The Re-Wired Learner: Towards a New Educational Paradigm

Education, a cornerstone of civilization, stands at a crossroads. The Industrial Revolution ushered in an era of mass education, relying on pedagogical methods crafted for a bygone age.

However, the human mind, as Vygotsky and Piaget emphasized, is not a static vessel for knowledge. It is an ever-evolving entity shaped by its context and the tools it uses. Today, the context is one of breakneck technological advancement, with social media and Large Language Models (LLMs) like GPT-4, Gemini, Cohere, Falcon, and LLaMA, amongst many others, poised to fundamentally change the way we learn and perceive the world.

Therefore, it is common sense to state that a complete overhaul of educational (both basic and higher education) methodology is necessary. We urgently need an education system that embraces the evolutionary nature of cognition to equip learners to navigate the nuances of a very complex future increasingly reliant on technology and intertwined with AI.

It is not a secret to anyone that the current system, which is rooted in rote memorization and standardized testing, fails to acknowledge the dynamic nature of the evolutionary and adaptable human brain. As Edgar Morin reminds us, knowledge is not a static collection of facts but rather a complex web of interconnected ideas.

Learners are not passive receptacles; they actively construct meaning through experience and interaction with their environment. This requires a significant shift from the teacher-centred transmission of knowledge to a more learner-centred approach, as Paulo Freire, my Brazilian fellow countryman advocated.

We need a new design where smart classrooms leverage technology to create immersive learning experiences, fostering critical thinking, collaboration, and problem-solving skills — precisely the abilities required to thrive in a world saturated with information.

Moreover, technology, especially Web 3.0, has levelled the playing field in society, and that urges education to shift paradigm. Multiple studies on the effects of social media, for instance, have shown a causation effect on the creation of new mindsets with distorted reality, affecting the development of critical thinking skills in learners.

To address this issue, educational methods must equip learners with the ability to discern truth from fiction, navigate the complexities of online information, and be responsible digital citizens. This requires focusing on media literacy, fact-checking skills, and fostering a healthy skepticism towards online information.

The impending integration of AI, particularly LLMs, into education, adds another layer of complexity. If well used, these tools can potentially personalize learning experiences, catering to individual learning styles and needs. For example, AI tutors can diagnose knowledge gaps, provide targeted feedback, and tailor learning pathways according to their learning style and cognition.

However, overreliance on AI could stifle creativity, critical thinking, and the very human skills necessary to interact with and manage these powerful tools. Now more than ever, the role of the educator must evolve, transforming from knowledge dispenser to facilitator, guide, and mentor, fostering the love for learning that transcends rote memorization and standardized tests.

The path forward will not be easy and necessitates a deep philosophical and behavioural shift, as we urgently need one that acknowledges the evolving nature of human cognition and the profound influence of context. Educational institutions must participate in the design and embrace new pedagogical frameworks that prioritize learner agency, critical thinking, and the ability to learn how to learn.

I know many will say that this has been the case for a long time and that this essay does not bring any novel element. The difference now comes with the incredibly accelerated rate of AI adoption and its consequences on human cognition and mental models.

To address this urgency, I have incorporated project-based learning, interdisciplinary approaches, and a culture of inquiry and collaboration into all my classes. I am trying to transform my classrooms into laboratories for innovation, where students grapple with real-world problems and develop the skills to become lifelong learners, adaptable to the ever-changing demands of the future.

I have dramatically changed my instructional design through Problem-Based Learning, Gamification, and AI-guided assignments and class activities. This shift is intended to focus on the students’ experience, using storytelling, AI tutors/teaching assistants, and AI bots to assist the students during class activities and ask for clarification on dates, assignments, classes, etc.

For example, my Intro to Marketing class is divided into a tutorial and a problem-based class activity instructed by one of my multicultural/diverse AI-based teaching assistants related to the day’s topic. Hence, in each class, students are challenged to use their textbook chapter as a base for a group activity to develop marketing from A to Z during the semester. At the end of each class, the AI teaching assistant of the day wraps up the class with a summary of the goals of that class and the main takeaways, asking the students to answer the online survey and summarize their experiences in three words. During the semester, the groups are encouraged to use their designed marketing plans and to work on them with the Center for Entrepreneurship. If the center selects their project for entrepreneurship, they earn a bonus of 5% on their in-class activity assignment. I also used gamification through a marketing simulation as an extra class assignment, where they competed in five rounds with their classmates’ groups, and the winning group received a bonus of 2%. In almost 30 years of teaching and learning, the attendance and engagement rates have never been so high.

As I am still experimenting with new methodologies, I know that the educational revolution will not be televised; it will be enacted in classrooms around the world. By embracing the dynamic nature of cognition, harnessing the power of technology responsibly, and fostering a love for learning, we can create an educational system that empowers learners to survive in the future and thrive and shape it. John Dewey once said, “Education is not preparation for life; education is life itself.” Let us ensure that this life of learning is dynamic and engaging and empowers future generations to become architects of a better tomorrow.