Latest news with #pedagogy
CNA
7 days ago
- General
- CNA
From classroom to curriculum: How one educator is rethinking teaching for today's learners
As director of the Media, Arts & Design School at Singapore Polytechnic, Mr Mark Lu believed that giving students creative freedom in their learning was the best way to impart knowledge. Interestingly, not all his classmates at the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore), saw it the same way. Two fellow students in the Master of Education (Curriculum and Teaching) programme – one from the military and the other from healthcare – shared a contrasting perspective. In their fields, strict adherence to instructions was often critical, with real consequences in life-or-death situations. This eye-opening insight into the need for different teaching approaches deepened Mr Lu's interest in education. Mr Lu had enrolled in the part-time graduate programme at NIE after a conversation with his supervisor sparked a realisation: He wanted to better understand education policy, pedagogy and curriculum, and how he could better support lecturers in their work. LEARNING FROM MANY, TEACHING FOR ALL With over 30 graduate programmes and courses designed to sharpen critical thinking, enhance professional skills and open up new career paths, NIE attracts a growing number of students from a wide range of industries and countries. Their diverse perspectives and experiences enrich classroom discussions and learning for everyone. This diversity mirrors the changing student population in polytechnics. Mr Lu observed that today's polytechnic students come from increasingly varied educational backgrounds and life stages. Many are working adults returning as full-time students or trainees, each with their own goals and life experiences. As a result, polytechnic lecturers must adopt a flexible mindset and be equipped to teach both technical and soft skills. 'They need to design meaningful classroom experiences that inspire and motivate students from all walks of life and help them work toward their aspirations,' Mr Lu explained. 'At the same time, they have to balance a rigorous curriculum that builds resilience with an awareness of students' well-being.' In such a setting, having a wide-ranging community of fellow educators is important. Mr Lu, who graduated in January this year, said that the diverse student body at NIE was his favourite part of the programme. 'I met classmates from countries like China and Vietnam, and others from fields like the military, nursing, human resources and private education. Each of them is an educator in their own way, and they brought very different yet valuable perspectives on curriculum and teaching.' Mr Lu added that his NIE chat groups remain active. One of his classmates even works in the same polytechnic, though in a different school, and they've explored opportunities to collaborate. For Mr Lu, the graduate programme at NIE offered more than just academic knowledge – it refined his understanding of the many factors and stakeholders involved in shaping curriculum decisions and education policy. 'The course on globalisation and curriculum reform gave me a broader view of Singapore's education landscape and helped me better understand why schools are structured and managed the way they are,' he shared. He especially appreciated how classroom assignments encouraged students to apply what they learned to real-world contexts. Rather than working through fixed case studies, Mr Lu and his classmates were asked to explore how key concepts played out in their own workplaces. 'This pushed me to think more critically about my work and how I can better support both lecturers and students in my school,' he said. Before taking on the role of director, Mr Lu led his school's transdisciplinary unit – a team focused on developing a curriculum that helps students build transdisciplinary skills. This approach encourages students to draw from different disciplines and integrate multiple perspectives when solving problems. With insights gained from NIE courses on curriculum development, Mr Lu and his team designed a series of transdisciplinary studio projects, where students from different creative disciplines worked together to solve social issues and industry briefs innovatively. These projects received positive feedback from industry partners, who were impressed by the students' ideas. Thanks to the research courses he took at NIE, Mr Lu was also able to collaborate with his colleagues on developing a three-year longitudinal study examining the impact of his school's transdisciplinary curriculum. The study has since been presented at both local and international academic conferences. 'Through the transdisciplinary curriculum, our students are becoming more comfortable with ambiguity and more willing to take creative risks – traits that are essential in any creative field,' Mr Lu noted. 'We're now working on developing our own instrument to measure transdisciplinary thinking.' Enrolling in NIE and becoming a student again has reshaped Mr Lu's perspective. Once focused mainly on day-to-day teaching, he now views his work through a broader, more philosophical lens. He is also keen to continue an educational journey that he finds deeply fulfilling. 'I believe continuous learning is a fundamental part of our work. We don't just teach for others to learn – we learn to teach, and we keep learning while we teach. Though I've completed my Master's programme at NIE, I am excited to learn more when I embark on my PhD in August.' Applications for the January 2026 graduate intake at NIE NTU, Singapore, are now open. Apply by Jun 19, 2025, for coursework programmes, and Jul 24, 2025, for research programmes.
Malay Mail
21-05-2025
- Malay Mail
Avoiding overreliance on AI in higher education — Jehana Ermy Jamaluddin
MAY 21 — Artificial Intelligence (AI) is rapidly transforming higher education, offering new tools for teaching, learning and assessment. From adaptive learning platforms to automated grading systems and AI-generated feedback, the appeal of efficiency and scalability is undeniable. However, alongside these benefits lies a growing concern: the risk of overreliance. When algorithms begin to overshadow academic judgment and interpersonal engagement, the core mission of education which is fostering critical thinking, reflection, and human connection, can be compromised. The challenge is not whether to use AI, but how to integrate it without allowing it to replace pedagogical intent. Teaching is not simply the transmission of content; it is a dynamic, relational process shaped by context, empathy, and professional intuition. Overdependence on AI tools can unintentionally narrow learning experiences. Students might begin to rely on generative tools to complete tasks without engaging with underlying concepts. Educators, in turn, may be tempted to adopt AI suggestions without exercising their own academic judgment, especially under pressure to deliver content quickly or manage large cohorts. This can result in more passive learning, reduced intellectual curiosity, and a loss of creative teaching practices. To stay grounded in pedagogy, educators must remain at the centre of instructional decisions. AI tools should be seen as support systems and not decision-makers. For example, many universities use adaptive platforms like Coursera or Moodle that recommend learning pathways based on student performance. While helpful, these systems are most effective when lecturers intervene to adjust recommendations based on their knowledge of the students and the broader learning goals. When educators actively shape the AI-enhanced experience, they ensure that learning is personal, inclusive, and meaningful. AI can also be used to enrich and not to restrict student choice. Too often, AI systems predict what students should learn next and create narrow content funnels that limit exposure to diverse topics. A student performing poorly in algorithmic thinking, for instance, might be repeatedly directed to basic exercises in data structures. Yet a thoughtful instructor might identify that the same student can engage with real-world problems like AI bias or ethical computing, thus broadening their learning journey. By stepping in, educators help students stretch beyond algorithmic assumptions, encouraging intellectual risk-taking and confidence. The ChatGPT logo is seen on the screen of a smartphone in this illustrative photo. — AFP pic One effective way to embed AI ethically is through reflective learning models. Rather than using AI to provide definitive answers, educators can frame it as a thinking partner. In a humanities class, for example, students could use a generative AI tool to draft the structure of a persuasive essay, then critically evaluate the logic and underlying assumptions. This method not only builds AI literacy but also reinforces skills in argumentation, critique, and self-awareness. Similarly, in engineering or business courses, students might be asked to compare AI-generated solutions to case studies with their own, reflecting on differences in reasoning and ethical implications. Institutions also play a critical role in shaping a balanced approach. Clear guidelines around acceptable use of AI should be developed collaboratively across departments. These frameworks can help ensure consistency while respecting the specific needs of different disciplines. Equally important is building AI literacy across the academic community. Faculty development programmes and classroom resources on how AI works; and where it falls short, empower both educators and students to engage with these tools thoughtfully and responsibly. Some universities have taken the lead by creating interdisciplinary 'Teaching with AI' task forces. These groups review emerging technologies, propose ethical standards, and help integrate AI into pedagogy without sacrificing academic integrity. Perhaps the most important strategy to avoid overreliance is the regular evaluation of learning impact. Rather than focusing solely on performance metrics generated by AI tools, institutions should review whether students are genuinely engaging with content, developing higher-order thinking, and participating actively in their own learning. This might involve classroom observations, student feedback, and peer reflection to ensure that AI is supporting and not replacing meaningful educational experiences. AI undoubtedly has a place in the future of higher education. Its ability to support personalised learning, provide rapid feedback, and assist with routine tasks can benefit both students and educators. But its value depends entirely on how we use it. If treated as a shortcut, AI can lead to shallow learning and disengagement. If used with intention and pedagogical care, it can enhance creativity, reflection, and depth. The goal is not to teach through AI, but to teach with it. That means reaffirming the role of educators as designers of learning experiences and mentors in students' intellectual journeys. It means treating AI as an assistant that extends human capabilities and not as a replacement for human connection. As institutions move forward, the guiding principle should remain clear: technology may shape the future, but it is pedagogy that defines its purpose. * The author is the Director of the Centre for Academic Advancement and Flexible Learning (CAFEL) and Senior Lecturer at the Department of Electrical and Electronics Engineering, College of Engineering, Universiti Tenaga Nasional (UNITEN). She may be reached at [email protected] ** This is the personal opinion of the writer or publication and does not necessarily represent the views of Malay Mail.
