“I am not the Arwa of yesterday, my father. Today’s Arwa is different. She has a different vision of life with different meanings. Let her be different, and I want you to see her as different father,” said one of the students during a lively classroom discussion. Her voice carried a sense of determination and self-awareness, a reflection of the evolving identity she was embracing.
Arwa’s words resonated deeply with the room, sparking a conversation about personal growth, future aspirations and the transformative power of education.
Though it’s often said that social media and technology have monopolised the “Z” generation, I see a deeper narrative. This generation is crafting new meanings for life and redefining the global system. The only missing ingredient is opportunity. Once given the platform, they have the potential to excel and redefine norms. “What skills are employers looking for in fresh graduates?” one student asked with genuine curiosity. Another chimed in, “How can I prepare myself to be field-ready?”
“Employers prioritise your capability and commitment. They look for individuals who can proactively identify and solve problems, even before those problems are fully recognised by the company. This proactive mindset is critical in today’s competitive landscape,” I mentioned. “Building a strong network is equally vital. Networking doesn’t just boost your career but also adds value to the organisation you represent by opening doors to new deals and contracts. Moreover, emotional intelligence and social intelligence are non-negotiable. Employers value candidates who can navigate interpersonal dynamics with empathy while demonstrating social awareness and adaptability.”
One of the most pivotal moments came when I addressed the essence of classroom learning: “True education is not about absorbing what is readily available but about developing the ability to create opportunities and solutions where none seem to exist.”
This aligns with Paulo Freire’s philosophy of critical pedagogy. Freire argued that education should not merely be a process of transferring knowledge but a practice of liberation. He wrote in ‘Pedagogy of the Oppressed’, “Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”
Classrooms, therefore, must be spaces where questions are encouraged and dialogue serves as the cornerstone of learning.
Discussions like the one initiated by Arwa are essential for bridging the gap between theoretical education and the real-world challenges students will face. By fostering curiosity and critical thinking, educators can prepare students to not only navigate but also transform their chosen fields.
One student asked, “What happens if I fail? If my dream doesn’t work out?” This question opened a profound conversation about resilience and the iterative nature of growth.
“If a dream isn’t fulfilled,” I explained, “you need to revisit and analyse the pages of your journey. What went wrong? Why did it go wrong? Learning from failure is as important as celebrating success. Education is your compass; use it to recalibrate and chart a new course.”
John Dewey, a leading educational reformer, emphasised the role of education in preparing individuals for continuous growth. He stated, “Education is not preparation for life; education is life itself.” This philosophy underscores the importance of lifelong learning and adaptability, skills that are crucial in a rapidly changing world.
I realised that my role extended beyond merely answering their questions. It was about empowering them to critically think independently. I shared a personal insight: “The classroom should be a microcosm of the world outside. If we fail to engage with real world challenges here, we miss the true purpose of education.”
Another student observed, “It feels like education is about finding your place in the world.” I agreed but added, “It’s also about shaping the world to reflect your values and aspirations.”
The students weren’t just passive recipients of information but active participants in their learning journey. They were beginning to see education not as a set of instructions but as a pathway to empowerment and self-discovery. As educators, we hold the responsibility of nurturing this transformation. We must create spaces where students feel safe to question, explore and innovate. When we achieve this, we realise the true potential of education to transform lives and inspire change.
Arwa’s declaration at the start of the discussion echoed my mind: “Today’s Arwa is different.” Her words are a reminder that education’s ultimate goal is transformation not just of knowledge but of identity, vision and purpose. And when this transformation is achieved, it doesn’t just change the individual; it changes the world.
Mohammed Anwar Al Balushi
The writer is a senior lecturer, Middle East College
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