Learning to Learn
In a world that consistently reminds tells young people that they can be anything they want, that they can dare to dream — because their dreams, too, are valid (which is true) — the urge to strive to self-educate is not just essential but inevitable.
In the past few years, experts in education have emphasised the need to personalise learning for education to work in this century. It addresses many issues and gives way to educational outcomes that are valuable to students, institutions, and the society at large. Anyone who thinks about it deeply will agree and it only makes sense.
But how effective this method becomes largely depends on how much education systems (of course formal and informal) cultivate a sense of self and a sense of purpose in young learners. For teachers to have to decide what students need and how they learn, or how they achieve success, every step of the way, has not been proven to always be effectual. And as trends in technology and innovation continuously alter and challenge existing pedagogy, it seems the only option is for education — as we know it — to adapt to change.
For change and success to happen, though, learners of all age will have to be actively engaged in their teaching and learning process. They will have to be prepared to take charge of their education as they grow. Educators have an obligation to equip youngsters with the necessary skills to comfortably navigate into the growing trove of information and resources that are available to the twenty-first-century learner. Learning to learn is more relevant now than ever.
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