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Be prepared - Learning for the future
1School of Life Sciences, University of Lincoln, Green Lane, Lincoln LN6 7TS, UK.
FEMS Microbiology Letters
|September 25, 2019
Summary
This review highlights innovative educational practices for future professionals, emphasizing active, authentic learning and community engagement to foster lifelong learning skills and career readiness in Science, Technology, Engineering and Mathematics (STEM).
Area of Science:
- Microbiology Education
- STEM Education
- Educational Innovation
Background:
- The FEMS Microbiology Letters virtual Thematic Issue 'Learning for the future' (October 2019) compiled global perspectives on current educational practices.
- The issue addresses the need to prepare 21st-century professionals as lifelong learners for evolving work environments.
Purpose of the Study:
- To review the dynamic content of the 'Learning for the future' issue.
- To facilitate professional community discussions on future-proofing education.
- To highlight innovative pedagogical approaches in science education.
Main Methods:
- Review of forward-looking papers on educational practice.
- Analysis of diverse learning contexts including interactive lectures, innovative tasks, and distance research.
- Examination of authentic assessment strategies.
- Exploration of community-based service learning and public engagement with science.
Main Results:
- Active and authentic learning are presented across various educational settings.
- Service learning connects classroom knowledge to real-world skills and potential STEM careers.
- Innovative public engagement strategies include art integration and educational games.
- Social media is recognized as a tool for science communication.
Conclusions:
- Future-proofing education demands innovation and imagination.
- Embracing challenges and risks in educational reform is essential for preparedness.
- The reviewed approaches equip students with adaptive skills for unknown future demands.
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