By Miguel Azzopardi – May 18, 2025 6:30 AM
In the first part of this interview with Dr Erika Galea, we asked her about her new book she wrote with Ms Olga Sayer and published by Oxford University Press, Generation Alpha in the Classroom: New Approaches to Learning. We asked her about her motivation for writing this book and how insights from educational neuroscience can inform educational practice.
Read the first part of this interview: “Generation Alpha require teaching strategies that align with how their brains learn best” – Dr Erika Galea
In the second part, we ask her about how teachers can incorporate these methods given their existing burdens, as well as the impact of her work.
“We must move away from the idea that adopting educational neuroscience is another change within our system”
Dr Galea emphasised that incorporating insights from educational neuroscience into education practice should not be viewed as something “additional” to the curriculum.
“It’s not a change in curriculum or an added item to what we already have, nor does it come with any financial implications. Rather, it’s about a shift in mindset and a change in perspective on how the brain functions.”
“As a former educator, I know change can tire educators. However, enhancing our pedagogy is not about adding more to our workload but about adapting to the evolving ways that each generation learns. Educational neuroscience is a way of thinking and seeing things differently, so we can better align our teaching methods with how students process information and develop skills”.
She said that teachers can make a profound difference by incorporating simple but impactful strategies such as: using language that encourages a growth mindset, and adopting emotion regulation strategies, creating a classroom environment where students feel safe, valued, and encouraged to believe in themselves. Educational neuroscience provides these strategies.
“By changing the way we think about how learning occurs, we can reveal new potential for both teachers and students, without needing to completely reinvent the wheel”.
Benefits of pedagogy informed by educational neuroscience already apparent
She continued by saying that although this science-based pedagogy is still in its early stages, a small but growing number of educators and school leadership teams who have taken it on in a formal and structured way are beginning to see its benefits. “Even at this early stage, the approach is proving to be both enlightening and promising”.
A few schools have even taken the initiative to integrate these strategies into their school development plans, recognising their value in enhancing both teaching and learning. She said that she is actively working alongside these schools to embed these approaches, ensuring they become a natural and effective part of everyday classroom practice.
“The support of the Permanent Secretary of Education has been instrumental in this success, with last November’s National Conference on Educational Neuroscience marking a pivotal moment for this field,” she continued. “His effort to bridge neuroscience and education have elevated this discipline to new heights locally, promoting greater awareness and progress.”
Educational neuroscience-informed practices in Malta being recognised internationally
She pointed out that a few esteemed scholars who visited Malta in recent months explored the profound impact of the work being done in local schools, benefitting learners, educators, and families alike. “This is a clear sign of the significant influence the Educational Neuroscience Hub is having here, and I am proud to be part of this movement.”
Dr Galea thanked Oxford University Press for reaching out to her after recognising the local impact in schools, particularly in the field of educational neuroscience, where students, teachers, and parents continue to benefit from these efforts.
“This recognition has been incredibly rewarding, confirming what I have always believed—our schools need practical, research-based strategies that truly make a difference in the lives of educators and learners alike”.
She said that the recognition not only validates the work of the Educational Neuroscience Hub but motivates her to continue pushing forward and making a lasting impact in educational practices worldwide.
“Education is at a crucial turning point, one that demands reflection and bold action. We are faced with a choice: either we continue to rely on outdated methods that are increasingly irrelevant to the needs of today’s students or we step forward into a future where teaching is evidence-based, dynamic, and focused on the individual learner”.
Indeed, with information and technology being so readily available, isn’t it time to move on from the dominance of lecture-based learning and the ‘one-size-fits-all’ approach to forward-thinking education? Shouldn’t we cultivate curiosity, foster critical thinking, emotional intelligence, and resilience – all within a classroom that feels relevant and connected to their world?
Dr Erika Galea and Ms Olga Sayer’s book Generation Alpha in the Classroom: New Approaches to Learning can be purchased from BDL Books.