Modern teaching and learning (T&L) are deeply affected by rapid technological progress, including GenAI, 5G and extended reality.
ACROSS the millennia, the definition of what “teaching” means has undergone many iterations.
Perhaps we are most familiar with the ancient practice of transferring information from the more knowledgeable to the less informed.
This was necessary at a time when literacy was not a universally available skill, information sources were scarce, and where available, accessible only to a select few.
Today, with literacy recognised as a universal human right and information literally at our fingertips, that definition seems grossly outdated.
So, what implications does this have on modern teaching and learning (T & L)?
The first implication relates to technological progress. Whether generative artificial intelligence (GenAI), 5G infrastructures or extended reality advancements, this wave of progress has become a game changer in the way educators teach.
In this disrupted landscape, it is important to ask whether educators are taking charge by acting upon technology—or merely reacting to it.
To be at the forefront of future education, educators must act upon technology, not the other way around.
Doing so requires facilitating deep learning so that learners not only acquire knowledge but also understand the process of how they come to know what they know.
This navigation of self-knowledge serves as a safeguard against ever-advancing technologies built to mimic—and ultimately surpass—human intelligence.
Thus, regardless of discipline, educators must stay ahead of the technological curve to guide learners to become technological creators, not merely technological consumers.
For example, learning how to teach using AI is important, but reflecting on how AI changes learners is even more critical.
Although the advantages of technological advancements are undeniable, the ramifications of being surrounded by—and overly reliant on—technologically synthesised knowledge may risk decoupling human thinking from learning.
The second implication relates to the connection between one’s biographical stance and authentic knowledge production.
Authentic knowledge production should remain central to any educational endeavour because knowledge—particularly local knowledge—forms the bedrock of meaningful progress.
Thus, in T&L, the human person, shaped by biography, should be at the heart of authentic knowledge creation.
For their students’ benefit, educators should pose guiding questions such as: “Who am I?”, “What is my background?”, “What am I learning?”, “Why am I learning this?”, “How will my life improve others’ lives?”, and “What can I contribute to the world?”.
These questions have become crucial. For too long, education—especially in science and technology—has shied away from acknowledging the subjective self for fear of introducing bias into the objectivity of science.
However, the future of knowledge production will increasingly belong to those grounded in empathy, service to others and social-emotional well-being.
To apply this way of teaching, assessment methods must require solutions for problems found in local and indigenous contexts.
This makes the endeavour of teaching and learning integrated and humanistic. Educators of tomorrow must teach for better lives, not just better grades.
To be educators of tomorrow and beyond, the following features are key considerations when confronting the implications of modern teaching:
> Unpack technological advancements for what they are and tie them back to the philosophy of human learning. This keeps human learning at the heart of education and prevents technology from becoming the main driver of human progress. By acting upon technology, socially grounded educational initiatives will shape new generations who are not only technologically ready but, more importantly, socio-emotionally intelligent and morally sound.
> Recognise individual and biographical stories and prioritise local contexts so that teaching and learning speak to the critical needs of local communities and issues. This keeps the learner at the centre of every educational initiative.
> Teach thinking skills to raise new questions and offer critical—even unpopular—solutions, ensuring that values such as empathy, equity and justice are emphasised. This forges deep human connections among citizens so that those who are empowered will protect the disenfranchised and marginalised.
> Prioritise original knowledge production even as the power of artificial intelligence continues to grow. This means leveraging new forms of intelligence while ensuring the knowledge pool continues to receive abundant, fresh creations born of human experience.
In sum, becoming educators of tomorrow requires embracing all disruptors and building innovative pathways for learning.
It bears remembering that technological advancements are not new to education, but it is the ingenuity of human thinking that will always triumph in ensuring the sustainability of the human race.
Dr Chong Su Li is Universiti Teknologi PETRONAS (UTP)’s Management and Humanities department senior lecturer, and Centre for Excellence in Teaching and Learning (CETaL) manager.
