed sense of cultural continuity and timelessness. The model of life is relatively static and absolute, and it is transmitted from one generation to another with little deviation. As for prehistoric education, it can only be inferred from educational practices in surviving primitive cultures.

The purpose of primitive education is thus to guide children to becoming good members of their tribe or band. There is a marked emphasis upon training for citizenship , because primitive people are highly concerned with the growth of individuals as tribal members and the thorough comprehension of their way of life during passage from prepuberty to postpuberty.

Because of the variety in the countless thousands of primitive cultures, it is difficult to describe any standard and uniform characteristics of prepuberty education. Nevertheless, certain things are practiced commonly within cultures. Children actually participate in the social processes of adult activities, and their participatory learning is based upon what the American anthropologist Margaret Mead called empathy , identification, and imitation . Primitive children, before reaching puberty, learn by doing and observing basic technical practices. Their teachers are not strangers but rather their immediate community .

In contrast to the spontaneous and rather unregulated imitations in prepuberty education, postpuberty education in some cultures is strictly standardized and regulated. The teaching personnel may consist of fully initiated men, often unknown to the initiate though they are his relatives in other clans. The initiation may begin with the initiate being abruptly separated from his familial group and sent to a secluded camp where he joins other initiates. The purpose of this separation is to deflect the initiate’s deep attachment away from his family and to establish his emotional and social anchorage in the wider web of his culture.

The initiation “curriculum” does not usually include practical subjects. Instead, it consists of a whole set of cultural values, tribal religion, myths , philosophy, history, rituals, and other knowledge. Primitive people in some cultures regard the body of knowledge constituting the initiation curriculum as most essential to their tribal membership. Within this essential curriculum, religious instruction takes the most prominent place.

Knowledge vs. Education: What's the Difference?

Key Differences

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What Is Education For?

Read an excerpt from a new book by Sir Ken Robinson and Kate Robinson, which calls for redesigning education for the future.

What is education for? As it happens, people differ sharply on this question. It is what is known as an “essentially contested concept.” Like “democracy” and “justice,” “education” means different things to different people. Various factors can contribute to a person’s understanding of the purpose of education, including their background and circumstances. It is also inflected by how they view related issues such as ethnicity, gender, and social class. Still, not having an agreed-upon definition of education doesn’t mean we can’t discuss it or do anything about it.

We just need to be clear on terms. There are a few terms that are often confused or used interchangeably—“learning,” “education,” “training,” and “school”—but there are important differences between them. Learning is the process of acquiring new skills and understanding. Education is an organized system of learning. Training is a type of education that is focused on learning specific skills. A school is a community of learners: a group that comes together to learn with and from each other. It is vital that we differentiate these terms: children love to learn, they do it naturally; many have a hard time with education, and some have big problems with school.

There are many assumptions of compulsory education. One is that young people need to know, understand, and be able to do certain things that they most likely would not if they were left to their own devices. What these things are and how best to ensure students learn them are complicated and often controversial issues. Another assumption is that compulsory education is a preparation for what will come afterward, like getting a good job or going on to higher education.

So, what does it mean to be educated now? Well, I believe that education should expand our consciousness, capabilities, sensitivities, and cultural understanding. It should enlarge our worldview. As we all live in two worlds—the world within you that exists only because you do, and the world around you—the core purpose of education is to enable students to understand both worlds. In today’s climate, there is also a new and urgent challenge: to provide forms of education that engage young people with the global-economic issues of environmental well-being.

This core purpose of education can be broken down into four basic purposes.

Education should enable young people to engage with the world within them as well as the world around them. In Western cultures, there is a firm distinction between the two worlds, between thinking and feeling, objectivity and subjectivity. This distinction is misguided. There is a deep correlation between our experience of the world around us and how we feel. As we explored in the previous chapters, all individuals have unique strengths and weaknesses, outlooks and personalities. Students do not come in standard physical shapes, nor do their abilities and personalities. They all have their own aptitudes and dispositions and different ways of understanding things. Education is therefore deeply personal. It is about cultivating the minds and hearts of living people. Engaging them as individuals is at the heart of raising achievement.

The Universal Declaration of Human Rights emphasizes that “All human beings are born free and equal in dignity and rights,” and that “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.” Many of the deepest problems in current systems of education result from losing sight of this basic principle.

Schools should enable students to understand their own cultures and to respect the diversity of others. There are various definitions of culture, but in this context the most appropriate is “the values and forms of behavior that characterize different social groups.” To put it more bluntly, it is “the way we do things around here.” Education is one of the ways that communities pass on their values from one generation to the next. For some, education is a way of preserving a culture against outside influences. For others, it is a way of promoting cultural tolerance. As the world becomes more crowded and connected, it is becoming more complex culturally. Living respectfully with diversity is not just an ethical choice, it is a practical imperative.

There should be three cultural priorities for schools: to help students understand their own cultures, to understand other cultures, and to promote a sense of cultural tolerance and coexistence. The lives of all communities can be hugely enriched by celebrating their own cultures and the practices and traditions of other cultures.

Education should enable students to become economically responsible and independent. This is one of the reasons governments take such a keen interest in education: they know that an educated workforce is essential to creating economic prosperity. Leaders of the Industrial Revolution knew that education was critical to creating the types of workforce they required, too. But the world of work has changed so profoundly since then, and continues to do so at an ever-quickening pace. We know that many of the jobs of previous decades are disappearing and being rapidly replaced by contemporary counterparts. It is almost impossible to predict the direction of advancing technologies, and where they will take us.

How can schools prepare students to navigate this ever-changing economic landscape? They must connect students with their unique talents and interests, dissolve the division between academic and vocational programs, and foster practical partnerships between schools and the world of work, so that young people can experience working environments as part of their education, not simply when it is time for them to enter the labor market.

Education should enable young people to become active and compassionate citizens. We live in densely woven social systems. The benefits we derive from them depend on our working together to sustain them. The empowerment of individuals has to be balanced by practicing the values and responsibilities of collective life, and of democracy in particular. Our freedoms in democratic societies are not automatic. They come from centuries of struggle against tyranny and autocracy and those who foment sectarianism, hatred, and fear. Those struggles are far from over. As John Dewey observed, “Democracy has to be born anew every generation, and education is its midwife.”

For a democratic society to function, it depends upon the majority of its people to be active within the democratic process. In many democracies, this is increasingly not the case. Schools should engage students in becoming active, and proactive, democratic participants. An academic civics course will scratch the surface, but to nurture a deeply rooted respect for democracy, it is essential to give young people real-life democratic experiences long before they come of age to vote.

Eight Core Competencies

The conventional curriculum is based on a collection of separate subjects. These are prioritized according to beliefs around the limited understanding of intelligence we discussed in the previous chapter, as well as what is deemed to be important later in life. The idea of “subjects” suggests that each subject, whether mathematics, science, art, or language, stands completely separate from all the other subjects. This is problematic. Mathematics, for example, is not defined only by propositional knowledge; it is a combination of types of knowledge, including concepts, processes, and methods as well as propositional knowledge. This is also true of science, art, and languages, and of all other subjects. It is therefore much more useful to focus on the concept of disciplines rather than subjects.

Disciplines are fluid; they constantly merge and collaborate. In focusing on disciplines rather than subjects we can also explore the concept of interdisciplinary learning. This is a much more holistic approach that mirrors real life more closely—it is rare that activities outside of school are as clearly segregated as conventional curriculums suggest. A journalist writing an article, for example, must be able to call upon skills of conversation, deductive reasoning, literacy, and social sciences. A surgeon must understand the academic concept of the patient’s condition, as well as the practical application of the appropriate procedure. At least, we would certainly hope this is the case should we find ourselves being wheeled into surgery.

The concept of disciplines brings us to a better starting point when planning the curriculum, which is to ask what students should know and be able to do as a result of their education. The four purposes above suggest eight core competencies that, if properly integrated into education, will equip students who leave school to engage in the economic, cultural, social, and personal challenges they will inevitably face in their lives. These competencies are curiosity, creativity, criticism, communication, collaboration, compassion, composure, and citizenship. Rather than be triggered by age, they should be interwoven from the beginning of a student’s educational journey and nurtured throughout.

From Imagine If: Creating a Future for Us All by Sir Ken Robinson, Ph.D and Kate Robinson, published by Penguin Books, an imprint of Penguin Publishing Group, a division of Penguin Random House, LLC. Copyright © 2022 by the Estate of Sir Kenneth Robinson and Kate Robinson.

Knowledge vs Education: Difference and Comparison

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Knowledge and education do not have much difference between them as both of them are correlated to each other. If we go by facts, knowledge is an informal experience, whereas education is a formal process.

Knowledge is to be gained by one’s self-efforts.

Key Takeaways Knowledge is the understanding and awareness of facts, information, concepts, or skills acquired through experience, study, or instruction. Education is a process by which individuals acquire knowledge, skills, values, and attitudes through instruction, training, or study, in a structured setting such as a school or university. Both knowledge and education are related to learning and personal development. Still, knowledge refers to the accumulated understanding and awareness of information, while education is the process through which knowledge is acquired and developed.

Knowledge vs. Education

Knowledge is gaining information through learning and practice. The process of gaining knowledge is unlimited. A person can always learn from his/her life experiences. There are no rules in knowledge. Education is a process of developing skills through learning in a formal institute. Education can be gained from a particular institute for a specific time. Rules are defined in education.

Knowledge is gained from good education, peers , extensive reading, consultations, and life experiences. Education can be described as a process of gaining knowledge for its practical application later in life.

Comparison Table

Parameters of Comparison	Knowledge	Education
Definition	Knowledge is acquiring facts, information, and skills through experiences or learning.	Education is a process of learning systematically from a formal institution such as a school, college, or .
Places to gain	Knowledge has no boundaries as it is learned from experiences and real-life situations.	Education can only be gained from formal institutions like schools, colleges, or universities.
Rules	There are no instructions, rules, or limitations to gaining knowledge.	There are defined rules, regulations, and curricula to acquire education.
Method	Knowledge is free to gain from the surroundings and life experiences.	Education is to be learned from books and teachers in a formal institution.
Growth	Knowledge has no age limit or growth rate. It is solely based on one’s understanding of his life.	Education grows with age as a person can learn more and more by joining courses.

What is Knowledge?

Knowledge is acquiring facts, information, and skills through experiences or learning. It is an everyday experience.

Knowledge is to be gained by self-efforts and experiences; in other words, it is self-driven. It is gained from good education, peers, extensive reading, consultations, and life experiences.

When an educated person applies what he has learned in real-life situations, it is knowledge. There is no knowledge that cannot be experienced; what one experiences and understands makes one more knowledgeable.

It is about understanding a specific fact, analyzing the raw information, and developing skills accordingly.

Knowledge has no age limit or growth rate. It is solely based on one’s understanding of his life.

Sometimes, a child can also be more knowledgeable than an adult. Knowledge does not need any systems or institutions; it is free to be gained by anyone who wants to learn.

What is Education?

Education is a process of learning systematically from a formal institution such as a school, college, or university. It is a formal process.

There are defined rules, regulations, and curricula to acquire education. It helps an individual to realize his talents and weakness and to increase his self-potential.

Also, education can be described as gaining knowledge for its useful application later in life. It is something that one gets when teachers teach it to their students.

Education grows with age as a person can learn more by joining many courses or reading and learning books.

As long as a person desires to learn, his education keeps growing. Some education is of a kind that can never be experienced and can only be gained from a book.

Education is more specific and defined than knowledge. It is a system with learnings related to specific age groups and people.

Main Differences Between Knowledge and Education

There are no instructions, rules, or limitations to gaining knowledge, while in the case of education, there are defined sets of rules, regulations, and curricula to acquire it.
Knowledge has no boundaries as it is learned from experiences and real-life situations, whereas education can only be gained from a formal institution like a school, college, or university.
Knowledge has no age limit or growth rate. It is solely based on one’s understanding of his life. On the other hand, education grows with age as a person can learn more and more by joining courses and increasing his knowledge of a subject.
Knowledge is free to gain from the surroundings and life experiences, whereas education is to be learned from books and teachers in a formal institution.

Difference Between Knowledge and Education

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What is the relationship between knowledge and education?

Defining the relationship between knowledge and education is a complex endeavor. It is easier to focus on the differences in knowledge and education, rather than their similarities. For example, if I asked you what it means to know something, it would be easier for you to describe knowledge.

As per research conducted by top girls schools in India , the relationship between knowledge and education is a very interesting one. Education is the process of building your knowledge base, basically learning and gathering information. Some educational institutions give degrees upon completion, which basically means that you’ve been educated about that topic or category. The longer you are educated about something the more knowledge you gain.

Education is often misinterpreted. Education is the cultivation of knowledge. Knowledge, on the other hand, is the sheer accumulation of information. At a young age, we learn to think critically about what we’re being taught and not just absorb the information. Understanding the difference between knowledge and education is crucial for new learners and veterans alike as it can determine their progress in a complex world.

This is a pretty loaded question. After all, there are a lot of different definitions and opinions about the difference between knowledge and education. The dictionary defines knowledge as knowing specific information, facts, and details. Education, on the other hand, is the process of learning in some way — such as through formal schooling or through learning more generally by experience. But when we talk about knowledge, what do we really mean? Should one study for marks or knowledge?

relationship between knowledge and education

Knowledge is not just information that we retain or store in our minds. It’s something that we can apply to whatever we are doing and whenever; it affects our behavior, thinking, and actions. Furthermore, whatever we do in life, no matter what profession or activity, relies on knowledge and expertise. Education teaches us how to have knowledge.

As Socrates said : “Education is the kindling of a flame, not the filling of a vessel.” So just gaining information isn’t enough; it has to be digested or processed somehow so that it becomes useful or helpful in daily life.

Learning is the key to knowledge. Education is the bridge from ignorance to knowledge. The difference between knowledge and education is that you can have knowledge without education, but you cannot have education without knowledge.

Education is an experience that is guided by a learned person who guides another to learn something, while knowledge is just an experience (a fact) without any guidance of a learned person. Education teaches you how to think, while knowledge just tells you what to think.

Knowledge shows you what has happened in the past, while education teaches you how things work in the present so that you can learn how to control them in the future. Knowledge gives you facts, while education gives you understanding.

Knowledge gives answers; education teaches us how to ask questions, and it also teaches us how to investigate things for ourselves.

Education is a process where knowledge, skills, and values are imparted to a person by a teacher or instructor. Education does not mean only learning from books; it means acquiring information from all sources around us. It is the means through which people and societies cultivate their mental, physical and emotional faculties so as to achieve their maximum potential.

Knowledge is knowing that a tomato is actually a fruit, but wisdom is knowing not to put it in a fruit salad.

Knowledge is an awareness of something; it may be true or false beliefs about that thing, which can be acquired through observation, study, or instruction.

Both education and knowledge are important for our lives, but the difference between them is that education makes you knowledgeable whereas knowledge makes you wiser.

Education gives the foundation of life whereas knowledge gives wisdom to our lives. Knowledge is the awareness of an event or object while education gives us information about how we should act upon that event or object.

Education is primarily about passing on knowledge from teacher to student. Schools were invented for this purpose. For many years books were not readily available or cheap. So schools provided the primary means for passing on knowledge from teacher to student.

As I said above there are other ways of acquiring knowledge such as reading books, learning from your parents, or even watching television or listening to the radio but no method has been more effective than education for passing on knowledge from generation to generation and for disseminating information widely so that people can adopt new techniques and technologies.

In the modern world, we often confuse education with knowledge. In fact, there is a big difference between education and knowledge. While knowledge is the theoretical understanding of facts, education represents the practical and real understanding of those facts. Thus, education provides us with the ability to apply our knowledge in everyday life.

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Knowledge, Power, and Education

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For more than three decades, Michael W. Apple has sought to uncover and articulate the connections among knowledge, teaching, and power in education. His germinal Ideology and Curriculum was a watershed title in critical education studies, and has remained in print since its publication in 1979. The more than two dozen books and hundreds of papers, articles, and chapters published since have likewise all contributed to a greater understanding of the relationship between and among the economy, political, and cultural power in society on the one hand "and the ways in which education is thought about, organized, and evaluated" on the other.

In this collection, Apple brings together 13 of his key writings in one place, providing an overview not just of his own career, but of the larger development of the field. A new introduction re- examines the scope of his work and his earlier arguments, and reflects on what remains to be done for those committed to critical education.

Chapter | 18 pages, on being a scholar/activist, chapter | 22 pages, on analyzing hegemony, chapter | 28 pages, commonsense categories and the politics of labeling, chapter | 23 pages, seeing education relationally, chapter | 24 pages, curricular form and the logic of technical control, chapter | 16 pages, controlling the work of teachers, chapter | 20 pages, the other side of the hidden curriculum, the culture and commerce of the textbook, cultural politics and the text, chapter | 9 pages, consuming the other, chapter | 17 pages, the politics of official knowledge, chapter | 29 pages, producing inequalities, “we are the new oppressed”, chapter | 21 pages, global crises, social justice, and teacher education.

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Difference Between Knowledge and Education

• Categorized under Language , Words | Difference Between Knowledge and Education

There is not much difference between knowledge and education as both are correlated to each other. In fact one leads to another. The primary difference between the two is that education is formal process whereas knowledge is informal experience. Education is acquired through the formal institutions like school, colleges and universities, whereas knowledge is gained from the real life experiences. Hence education is a process of gaining knowledge for some useful application whereas knowledge is facts acquired from good education, peers, consultations and extensive reading.

Another difference between the two is that education is taught by the teachers to the students while knowledge is gained by itself or is self driven. Education is a process of learning and one comes to know various facts, ideas and theories. While on other hand knowledge is the application of these facts and theories. There are no set guidelines for it. Education has a predefined set of rules, regulations and curriculum whereas knowledge has no such boundaries. It can come from teacher, parents, friends, painful moments of life, joyous moments, children etc. Hence it is not taught but acquired by self efforts.

Both knowledge and education are synonyms but still has a borderline difference between them. Knowledge is gained from life experiences and age while education is learned from the books and may never be experienced. Knowledge is related to facts whereas education is related to learning, critical thinking and knowing oneself. Education grows with age whereas knowledge has no such growth rate, even a child can be more knowledgeable than an adult. One has to follow a system to be educated whereas knowledge can be gained without following any such systems.

Lastly the difference between knowledge and education is that knowledge is a noun which is gained through experience and education. It is about understanding a particular fact or an event. It includes the raw information, understanding the matter and developing ones skills related to the matter having appropriate resources. One can have medical, scientific or commercial knowledge whereas education cannot be defines into small spheres, it is on the whole a complete system with facts related to age group and a person. It is rather more specific and defined.

Hence, education helps in imparting ones culture and tradition from one generation to another. It helps an individual to realize the self potential and talents. It is related to different fields of learning and teaching such as computer science, sociology, linguistic etc. Many theories are linked with education psychology. Knowledge helps these traditions to grow for the betterment of society and not the selfish motto. We can distinguish between the good and bad and follow the customs selflessly.

1.Education is a formal process of gaining knowledge whereas knowledge is informally acquired through experiences. 2.Education needs institutions for learning while knowledge has no boundaries. 3.Education has a defined set of rules and curriculum whereas knowledge has no such limitations. 4.Education is learned from books and grows with age while knowledge is free to be acquired from surroundings and has no age limit.

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Cite APA 7 Kumar, M. (2011, May 23). Difference Between Knowledge and Education. Difference Between Similar Terms and Objects. http://www.differencebetween.net/language/difference-between-knowledge-and-education/. MLA 8 Kumar, Manisha. "Difference Between Knowledge and Education." Difference Between Similar Terms and Objects, 23 May, 2011, http://www.differencebetween.net/language/difference-between-knowledge-and-education/.

17 Comments

I think that “School” should replace “Education” in this article.

Schooling, not education, is dependent on institutions for learning. You can get an education (such as learning a foreign language) by traveling to a foreign country. You may refer to this as “knowledge”, but the distinction is important. To me, this article should either be titled “The Difference between School and Knowledge” or “The Difference between School and Education”.

Regardless of the words used, I appreciate the insights!

Thank you for the feedback

Thanks for the article.It is rewarding. I agreed that the title should rather read “Schooling and Knowledge “. Kudos Vinson Enweliku

It was a very useful article

It is an informative site which provides us with required information

If you read a Henry James novel and tell me it’s wonderful and he is a great author I now have information on your experience. If I tell someone that Henry James writes wonderful books and is a great author based on your experience I am passing along a rumor, belief, information, any number of words. If I read a Henry James novel and find the experience to boring and don’t feel he is a good author, well that is my experience, and therefore based on that I “know”. I have knowledge based on experience. If I read a biography on Henry James, I have evidence of his life, now I am informed. Since he is the only one who lived his life, he is the only one who has “knowledge” of what it was like. The writer may have witnessed Henry James in certain situations or may have added eye-witness accounts of experiences Henry James was having, but to those were the witnesses experiences of Henry James’ experiences, not Henry James’ own experience. I would look up the word “gnosis”, then the world “theist”.

knowledge is information while education is a source of getting it.

There is – or should be – no difference between knowledge and education. One (education) is a vehicle for the other (knowledge). Far from being simply ‘information’, knowledge consists of a series of predictions which, in the absence of a developed and restricted set of instincts, substitutes for these.

Hence, the less knowledge we have, the more likely we are not to survive. This explains why humans can survive at the poles (just!) and in the desert. In both cases, large amounts of prior abstract knowledge means life itself, as Victorian explorers who died in the desert would all too readily testify.

If they could.

I got what I read. Infact above was very acceptable info.

Thank you for your kind info

knowledge is information gained or experience acquired while education is a formal source of getting it.

Seminar on education is inferior to knowledge can you send me seminar now

Well done Great job………

Knowledge is the primary source you get it since when you born, while Education is the secondary source

Here narrow meaning of education is given. In broader Sense education the title is not suitable.

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“Wisdom” vs. “Knowledge”: What’s The Difference?

Is it better to have wisdom or knowledge ? Can you have one without the other? And which comes first? If you’ve ever searched for acumen into these two brainy terms, we’re here to help break them down.

Wisdom and knowledge have quite a bit in common. Both words are primarily used as nouns that are related to learning. They’re listed as synonyms for one another in Thesaurus.com , and in some cases they may be used interchangeably.

In this article, we’ll explain the difference between knowledge and wisdom , what they mean and how their meanings overlap, and explain how to understand them with the help of some useful quotes.

What is the difference between knowledge and wisdom ?

The word knowledge is defined first as the “acquaintance with facts, truths or principles, as from study or investigation; general erudition .” It is recorded at least by the 1300s as the Middle English knouleche , which combines the verb know (a verb that means “ to perceive or understand as fact or truth; to apprehend clearly and with certainty”) and – leche , which may be related to the same suffix we see in wedlock and conveys a sense of “action, practice, or state.”

Knowledge is typically gained through books, research, and delving into facts. Knowledge can also be gained in the bedroom ( hubba hubba !), as the term is sometimes used, albeit archaically , to describe sexual intercourse. As in: they had carnal knowledge of one another.

Wisdom is defined as “the state of being wise,” which means “having the power of discernment and judging properly as to what is true or right: possessing discernment , judgement, or discretion.” It’s older (recorded before the 900s), and joins wise and -dom , a suffix that can convey “general condition,” as in freedom . Wisdom is typically gained from experiences and acquired over time.

While wisdom and knowledge are synonyms, the other synonyms for each word, respectively, don’t overlap much. And they give more hints at each word’s unique meaning.

For example, other synonyms for knowledge include:

familiarity

Other synonyms for wisdom include:

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The primary difference between the two words is that wisdom involves a healthy dose of perspective and the ability to make sound judgments about a subject while knowledge is simply knowing. Anyone can become knowledgeable about a subject by reading, researching, and memorizing facts. It’s wisdom, however, that requires more understanding and the ability to determine which facts are relevant in certain situations. Wisdom takes knowledge and applies it with discernment based on experience, evaluation, and lessons learned.

A quote by an unknown author sums up the differences well: “Knowledge is knowing what to say. Wisdom is knowing when to say it.”

Wisdom is also about knowing when and how to use your knowledge, being able to put situations in perspective, and how to impart it to others. For example, you may be very knowledgeable about how to raise a baby after reading countless books, attending classes, and talking to wise friends and family members. When that precious little person comes home, however, most new parents would kill for an ounce of wisdom to help soothe their screaming baby … and their fears.

To put it another way, there is this simple fruit salad philosophy: “Knowledge is knowing a tomato is a fruit. Wisdom is knowing not to put it in the fruit salad.”

What comes first: wisdom or knowledge ?

So which comes first, knowledge or wisdom? There’s no chicken-egg scenario here: knowledge always comes first. Wisdom is built upon knowledge. That means you can be both wise and knowledgeable, but you can’t be wise without being knowledgeable. And just because you’re knowledgeable doesn’t mean you’re wise … even though your teenager may feel differently.

As for how long it takes to achieve wisdom, and how you know when you have achieved it, that’s where things get murkier. Albert Einstein famously said, “Wisdom is not a product of schooling but of the lifelong attempt to acquire it.” So yeah, it’s one of those journey-not-destination things. There’s no limit to wisdom, however, and you can certainly gain degrees of it along the way.

So, there you have it. Have you wised up to the differences between the two words yet?

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Bibliometrics & citations, recommendations, building pre-service teacher interest in computer science education through mentoring experiences (abstract only).

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Bible Verses about Knowledge

Browse insightful Bible verses about knowledge in this collection of scripture quotes.

Proverbs 2:6

Proverbs 1:7.

Psalms 19:2

Proverbs 18:15, proverbs 15:14, proverbs 2:1-2, psalms 119:66, proverbs 1:29, isaiah 11:2, proverbs 20:15.

Innovative Approach for Tertiary Education System: The Crowdsourcing Model

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Lyudmila V. Glukhova ORCID: orcid.org/0000-0002-8279-307X 6 ,
Svetlana A. Gudkova ORCID: orcid.org/0000-0003-3292-2790 6 ,
Elena N. Korneeva ORCID: orcid.org/0000-0002-2735-6299 6 , 7 &
Aizhan Omarova 8

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 305))

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The paper deals with innovative approaches for tertiary education system based on simulation of crowdsourcing model in integration with such innovative learning strategies as 1) adaptive learning; 2) learning by doing; 3) project-based learning; 4) contextual learning. The publication reveals the crowdsourcing model for effective performance in universities of the Russian Federation and Kazakhstan. The results of research, analysis and approbation of implemented components of smart pedagogy reflect different levels for the achieved “smartness” for tertiary education systems. The key indicators for smart classes including (1) adaptability, (2) self-learning and (3) self-organization have been considered. The conduced review, experiment and the feedback represent the crowdsourcing model based on Ed Tech as an effective way to transfer knowledge from the older generation to the younger one.

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Crowdsourcing with University Students: Exam Questions

Crowdsourcing in higher education.

Crowdsourcing in Higher Education: Theory and Best Practices

Uskov, V.L., Howlett, R.J., Jain, L.C. (eds.): Smart Education and e-Learning 2016. Springer International Publishing, Cham (2016).ISBN 9783319198743

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Glukhova, L.V., Gudkova, S.A., Korneeva, E.N., Omarova, A. (2022). Innovative Approach for Tertiary Education System: The Crowdsourcing Model. In: Uskov, V.L., Howlett, R.J., Jain, L.C. (eds) Smart Education and e-Learning - Smart Pedagogy. SEEL-22 2022. Smart Innovation, Systems and Technologies, vol 305. Springer, Singapore. https://doi.org/10.1007/978-981-19-3112-3_5

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Occupational Therapy OT

| 7 August 2024

Promoting Mental Health Awareness: OTD Students Create Education Course for Pate Rehabilitation

USAHS students at their Education Course for Mental Health

In an inspiring demonstration of community engagement and professional development, five Doctor of Occupational Therapy (OTD) students from the University of St. Augustine for Health Sciences (USAHS) Dallas campus—Carrington Brown, Kennedy Brumbelow, Kendall Keeton, Samantha Paniccia and Bailey Williams—designed an educational course on mental health. They delivered the course to about 30 patients and staff at Pate Rehabilitation .

This program, held on March 27, was an enriching experiential learning opportunity that merged academic skills with real-world application.

Applying Classroom Knowledge to Community Service

The idea for the mental health education course was born out of a neuroscience class, where the students were encouraged by their instructor to volunteer for a project that would allow them to apply their skills in a practical setting. The students set up a time to work with Pate’s patients who had experienced traumatic brain injuries (TBIs).

“This learning process challenged us to use our knowledge and skills from class with a population we have been studying,” Brown asserts.

Neuroscience coursework at USAHS played a significant role in preparing the students for this challenge. “Learning about TBIs helped us to prepare, although we didn’t fully know what we were walking into,” Keeton says. She explains that the group needed to keep things simple and leverage their abilities to present the information clearly and understandably to a diverse audience.

Raising awareness about mental health among individuals with TBIs can have a profound influence on their overall well-being and recovery. “Symptoms of TBIs can result in different behaviors and attitudes,” Brown explains.

“Our knowledge of their experience led us to focus on mental health, a topic not discussed as much but crucial as they transition back into the community.”

Delivering a Comprehensive Educational Program

Building a course for individuals with TBIs came with unique opportunities.

“We weren’t entirely sure what level of functioning everyone would have,” Williams notes. “So, we had to make it simple and straightforward to address everyone in the room.” Keeton adds, “As OT students, we’re familiar with neurological terms, but we had to ensure our presentation was understandable yet engaging.”

The group carefully tailored their content and activities to meet patient needs. The course included education, active engagement in breathing, modified yoga and a discussion of resources.

The students facilitated an activity involving chair yoga, accessible to all with different abilities. “We only had 30 minutes, so we provided resources on YouTube for follow-up so they could implement it into their daily lives,” Brumbelow explains.

Williams adds, “Each of us had a role. Some assisted in the audience while others presented, ensuring a smooth and inclusive session.” She emphasizes the importance of coping mechanisms:

“Therapy can be difficult, and life in general is challenging. Incorporating time and skills to cope with everyday stresses is essential.”

Breathing exercises were a key component of the course. The students taught a breathing technique that could positively affect a patient’s quality of life. “When feeling overwhelmed, taking deep breaths can help you recenter,” Williams says.

The educational sections of the course aimed to be informative and intriguing. The group shared mental health and self-care techniques. “Feedback from patients and staff indicated that they needed a minute to process what we were talking about, so we had to slow it down and ensure our presentation was simple, concise and to the point,” Brown recounts.

Keeton highlights the importance of resource provision: “We made sure to share the 988 Suicide and Crisis Lifeline number and resources from the National Alliance on Mental Illness (NAMI) for future use.”

Reflecting on the experience, Brown shares, “It was cool to see the patients participating and being receptive to the presentation. It felt like we accomplished something meaningful.” Keeton adds, “Volunteering at Pate taught me that empowerment comes from understanding and supporting others during hardship. Discussing mental health is vital in all clinical settings.”

Want to know more about our MOT program?

Continuous commitment to mental health advocacy.

Expected to graduate in Spring 2026, the OTD students plan to continue to advocate for mental health in their practice as occupational therapists. Brown has a placement at Pate and is interested in neurorehabilitation. “My capstone project focuses on individuals with TBIs, a population I love working with,” she says.

Williams echoes this sentiment: “We can all implement these exercises with any population.”

“I am grateful that I had the opportunity to spark the conversation at Pate to promote healing,” Keeton concludes.

These students have significantly impacted their community and represent the power of education and community engagement to promote well-being.

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Upcoming occupational therapy ot events.

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The ‘knowledge curse’: More isn’t necessarily better

By tom fleischman, cornell chronicle.

A year ago, economics professor Kaushik Basu was in his office hosting a colleague from Sweden, mapping ideas out on a blackboard.

Among those ideas: Can an increase in knowledge ever be a bad thing? They theorized that yes, it could – when people use it to act in their own self-interest rather than in the best interests of the larger group.

“We were standing in front of a blackboard talking about different themes in game theory and Kaushik, chalk in hand, drew up a striking example of the phenomenon,” said Jörgen Weibull, professor emeritus at the Stockholm School of Economics.

Even for a group of rational individuals, greater knowledge can backfire. And, they said, enhanced knowledge about an existing reality – such as the cost-benefit of wearing a face mask to help prevent the spread of disease – may hinder cooperation among purely self-interested individuals.

“We assume that a scientific breakthrough that gives us a deeper understanding of the world can only help,” said Basu, the Carl Marks Professor of International Studies at the Mario Einaudi Center for International Studies, and professor in the College of Arts and Sciences and the Cornell SC Johnson College of Business. “Our paper shows that in the real world, where many people live and strive individually or in small groups to do well for themselves, this intuition may not hold. Science may not be the panacea we take it to be.”

Basu and Weibull are co-authors of “ A Knowledge Curse: How Knowledge Can Reduce Human Welfare ,” published Aug. 7 in Royal Society Open Science.

Their paper bounces through history like gravitational waves. From Robert Oppenheimer’s dread following the first atomic bomb test, to 17th-century astronomer Galileo’s studies of the moon, to the classic theoretical game Prisoner’s Dilemma, to the famous 1990 tapper-listener experiment by then-Stanford graduate student Elizabeth Newton, Basu and Weibull build the case – with modeling in a theoretical two-player Base Game – that the “knowledge curse” can happen if, at first, only a few people are privy to the greater knowledge.

In the Base Game, each player has two actions to choose from. Hence, there are four combinations of actions, each with expected payoffs to both players. Each player chooses so as to maximize their own payoff.

However, if another set of options is added that introduces the chance that the other player would get nothing, along with an option of a very small payoff for both, the mutual small reward becomes more appealing – a form of the Prisoner’s Dilemma, in which two “prisoners” can either cooperate for mutual benefit, or betray their partner for individual reward. In other words, more “knowledge” can lead to worse overall outcomes.

The paper however goes further, and shows that a scientific breakthrough that does not add any new option but simply deepens the players’ understanding of the payoffs and their fluctuations can make the players worse off.

The authors extend their theoretical calculations into real-world dilemmas, such as crafting policy without knowing the full contours of a problem. The drafting of a nation’s constitution, for instance, must anticipate and address problems likely to occur well into a future with unknowable sets of circumstances. “Such preemptive laws have conferred large benefits to humankind,” the authors wrote.

The authors make the case that just because a bad situation is human-caused doesn’t mean it can be prevented.

“Game theory is a reminder,” they wrote, “that when a group of people interact, and each person is held responsible for her actions, we cannot always carry this logic over to the group, holding the group responsible for the combined action profile that the group ‘chooses.’ As analysts, we have to design rules to guard against the adversities.”

At the end of a highly theoretical exercise, Basu offers a concrete takeaway to their work, the seeds of which were planted in front of a blackboard.

“By drawing attention to this paradoxical result,” he said, “the paper urges policymakers and even the lay person to think of preemptive actions, agreements and moral commitments that we as human beings should take and make to avert disasters that future scientific advances can cause.

“Science can yield huge benefits, but we need safeguards,” he said. “What those are, we do not know. But the paper urges us to pay attention to this.”

Funding for this research came from the Jan Wallander and Tom Hedelius Foundation.

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Kaitlyn serrao.

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Open access
Published: 05 August 2024

Development and piloting of an online course to improve knowledge, confidence and attitudes towards triaging images of skin lesions submitted online in primary care

Maria Ntessalen 1 ,
Albana Krasniqi 1 &
Peter Murchie 1

BMC Medical Education volume 24 , Article number: 839 ( 2024 ) Cite this article

113 Accesses

Metrics details

Melanoma is the 5th commonest cancer in the UK and survivors require frequent and thorough skin checks. During the Achieving Self-directed Integrated Cancer Aftercare (ASICA) trial, melanoma survivors used an app to submit images of concerning lesions for assessment by a dermatology nurse. In the past, online courses have been used to train non-specialist primary care practitioners (PCPs) in this skill.

This study aimed to determine whether an online course could increase knowledge, confidence, and attitudes towards skin image triage in PCPs in the Grampian area.

Preliminary discussions were held with PCPs to determine the need for an online course. The course was designed at the University of Aberdeen and included an introduction to the skin, case studies and quizzes on a variety of skin conditions based on melanoma survivors’ submissions via the ASICA app. Two pre- and post-course questionnaires were administered to all participants to (1) assess knowledge gained and (2) assess any improvements in confidence and attitudes towards triaging skin lesions that could be indicative of skin cancer. All PCPs in the Grampian area were invited to participate with almost 70 medical practices contacted. Results were analysed using a paired sample T-test.

The course was advertised to all GP practices in the Grampian area and 38 PCPs completed all its stages. Undertaking the course improved all PCPs’ confidence and attitudes towards triaging ( p < 0.001). It also improved knowledge in all non-GP PCPs ( p = 0.01). Most participants found the course useful; thought it was at the right level of difficulty, right format and thought the design was good.

Conclusions

Our online course in triaging skin lesions submitted digitally to PCPs was able to improve knowledge, confidence, and attitudes towards triaging. The course was acceptable in its design and was deemed useful and applicable to practice. Further research should investigate the effect the course has on secondary care referral numbers.

Significance

Skin problems can make up to 15% of Primary Care appointments and patients with benign or low risk skin problems are often inappropriately referred to specialists causing delay in secondary care.

Based on the findings of the ASICA trial it was suggested that low risk concerns can be effectively triaged by non-specialist primary care practitioners (PCPs).

Previous studies showed that online courses can improve knowledge, confidence, and attitudes towards triaging images of skin lesions.

The content of this online course was designed based on the most commonly submitted lesions in the ASICA trial and allowed PCPs (including GPs, GP trainees, ANPs, practice nurses and physician associates) to complete it in their own time.

The study showed that completing the online course increased PCP confidence and attitudes towards triaging skin lesions, regardless of their prior knowledge and experience.

The course also increased knowledge of all non-GP PCPs as well as PCPs with up to 2 years in their current post.

Peer Review reports

Introduction

Melanoma is a cancer of pigment-producing cells within the skin and can result from long-term exposure to UV light [ 1 ]. It is the fifth commonest cancer in the UK and incidence is increasing, making it a significant public health concern [ 2 , 3 ]. 10 year recurrence rates for patients treated are reportedly high beginning from 20% for stage IB/ IIA melanomas (accounting for almost 28% of all primary melanomas) and up to 67% for stage IIB/C primary melanomas (accounting for almost 10% of melanomas) [ 4 ]. These patients require regular monitoring to diagnose melanoma at an early stage as early diagnosis offers better treatment outcomes [ 4 , 5 ]. However, the need for regular monitoring through skin checks in secondary care may be disadvantaging certain groups, such as rural dwellers, as it may mean longer journey times to the hospital and therefore could result in poorer outcomes [ 6 , 7 ]. Additionally, given the shortfall of dermatologists in the UK and increasing skin cancer workload, it is imperative primary care practitioners (PCPs) work together with secondary care to help meet increasing demands [ 7 , 8 ].

In recent years, digital healthcare has been increasingly used as a method for skin lesion triaging to limit unnecessary hospital attendance and to help patients facing difficulties accessing care due to geographic location [ 9 , 10 ]. In line with this, the Achieving Self-directed Integrated Cancer Aftercare (ASICA) app was developed to help melanoma patients with their monthly skin checks to aid early detection of recurrent or new melanoma [ 11 , 12 ]. The app prompted and supported Total Skin Self Examinations (TSSEs) and provided participants with the opportunity to contact a Dermatology Nurse Practitioner (DNP) and receive feedback on any worrisome skin problems they had [ 13 ]. Participants in the ASICA trial were randomised to the ASICA intervention plus standard care, or standard care alone in a 1:1 ratio using a validated remote computer-automated randomisation system hosted at the Centre for Healthcare Randomized Trials (CHaRT) in Aberdeen [ 11 , 12 ]. 120 participants used ASICA for 12 months and together submitted a total of 189 concerns with their skin to be checked by the trial dermatology specialist nurse during that period. Participants were given a tablet with a built-in digital camera preloaded with the ASICA app and received comprehensive training on how to use the app (in person, group and written instruction). No restrictions were made on the nature of skin concerns that they should report as patients all had prior experience of receiving melanoma follow-up examinations [ 11 , 12 ]. Most concerns submitted were low risk and could be resolved without the need to see the participant face to face. The DNP could usually resolve the concern by referring to images and text descriptions submitted by the patient and following up with them by telephone, sometime requesting follow-up images. A relatively small number of patients, with higher risk concerns, required to be seen face to face; 7% triggered face-to-face consultations with a General Practitioner (GP) and 10% were seen at a dermatology clinic.

During analysis of qualitative data from the DNP in the ASICA trial (unpublished data), it was suggested that many low risk concerns could be effectively and efficiently triaged by non-specialist PCPs. This could have the added advantage of offering quicker reassurance for patients and enable more efficient use of specialist time to focus on higher risk concerns. The potential is further emphasised by the fact that initial screening of skin problems is a core activity for PCPs, where approximately 15% of primary care appointments are related to the skin [ 14 ]. Not surprisingly a previous systematic review has suggested that the diagnostic accuracy of pigmented lesions is lower for primary care physicians than dermatologists [0.42-1.00 vs. 0.81-1.00] so it is important that further effective training in skin-lesion triage is made available to PCPs to support them in this role [ 3 ].

A systematic review found that brief online courses can increase confidence and knowledge of PCPs skin lesion triage [ 15 , 16 ]. Currently, however, there are few well-designed and evidence-based courses that support the development of skin problem triage skills by PCPs [ 17 , 18 ]. To address this we designed an online course informed by the concerns submitted by participants in the ASICA trial. Our aim was to determine whether this course could increase the knowledge, confidence and positive attitudes toward skin lesion triage of relevant non-dermatology specialist PCPs such that they could have a larger role in the widescale implementation of ASICA into National Health Service (NHS) practice.

Development of the course

One-to-one preliminary discussions were held with 3 Advanced Nurse Practitioners (ANPs) working in primary care in the NHS Grampian area in January 2022 to scope how useful they would perceive a course in skin lesion triage to be. Discussions focused on: (1) The current situation in Primary Care, (2) How well-equipped PCPs felt to carry out triaging, (3) How they triaged the lesions that would come to them, (4) What would be the best way to train PCPs. The discussion took place online.

Course content

The content of the course was informed by the results of the ASICA trial with the commonest diagnoses forming its basis [ 12 ]. The course consisted of 2 main sections. The first provided a general introduction to the skin, discussed skin cancer, skin protection and assessment of suspicious skin lesions using the ABCDE algorithm - a mnemonic developed to help patients and physicians identify possible melanomas early where A is for Asymmetry, B is for Border irregularity, C is for Colour variability and/or Changing colour, D is for Different, E is for Evolving (changing) [ 19 ]. This was chosen above the modified Glasgow Algorithm as despite both being validated tools for assessing pigmented skin lesions (), as the former tool was deemed to be more memorable and easier to use given it is already in a checklist/ mnemonic format.

Each case study consisted of a patient scenario intentionally presented in an e-consult format to provide a realistic reflection of how skin lesion triage scenarios may present in primary care day-to-day. E-consult cases were formatted in a way that guided participants through clinical assessment of the lesion, assessment of level of concern, management steps and the appropriate outcome. Eleven scenarios were included in the course with primary diagnoses being (1) cherry haemangioma, (2) squamous cell carcinoma (SCC), (3) basal cell carcinoma (BCC), (4) dermatofibroma, 5)skin tag, 6) seborrhoeic keratosis, 7) melanoma, 8) atypical melanocytic naevus, 9) benign melanocytic nevus, 10) benign melanocytic nevus and 11) subungual haematoma. The case studies were interactive and required participants to provide answers before receiving feedback. Cases were grouped into sections and after a few cases, participants were asked to answer MCQs relating to the cases in the section they had just completed. Each quiz question depicted four images of lesions, three correct and one differential (incorrect) answer, and feedback using ABCDE descriptors was provided upon answer selection. There was a total of 11 case studies and 27 MCQs.

Course content was written up by the authors of this paper. Course content and questionnaires were reviewed for validity of content and proofread by three GP colleagues and a final year medical student with special interests/ experience in dermatology, two research fellows and two research assistants. Feedback on the correctness of content, structure and language was provided. Unfortunately, no Dermatology Consultants in the area were available provide feedback on this.

Moodle, an online platform used by Aberdeen University Medical School, was used to host the course. Material was transferred to Moodle by a software engineer at Aberdeen University. The course was designed to take approximately 3–4 h to complete however PCPs were allowed to complete it over 6 weeks.

As is standard on Moodle courses by the medical school, all participants were asked to complete an evaluation form at the end of the course to provide feedback on the dermatology case studies.

Recruitment and participants

A member of the NHS Research Network (NRS) Primary Care Network contacted all practice managers in the Grampian area with information about the online course (January 2023). Practice managers were asked to circulate an email to PCPs. Within this study PCPs included GPs, GP trainees, ANPs, practice nurses and physician associates. A reminder was circulated 2 weeks later to notify PCPs of the final date and prompt them to join the course if they were interested. Personal networks were also contacted.

Course evaluation methods

Participants emailed the course coordinator (MN) expressing their interest and were subsequently sent two pre-course questionnaires to complete which measured knowledge, confidence and attitudes towards triaging skin lesions. A 12-item questionnaire was developed by one of the authors (AK), assessing knowledge in triaging skin lesions using MCQs. No feedback was given to participants regarding their answers. A second 33-item questionnaire was developed by two of the authors (AK, PM), to collect personal and professional information and to assess confidence and attitudes towards triaging skin lesions on a scale from 1 to 10, with 1 being the least confident and 10 being the most. Following completion of the questionnaires, access was given to the course and participants were asked to complete it within 6 weeks. REDCap 13.1.25, an online database with in-built ability to create surveys, was used to design and distribute the pre- and post-course questionnaires.

Participants who did not complete the questionnaires within 2 weeks were sent two reminders 1 week apart as were those who had not started it within 2 weeks. All participants received a reminder email at 4 weeks since they were given access to the course and again a week later.

Following completion of the course, participants notified the course organiser and received the final two questionnaires. One was identical to the pre-course questionnaire. The other assessed confidence levels and attitudes towards triaging skin lesions.

The questionnaire was identical to the one they received at the beginning of the course, minus questions on personal information. Questions on confidence were assessed using a sliding bar. The participant chose how they felt about the question asked (using the sliding bar) and that automatically gave a number from 1 (least confident) – 10 (most confident). Confidence question examples included “How confident are you that if you find an issue of concern on an image of a skin lesion that you will take appropriate action?”. Questions on participants attitudes towards triaging skin lesions were scored using a 5-point Likert scale varying from strongly disagree- disagree- unsure- agree- strongly agree. Strongly disagree was given a value of 1 and strongly agree was given a 5. Attitude question examples include “It is important to carefully assess skin lesions submitted by patients?” and “I could find suspicious features on an image of a skin lesion if they were there.”

The values were added up before and after the course was taken to estimate a confidence score and a score on attitudes.

Statistical analysis

The pre- and post-course questionnaires were designed and sent using REDCap. After receiving all responses, the data were exported in cvs format and analysed using SPSS 28. The data were assessed for normal distribution and the appropriate test was applied (in this case a paired sample t-test). A p value of 0.05 was set as the point of significance. Only data from participants who completed both the pre- and post- test questionnaires were included in analysis.

Participants

All GP practices in Grampian, Northeast Scotland, were invited. Seventy-one PCPs contacted the course coordinator and expressed their interest. Figure 1 shows the number of people who joined the course and completed all steps. Thirty-eight out of 71 participants (53%) completed the course and all steps involved.

Flow diagram showing the number of people who joined the course and the number of people who were able to complete it and submit all questionnaires

Table 1 . shows characteristics of the participants who completed the online course. The participants were asked a number of questions at baseline that pertained to their age, gender, job role, years in their current post and previous training in dermatology and triaging.

Participants were also asked about frequency of triaging lesions, number of lesions triage and areas most commonly assessed (Table 2 ).

Course evaluation

Participants completed two questionnaires during course evaluation. A questionnaire assessing knowledge before and after they took the course, and a questionnaire assessing confidence and attitudes towards triaging skin lesions at the same time points. Table 3 shows mean values (SD) of questionnaires for the whole cohort and for different sub-groups. Notably, confidence increased significantly for the whole cohort, whereas knowledge increased significantly for non-GP PCPs and participants with just 0–2 years in their current post.

Participants feedback on course difficulty, usefulness, and overall satisfaction are seen in Table 4 . Feedback from all participants who started the course and attempted at least one question was analysed as feedback from non-completers was felt to be helpful in giving insight into barriers to course completion/ negative aspects to course design which could be useful for future improvement of the course/ similar courses.

Further information collected from the baseline questionnaire on confidence and attitude towards triaging skin lesions includes comments left by PCPs in an open textbox. Before joining the course, participants provided comments such as the following:

“Worried that I mainly rely on my experience of seeing abnormal lesions in past to guide my decision of whether lesion is abnormal rather than any “guideline” based decision making “ (Female, 46–54, GP). The time pressures in General Practice are so great at the moment that what I would want to do in an ideal world is not necessarily what I have time for currently. It would be good to look at every lesion in person and take a full history but if a patient has submitted a photo of a suspicious looking lesion I am more likely simply to refer on to dermatology. (Female, 55–65, GP)

According to participant feedback post-course, it was “useful”, “educational” and allowed them to “gain knowledge which they took directly back to practice”. Participants also found use of cases and MCQs very useful for learning and liked the realistic set-up of the course with the presentation of the e-consult.

Participants also provided opinions on the course in a free-text question (Table 5 ). These focused on suggestions to improve technical issues and praise for the course. The technical feedback was on an error that appeared during the release of the course where images on a case were no longer available. A small number of participants fed back that images could be larger to aid with identification of diseases. One participant felt not all topics in MCQs were covered in case studies. Another suggested a navigation bar plus the ability to go back to where they had left off would be a good addition to the course. A few participants suggested increasing the number of MCQs and providing more feedback on the “incorrect” answers to questions. Finally, more than a third of participants expressed how useful they found the course in increasing their knowledge, how it would help their practice and that they would like to see more of it.

Summary of findings

This study developed and evaluated a digital healthcare intervention in the form of an online course which aimed to improve the knowledge, confidence and attitudes of PCPs in triaging digital images and descriptions of skin concerns submitted by patients to support self-directed total-skin-self-examination. Of the PCPs who volunteered to take the course and complete the pre- and post-course questionnaires, 38 submitted all questionnaires and completed the course (53%). The training provided during the course increased confidence and attitudes in the cohort of PCPs ( p < 0.001). Knowledge increased in the whole cohort but was only significantly increased when GPs were excluded from the analysis ( p = 0.010) or among PCPs with only 0–2 years of experience in their current post ( p = 0.008).

Context with other research

A number of online courses were previously designed aiming to improve the dermatological skills and practice of PCPs as already mentioned. Their content is variable, either covering only specific areas of dermatology/ body sites [ 20 , 21 ] or being based on referral guidelines determined by “red flags” [ 22 ]. The ASICA trial specifically analysed cases that were frequently encountered by a dermatology nurse practitioner as reported by participants. Consequently, in addition to covering cases centred around a single topic, the course provided comprehensive information and training on skin cancers and pigmented lesions, which has been proven to enhance the diagnostic accuracy of PCPs [ 23 ] .

In our study, we gathered information about training received by PCPs prior to attending the course. It was notable that out of the 38 PCPs, 26 (68.4%) had no prior training in dermatology. Specifically, none of the non-GPs had received any training (11 /11), and more than half of GPs had also received no training (15/27). Interestingly, despite the lack of formal training, a significant proportion of PCPs reported regularly triaging images submitted to their practice. Over 40% of PCPs reported triaging images on a weekly basis, 15% reported triaging 5–10 images per month and more than 10% reported triaging 10 or more images per month.

Our study assessed participants’ knowledge in dermatology before and after the course but despite an increase in mean knowledge (before: 7.38 ± 2.08 vs. after: 8.18 ± 1.96) the difference was not statistically significant ( p = 0.056) for the whole cohort. Assessment of pre and post course knowledge was via completion of 12 MCQs on skin anatomy, risk factors for skin cancers and differential diagnoses. Similarly, other questionnaires which have been used to test PCP knowledge on skin conditions also included between nine [ 24 ] and thirty questions [ 25 ]. Once GPs were excluded from the analysis, other PCPs did demonstrate a significant increase in knowledge suggesting those with no previous formal dermatological training have much to gain from our course. This course may be more effective overall for non-GP PCPs (ANPs/ primary care nurses/ PAs) than GPs as it has achieved a significant increase in their knowledge level despite number of years in their current role. However, GPs did appear to report increased confidence after undertaking the course.

The course increased confidence in everyone and knowledge in the non-GP cohort showing that allowing the PCPs to take the course at their own pace was still beneficial to them. A number of other courses have been carried out on different time scales varying from 1 h [ 26 ] to 24 months [ 27 ]. Our course shows that increases in knowledge and confidence can still be achieved even if PCPs personalise their engagement with the material to their own schedules. This approach reflected engagement with the course in a pragmatic manner as daily pressures can make daily or even weekly engagement difficult. An important parameter that was not explored in our study was the maintenance of knowledge and confidence long-term. In other studies where knowledge and confidence were assessed long-term the average value remained increased at 6 months but dropped by 12 months [ 28 , 29 ], perhaps suggesting the need for refresher courses. Supporting this, an RCT that evaluated whether a short dermoscopy e-learning course (4 h) was non-inferior to a longer course (12 h) in terms of PCPs’ competence in selective triage of skin tumours found spaced test-based refresher training sessions appear to maintain and even increase the skills acquired by PCPs over time [ 30 ].

While only 53% of participants completed the course, this compares favourably with completion rates for other similar online courses aimed at primary care professionals for whom competing demands and workloads are high. For example, a French study by Greco et al. (2023) aiming to evaluate knowledge on the diagnosis and management of common nail conditions using a 31-minute online training session was deemed successful with an identical 53% completion rate. Furthermore, of the 47% of participants who did not complete our course, only 15% actually accessed the course at all suggesting that barriers to completing the course were unlikely to be due to intrinsic limitations of the course. The remainder who started but did not complete the course may have done so for various reasons including workload pressures.

Strengths and weaknesses

Our study is the first to create an online course in triaging skin lesions submitted to PCPs informed directly by their needs and supported by the most commonly found skin lesions as observed in the ASICA trial. This course consisted of an interactive set-up with case-studies and MCQs which proved to be well received by participants and was useful in their learning and understanding. We demonstrated the course was attractive to busy PCPs, and that they could practically complete and benefit from it within a timescale which would be realistic for widescale implementation within the NHS.

As our study depended on volunteers, the PCPs who enrolled may not have been the most representative of PCPs tasked with skin lesion image triage in general. A number of PCPs mentioned a personal interest in dermatology and attendance of every opportunity for training on the field. As our cohort included all PCPs in Primary care, we were unable to have a representative sample from all divisions (GPs, ANPs, practice nurses etc.) and some were under-represented introducing bias (60% of participants were GPs) and limiting sub-group analysis.

Future research

Our course has demonstrated short-term potential to increase the knowledge and confidence of those who are increasingly being tasked with the triage of skin lesion images in primary care. Future research should look to define the best way to consolidate and sustain these improvements. Additionally, we did not look at the impact the course had on clinical practice. Future studies could also look into specificity and sensitivity of triaging by PCPs and the number of referrals to secondary care before and after training.

This online course was able to increase knowledge and confidence in the PCPs who undertook it and appeared to be acceptable in its design, level of difficulty and usefulness and could be completed within a time commitment practical for busy PCPs. The course appeared to be particularly effective in improving scores for those with less than two-year’s experience, suggesting it may have value for those PCPs in training, and/ or new to skin lesion triage. While the content of this course was initially based on data from submissions to the ASICA trial which aimed to support detecting melanoma early in survivors, it included cases on benign lesions and non-melanoma skin cancers as differentials and in order to equip participants to triage a broad range of skin lesions/ concerns. Therefore, the knowledge gained from our course can be used in the triage of skin concerns in any patient in primary care where PCPs are increasingly being tasked with the triage of skin lesion images. Further research should look to characterise the effect this course has on the number and nature of referrals to secondary care.

Data availability

Data can be made available following request to Professor Peter Murchie ([email protected]).

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Acknowledgements

We would like to thank Peter Bartlam at the University of Aberdeen for his help with the technical aspects of the course and Dr Asha Venkatesh for her help setting aims for the course. We also want to thank all the Primary Care Practitioners for taking the course and providing feedback.

This work was funded by NHS Endowments Research Grants.

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PM contributed to the conception of the idea, design of the course and manuscript preparation. MN contributed to the design of the course, data collection, data analysis and manuscript preparation. AK contributed to the design of the course, data analysis and manuscript preparation.

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Ntessalen, M., Krasniqi, A. & Murchie, P. Development and piloting of an online course to improve knowledge, confidence and attitudes towards triaging images of skin lesions submitted online in primary care. BMC Med Educ 24 , 839 (2024). https://doi.org/10.1186/s12909-024-05840-1

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