One student’s thoughts on educational neuroscience and the effects of the current local educational approaches on students in higher education.
From the point of view of neurobiology, learning involves changing the brain. The most effective form of learning takes place when the brain is able to respond to stimuli to create new neurons and thus it is active learning which should be the aim and style of teaching implemented in our educational institutions. This form of learning stimulates a variety of neural connections in the brain as well as enhances memory through the use of multiple regions of the brain.
Essentially, the more complex the thought process is, the more beneficial it is for learning as it involves more neural connections and neurological cross-talk. However, a conversation with most Maltese students will reveal that our education system is far from what one would consider active learning. Rather, it bases itself off on learning by rote, and memorising voluminous material.
This is ironic considering that numerous articles and studies provide a constant beration of students’ lack of critical thinking, and their inability to adapt to the workplace and apply their acquired knowledge. However, what we should be asking ourselves is ‘why?’. Why do students who have spent so long studying not know how to function in the workplace? Why is there such lack of critical thinking? What it boils down to is the fact that our education system is outdated and has never been revised to adapt to new scientific discoveries.
Speaking from my experience now, at University level, the style of teaching adopted is continuous with primary, secondary and sixth form. Being in the law course, one would expect a certain degree of practical work, a certain form of applying knowledge in different scenarios rather than learning pages and pages of theory for one single exam as well as engaging class discussion and participation. Although I am not advocating for any removal of exams, I am advocating for a change to the approach which is very much a traditional class-room based one. This mode of learning does build frustration amongst students primarily due to the fact that not all students are memory-learners and find it very difficult to memorise such a large quantity of information but, give them a practical scenario and they will out-perform any memory-based learner in an instant. This is vital to a student’s progression in their educational career and thus should cater for all students rather than stunt their progress.
While tertiary education teaches its students necessary knowledge for their profession, it should also teach them about the importance of wellbeing, and propose positive practices, including how to manage emotions, how to engage in the workplace, how to have positive relations with others – and most critically, how to have meaning in life. In a fast-paced world these are of utmost importance to prepare our future professionals for the real world. Critical engagement with society at large is also vital as ultimately, educational institutions should serve as vehicles to garner the values society needs. The leaders/professional/workers of tomorrow should be grounded in a set of values and these values must emanate from, and be, the pillar of these institutions.
Whilst a change in, for example, mode of examination was seen during the COVID-19 pandemic with many exams being shifted online or changing their format to being assignment-based, post-Covid old-school physical exams were restored to once again i.e., memorisation and regurgitation of information, with no applicability of concepts whatsoever. The ‘but you don’t need to know why to pass the exam, just learn it as it is’ limits student exploration and is counterproductive to the aims of education at a higher level.
Research has proven that when students engage with each other in tasks, the material is better understood and there is a more effective application and extension of this new knowledge. In addition, this approach promotes learning among students who have diverse learning styles. Active learning strategies are also more interesting, both for the instructor and for the students. This not only reduces the stress that memorising content can induce but allows for focus on analysis and on properly understanding the content fostering critical thinking and a true understanding, appreciation, and applicability of the subject.
The final point I would like to address is the view of ‘failure’ at university level. Many times, setbacks and ‘failure’ can be the catalyst for future success thus, University, and any other educational institution should encourage students to identify their strengths and characteristics and how they can best use them. Age is a key determinant of the brain’s neuroplasticity, and these educational institutions should use this critical period to encourage and enhance this.
A quote I had seen which remained with me is “If every teacher and educator knew the brain science behind how children learn, our classrooms would look a heck of a lot different”. In conclusion, basing the pedagogy at tertiary education on educational neuroscience is the step forward in improving teaching and learning in being effective, valuable, beneficial and inspiring. Education and neuroscience must ‘collaborate’.
Bio
Elisa Micallef Peplow is a 20-year-old, third-year law student. She is a firm believer in student activism and voicing one’s opinion and has in fact served as ELSA Malta’s Social Policy Director, is currently KSU’s (the University Student’s Council) Vice-President for Internal Affairs, and a Student Representative on Senate. She is also passionate about women’s rights, current affairs, and literature.