Abstract
This study explored the attitudes of Steiner Waldorf alumni and graduates from Australia-New Zealand regarding their study, work choices, and personal attributes. Steiner Waldorf data were compared with Australian study and employment records, as well as with findings from graduate outcomes research conducted in Germany and North America.
The international comparison highlighted differences in the implementation of Steiner Waldorf pedagogy and students’ perceptions of their school experiences. Despite regional variations, there was a common trend of graduates choosing care-oriented and human-centred higher education and careers. Graduates indicated that their schooling significantly shaped their abilities, values, and beliefs, influencing their personal, professional, and social lives. They valued the creative and imaginative aspects of their education, along with the sense of community fostered through school events, nature-based activities, and ethical values. Graduates also expressed concern about maintaining the core pedagogical vision of freedom in the face of digital and pandemic-related challenges, emphasizing the need to discard outdated practices while preserving the most valuable elements.
Keywords: Steiner Waldorf graduate outcomes, international comparison, human-centred values, work choices, tertiary study, personal attributes