Creating A Positive Learning Experience

I can vividly remember racing across campus to sign up for tutorials, hoping to snag a spot in the timeslot that best suited my schedule. These were the days of paper sign-up sheets pinned to faculty corridor walls, live lectures only, and the goal of cramming everything into one or two days to maximise study time in the campus library. Fast forward to today, and it’s no surprise that student attendance patterns have shifted. Technological advancements, rising living costs, and the lasting impact of the pandemic have all contributed to students spending less time on campus - often despite good intentions at the start of semester. A recent study featured in the Student Success Journal explores the experiences of first-year students and highlights a familiar trend: while many students begin with strong intentions to attend tutorials and lectures, actual participation drops significantly after just one semester. Some key insights: 1️⃣ Students are strategic: Tutorials and practicals are prioritised over lectures due to their interactive nature and stronger links to assessment. Lecture recordings have reduced the perceived need for in-person attendance. 2️⃣ Barriers persist: Long commutes, part-time work, and the rising cost of living continue to limit students' ability to be physically present on campus. 3️⃣ Social connection matters: Peer networks, friendships, and timetable design play a crucial role in supporting student engagement. Interestingly, the gap between intention and participation wasn’t unique to equity cohorts, but international students showed particularly strong alignment between their understanding of expectations and their own goals for engagement. So, what’s the opportunity here? Rather than aiming to 'return to normal,' universities have a chance to rethink what on-campus engagement looks like and why it matters. How can we better design for connection, flexibility, and purpose? How might we create spaces (both physical and virtual) where students want to show up, not just because they have to, but because it adds value? 🔗 Read the full study: https://lnkd.in/gJaNsEcE

𝐑𝐞𝐭𝐡𝐢𝐧𝐤𝐢𝐧𝐠 𝐭𝐡𝐞 𝐕𝐚𝐥𝐮𝐞 𝐨𝐟 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐁𝐞𝐲𝐨𝐧𝐝 𝐄𝐦𝐩𝐥𝐨𝐲𝐦𝐞𝐧𝐭 𝐎𝐮𝐭𝐜𝐨𝐦𝐞𝐬 As someone who has studied in both local, private and foreign universities, I can’t help but question: should employment statistics be the primary way we measure the “worth” of an education? Over the years, some of my former students have confided in me their shame about not getting into local universities. They carry this quiet belief that they are somehow “less than,” that their job prospects are limited, and that society views them as second-class citizens. And I find that sad. Not all private or foreign university graduates are inferior—far from it. I’ve met individuals from these institutions who are driven, thoughtful, and committed to growth. Ultimately, it comes down to the person: their character, mindset, and willingness to learn. If we truly believe in multiple pathways to success, then we must also embrace alternative pathways in education. While not all private institutions uphold high standards, I’ve heard some that do offer rigorous, quality programmes that nurture deep learning. In contrast, I’ve heard countless ex-students describe their experiences in local universities as high-pressure, grade-driven, and transactional. Many don’t recall the joy of learning—only the stress of assessments. It becomes about performance, not process. Regurgitation, not reflection. Through my postgraduate studies in foreign universities, I experienced something different. There was more space for dialogue, for questioning, for curiosity. Educators valued depth over speed. Students were encouraged to discover, not just deliver. Of course, no system is perfect—but these environments often honoured the learner as a person, not just a producer of grades. So, what do we really want our education system to do? If our goal is simply to produce employable individuals quickly, then perhaps we’re on track. But if we believe education should awaken minds, nurture resilience, and cultivate lifelong learners, then it’s time to shift the narrative. Employment data matters—but i hope that it is not the only lens through which we assess the quality of education. Because education is not just about what you do after graduation. It’s about who you become in the process. #education

How do we think about education in a world where machines know everything we do - and learn faster than us? As a parent of young children, I think often about what it really means to learn. The best educational thinkers, from Montessori to Dewey to Vygotsky, understood that education is more than the transfer of information. It’s about cultivating curiosity, critical thinking, and the confidence to explore the unknown. The real goal is not just to produce students who can pass tests, but humans who love to learn. Yet our modern school system was designed for a different era. Its architecture, memorization, standardized testing, rigid schedules, was built to prepare workers for the industrial age: predictable tasks, clear hierarchies, minimal deviation from the norm. That world is vanishing fast. AI now outperforms humans in many of the very skills our schools still prioritize. Which raises the question: if machines can already handle the standard regurgitation of information, shouldn’t we focus education higher up the value chain? On the distinctly human abilities to question, imagine, and create? This reminds me of a conversation I had with Conrad Wolfram, who has long argued that standardized testing has been one of the most damaging forces in education, stifling creativity and narrowing children’s horizons. He told me about his own schooling in Oxford, at the Dragon School, where the emphasis wasn’t on test scores but on experiences that sparked curiosity, including, famously, being taken on driving lessons as part of class. (Something that would never happen today....and I’m not sure if that’s better or worse.) It was less about ticking boxes, and more about developing a mindset capable of navigating the world with imagination and initiative. We may not know the perfect model for learning as we accelerate into a future where Intelligence is cheap and abundant, but the deeper question is this: in a world where machines already know everything we do, how do we raise humans who still want to discover?

Walk into any campus meeting on student retention, and the room is full of advisors, student affairs, marketing, IR, and leadership. All are working hard, yet students are still leaving. Everyone is doing something. However, few are discussing the one space where students spend the most time: the classroom. Students rarely leave because of one moment. They leave because of the build-up: confusing course design, disconnected content, outdated policies, or online classes that feel impossible to navigate. These are curriculum issues. But no one is clearly responsible for fixing them. Curriculum teams manage logistics, not outcomes. Faculty own content but aren’t accountable for persistence. Support teams are held to retention metrics, but can’t change what happens in a course. The result? The classroom, the core of the student experience, sits in the middle, under-analyzed and under-protected. Owning the curriculum gap doesn’t mean pointing fingers. It means asking better questions: - What patterns are advisors seeing? - Where are students constantly seeking support outside the course? - What do the data say about performance by section, instructor, or modality? - How often are courses reviewed with student success in mind, not just content coverage? And most importantly: who is empowered to act on what we find and how quickly? Because if retention is everyone’s job, then curriculum, the foundation of the student experience, must be part of the solution. When no one owns the classroom, students fall through it.

Your approach to education needs a radical rethink. Why? 🎓 Schools are missing critical subjects. Imagine students being equipped with life skills that go beyond textbooks—skills that actually set them up for real-world success. Sounds ideal, right? But it’s not yet reality. 📌 One of my favorite thoughts about education: "The skills we need today aren't always the ones we're taught." Here’s the shift we need: 👇 A quick breakdown: Personal Finance: Teach students to budget, save, and invest early. AI Literacy: Equip them to use AI for personal and professional growth. Stress Management: Help them maintain mental well-being while staying productive. Critical Thinking: Empower them to solve complex problems logically. Public Speaking: Train them to present ideas confidently and effectively. Common Sense & Situational Awareness: Instill real-world communication and negotiation skills that help students navigate life’s unexpected challenges. But the current curriculum? 💤 / Still focused on outdated methods. Until… We bring in practical subjects that prepare them for the future. The outcome? Students who can confidently manage their finances, navigate digital landscapes, communicate effectively, lead teams, and make informed decisions. Why? → These subjects equip students for real-life challenges. → They foster personal growth and career success. → They bridge the gap between education and practical application. -- 💬 TLDR for you: Education isn’t just about passing tests. It’s about learning the skills that shape your future—common sense, real-world awareness, and the ability to communicate and negotiate with confidence. Are we ready to make this shift in schools?

The classroom was silent. 30 students, heads down, writing answers they memorized late last night. I was one of them many years ago, and many of our kids remain today such students. Education systems are mostly built for a world that no longer exists. A world where intelligence was personal, not widely accessible. We continue to assess students fine-tuning an industrial-age model. Prioritizing recall over reasoning, structure over adaptability, compliance over curiosity. In an AI-powered world, following instructions and repeating facts are no longer competitive advantages. Some educational systems are taking bold action: -         Finland has replaced subject silos with environments where students explore complex, real-world, topics across multiple disciplinary lenses -         Singapore aims to evolve its national curriculum beyond traditional academic knowledge by embedding 21st Century Competencies through its Social-Emotional Competencies framework and the EdTech Masterplan 2030 initiatives -         Khan Lab School lets students progress based on true mastery, not arbitrary term limits These initiatives and others will lead kids to: • be able to think critically and ethically • get comfortable with ambiguity • develop skills in collaborating with intelligent systems • build confidence in applying knowledge in unstructured, real-world scenarios We do not need another curriculum update. We need a fundamental rethinking of what education is for. AI is currently rewriting the rules of work, creativity, and leadership. It is time our schools started reflecting on and preparing for that new reality. To education leaders, policymakers, and innovators: What bold moves are you making to prepare students for a world shaped by intelligent machines?

The 2025 Student Academic Experience Survey should be a wake-up call for universities across the UK. With 68% of full-time undergraduates now working during term time (up from 42% just five years ago) the traditional model of university life is being rapidly redefined. Students are no longer just learners but are now employees too, juggling academic deadlines with shifts at work, often out of financial necessity. And as a result, something has to give and the time students spend on independent study has dropped significantly, now averaging just 11.6 hours a week. This shift has huge implications for the way universities deliver learning and it's no longer realistic to expect students to be available nine-to-five for lectures, seminars, and lab sessions. Instead, universities will need to embrace far more flexible and responsive teaching models. That means more blended learning, more asynchronous content, and a greater focus on how technology can support students who are fitting their studies around work commitments. It also raises questions about the size and function of physical estates overall. If students are spending less time on campus because of work or blended learning, do institutions still need vast buildings geared around footfall? Or should they be repurposing space to support co-working, enterprise, wellbeing, or community use? For many universities under financial pressure, rethinking estates may become not just a strategic decision, but an economic necessity. This study is yet another reminder that the university model must evolve and that, frankly, it hasn’t changed anywhere near enough in recent years. The higher education sector in the UK has been far too slow to respond to the realities of modern student life, still clinging to assumptions that no longer hold. Learning strategies must now reflect the fact that, for many students, university is just one part of a much more complex and demanding life and institutions that fail to adapt risk becoming irrelevant. Those that do could finally redefine what higher education means for a new generation.

On #InternationalHappinessDay, I am happy to share UNESCO’s new Happy Schools report and framework, which advocates for the global recognition of the link between happiness and learning in education policy and practice.   Scientific evidence on how the human brain learns best shows that happiness at school can serve as a key lever for better and wider learning experiences and outcomes. This research has informed the holistic Happy Schools framework, grounded in 4 pillars – people, process, place and principles – and 12 high-level criteria.   People: This aims to enhance the interpersonal relationships, physical and socio-emotional well-being and positive attitudes and attributes of all individuals within school communities.   Process: It targets transforming curricula, pedagogy and assessment systems to leverage active, engaging, meaningful, socially interactive, iterative and joyful learning.   Place: This intends to transform both physical and digital spaces to make schools healthier, safer and more inclusive community hubs.   Principles: It emphasizes the fundamental values of trust, inclusion and empowerment that bind together school communities.   In addition to being a means to better learning, happiness should also be a goal of quality education. Prioritizing happiness in education is not a luxury, nor a trade-off with academic rigor. Joy can and should permeate everyday school experiences, part and parcel of learning and teaching.   From policy-makers to school leaders to teachers, we encourage all education actors to join the Happy Schools initiative and commit to making schools happier places. If we want happy lifelong learners and teachers, and if we want resilient and collaborative societies, then we need happy schools. https://lnkd.in/epNMkubW

Generation Z: a different generation of learners The student population at universities today is more diverse than ever before. Students of all ages, from recent high school graduates to working professionals and retirees, are pursuing higher education. While each individual brings unique experiences and needs, universities must adapt to support the evolving requirements of this varied student body. One key demographic is Generation Z - the cohort of students born roughly between 1997 and 2012 who are now coming of age and entering university. As digital natives who have never known a world without smartphones and social media, Gen Z students have distinct expectations and challenges compared to previous generations. Seamless access to technology and digital resources is a baseline expectation for Gen Z learners. They expect intuitive, user-friendly learning management systems, opportunities to collaborate online, and the ability to access course materials and submit assignments remotely. Universities that invest in robust IT infrastructure and tech-enabled learning environments will be best positioned to engage this digitally fluent generation. Beyond technology, Gen Z students also have heightened concerns around mental health and overall wellbeing. Studies show this generation is experiencing elevated rates of anxiety and other mental health issues, likely exacerbated by factors like academic pressure, social media usage, and world events like the COVID-19 pandemic. Proactive, holistic approaches to student support are crucial - from on-demand counseling services and stress management workshops to campus-wide wellness initiatives. At the same time, Gen Z students are often highly motivated, entrepreneurial, and socially conscious. They seek learning experiences that are collaborative, hands-on, and applicable to real-world challenges. Providing opportunities for experiential learning, community engagement, and interdisciplinary problem-solving can help Gen Z students develop the skills and mindsets to address the complex issues facing society. By deeply understanding the unique needs and experiences of Generation Z students, universities can create transformative, future-focused learning environments that empower this emerging cohort to reach their full potential. An adaptable, student-centric approach is key to ensuring all learners, regardless of age or background, feel supported and inspired on their educational journeys. #Students #GenZ Abu Dhabi University Hamad Odhabi Khulud Abdallah

Many teachers struggle with engaging students and igniting their enthusiasm for learning. Despite their best efforts, they often face challenges in making lessons captivating and relevant to students’ interests. Factors such as outdated teaching methods, lack of resources, and rigid curricula can contribute to this disconnect. Moreover, the increasing distractions from technology and social media compete for students’ attention, making it even more difficult for teachers to inspire excitement. To address these challenges, teachers can adopt a variety of innovative strategies: 1. Universal Design for Learning (UDL): This approach involves creating flexible learning environments that accommodate individual learning differences. By providing multiple means of engagement, representation, and expression, UDL ensures that all students have equal opportunities to learn and succeed. #UDL #InclusiveLearning 2. Visible Thinking: This strategy focuses on making students’ thinking processes visible through routines and documentation. By encouraging students to articulate their thoughts and reasoning, teachers can promote deeper understanding and critical thinking skills. #VisibleThinking #CriticalThinking 3. Making Learning Visible: This involves displaying student work and progress, fostering a sense of ownership and pride in their achievements. It also helps students see the connections between their efforts and outcomes, reinforcing the value of their learning experiences. #MakeLearningVisible #StudentShowcase 4. Kagan Cooperative Learning: This method emphasizes structured teamwork and collaboration. By using specific cooperative learning strategies, teachers can create a dynamic classroom environment where students learn from and support each other. #CooperativeLearning #Teamwork 5. Project-Based Learning (PBL): PBL engages students in real-world projects that require critical thinking, problem-solving, and collaboration. By working on meaningful projects, students become more motivated and invested in their learning. #PBL #HandsOnLearning 6. Experiential Learning: This approach involves learning through direct experience and reflection. By participating in hands-on activities, field trips, and simulations, students can connect their learning to real-life contexts, making it more relevant and exciting. #ExperientialLearning #FieldTrips By integrating these strategies into their teaching practices, educators can move beyond traditional methods like handing out packets and instead create engaging, interactive, and student-centered learning experiences. #EngagedLearning #InnovativeTeaching #StudentCenteredLearning