This section has brought about a new learning experience, as well as a sense of gratitude for my high school education. As someone who was taught in both methods, it is now that I realise how advanced my school was in a country that does support this kind of thinking. The content of the module has however made me more aware at the redundance of the methods of teaching in my country. The current outdated content have turned schools into institutions to pass time, moulding teachers into babysitting dictators. Our educators however also need take to initiative in their own teaching styles. Many educators in South Africa have become accustomed to taking instructions as they are and tolerating corrupt leading in order to preserve their jobs. In fact teachers in low-income communities have become less respectable with our new dispensation. Without textbooks, they would not have anything else to teach-much less provide long-lasting life lessons for the learners to utilise in later years. In 2025 youth are still experiencing the same socio-economic problems as they did 20 years ago-drugs; teenage pregnancies; school drop-outs. The irony of these social ills is that it actually is beneficial to some. It is how the government and its allies remain to be the sole problem-solvers; ensuring their continued rule over those who cannot do for themselves.

• Moroa Kobeli

Commentary on a Contemporary Text about Societal Goals for Education

Selected Text:
Excerpt from a speech by Ursula von der Leyen (President of the European Commission), State of the Union 2023:

“We want our young people to be equipped with the skills they need for the digital and green transitions. That’s why 2023 is the European Year of Skills.”

Commentary on the Content:

This statement sets clear societal goals for education in the context of European policy priorities. Education is expected to contribute to:

Digital Transition – Young people must acquire digital skills to adapt to technological developments and changes in the labor market.

Green Transition – Education should prepare youth for a sustainable future and jobs that support the energy transition and environmental protection.

Labor Market Orientation – Declaring 2023 as the “European Year of Skills” emphasizes the effort to align education more closely with labor market needs.

While these goals are relevant and urgent, the statement remains quite general. It lacks concrete measures: What new programs are being launched? How are teachers being supported to teach digital and green skills? Without such details, the message remains political rhetoric—inspiring, but vague.

https://ec.europa.eu/commission/presscorner/detail/en/speech_23_4426
https://wayback.archive-it.org/12090/20250301060814/https://year-of-skills.europa.eu/index_en

• Allita Verhees

I also have learned a takeaway from this section: no matter what the predefined syllabus is in the educational institutes, the lecturer is still the master of the instructional design for delivering and imparting the curriculum. As instructors discussed the origin of authentic pedagogy in Video 4.1, most people believe that the lecturer is the person who crafts the necessary activities and assessments of a course, and (s)he is the master of the classroom. Nevertheless, as students can access knowledge and e-learning resources through online platforms, the teacher is no longer the holder of the knowledge resources, and students are encouraged to research and learn in various online ways. It is a major shift in education in the modern cyberspace era. Lecturers can learn from students just as much as they grasp from them. In such a contemporary environment, the lecturer has the role of a facilitator in the class. They must ensure that everyone feels comfortable enough to share their knowledge and skills so that students can learn in their courses. The lecturer is also someone who must lead how the students are engaged in the experiential-based activities towards the requirements of the curriculum, and they, in turn, learn the expected contents.

• Milad Taleby Ahvanooey

A takeaway that I have from this section is the idea that no matter what changes there may be in education or curriculum, the teacher is still the instructional designer of the course. Video 4.1 discusses the origin of authentic pedagogy. Most people believe that the teacher is the one who creates the activities and assessments of a course and they are the all-knowing being in the classroom. However, as time goes on, students have access to knowledge at all times. The teacher is no longer the keeper of the keys, and students are encouraged to explore and learn in different ways. This is a major shift in education. Teachers can learn from students just as much as students learn from their teachers. At this point in time, the teacher is more the facilitator in the room. They are making sure that everything is moving along so that students can learn in their courses. The teacher is also the person who must design how the students are engaging in the activities and curriculum and in turn learning the content intended.

• Michelle Dec

Update:
In an article about authentic pedagogy, it is discussed that students should learn through exploring and asking questions. This is authentic. Children are curious creatures, and they ask a lot of questions. These questions, no matter how small or large they may be, lead to children learning through inquiry. When students are able to come up with their own questions about any concept, and they can also find the answers to those questions, they are able to learn on their own without the teacher facilitating the learning. However, the teacher needs to have some guidelines in place for students to ask questions about the content they are learning. For example, you want students to be asking questions about math problems to understand how the equation works instead of asking about the muscles they are using while running a mile. The teacher may choose to include different subjects to make better connections for students, but teachers typically do not cause students to get off task on purpose.

https://www.idpublications.org/wp-content/uploads/2014/09/AUTHENTIC-PEDAGOGY-IMPLICATIONS-FOR-EDUCATION.pdf

• Michelle Dec

Una idea que me pareció particulamente provocadora fue la crítica a la educación progresista que dice que mucos niños no aprenden espontáneamente contenidos complejos como las tablas de multiplicar o el método científico, y que necesitan instrucción directa, guía y prática deliberada. Esta afirmación me hizo reflexionar sobre los límites reales de la autonomía infantil en el aula.
@Quitiana Goff, me parecióinteresante tu reflexión sobre la pedagogía autentica ¿tú crees qe ese enfoque sería fsuficiente para que todos los niños aprendan, por ejemplo, álgebra o historia universal?

• Julio César Granados Muñoz

Authentic Pedagogy allows the students to gain interest in the things that matter to them and that will be useful in life in the present and future. It encourages discovery and the development of ideas and to seek testing to prove theories.
I think that Authentic Pedagogy is the solution to the dilemma I have about how to make my student love learning. Through the implementation of Authentic Pedagogy in the classroom from arranging the seats and table in a more welcoming way as fro example a circularize manner or facing each other in tables, will bring a fluid interaction and opportunities to have conversation and active listening. Students will develop confidence in themselves, in their projects in the teachers as guides and mentors and the organization or school.

• Quitiana Goff

I read this article and wanted to give my Vison on it.
My Vision for an Effective Pedagogical Approach
Education in the 21st century is evolving rapidly, yet many students, particularly in developing countries, struggle to attain proficiency in reading and writing. As an educator, I envision a pedagogical approach that moves beyond conventional teaching methods to embrace a more dynamic and effective learning experience. I believe that the key to unlocking students' potential lies in the strategic integration of both didactic and authentic pedagogy.
The Need for a Hybrid Approach
Traditional teaching methods have long been centered around didactic pedagogy a structured, teacher led approach where knowledge is delivered in a systematic and organized manner. This method has proven effective in helping students acquire foundational literacy and comprehension skills. However, as we prepare students for the complexities of the modern world, we must also acknowledge the limitations of this approach. While didactic teaching ensures knowledge retention, it does not always foster critical thinking, creativity, or real-world application.
On the other hand, authentic pedagogy provides students with the opportunity to think critically, explore concepts, and engage in meaningful discussions. By allowing students to initiate learning, discover theories, and construct knowledge through real-life experiences, authentic pedagogy nurtures curiosity and problem-solving skills. Yet, relying solely on this method may leave some students without the necessary structure to effectively organize and retain information.
This is why I believe that the most effective approach is not one or the other, but a strategic combination of both.
How Didactic and Authentic Pedagogy Complement Each Other
In my vision, education should be a balanced fusion of structured learning and experiential discovery. When teaching foundational concepts, I recognize the importance of structured didactic methods to ensure clarity and retention. However, to deepen understanding and encourage independent thinking, students must also engage in authentic learning experiences.
For example, when introducing a new concept, I would begin with a didactic approach, presenting key information in an organized manner to establish a solid foundation. Once students grasp the fundamentals, I would shift towards an authentic approach, encouraging them to explore the subject through discussion, problem-solving activities, and real-world applications. By alternating between these methods, students receive both guidance and the freedom to develop their own insights.
Advantages of the Hybrid Model
By integrating didactic and authentic pedagogy, we can:
Enhance Learning Retention: Structured teaching ensures that essential knowledge is firmly established, while interactive methods reinforce understanding through experience.
Develop Critical Thinking Skills: Encouraging students to explore concepts independently fosters creativity, problem-solving, and analytical thinking.
Increase Student Engagement: A mix of structured learning and hands-on exploration keeps students motivated and actively involved in their education.
Prepare Students for Real-World Challenges: By combining theoretical knowledge with practical applications, students gain the skills necessary for future success.

Implementing This Vision in the Classroom
To bring this vision to life, I advocate for a flexible and adaptive teaching strategy where educators assess the needs of their students and determine the appropriate balance between didactic and authentic methods.


In subjects requiring foundational literacy and technical skills, I would lean more on didactic instruction, ensuring clarity and comprehension.
For subjects that thrive on exploration and application, I would incorporate authentic learning experiences, allowing students to discover and construct knowledge themselves.
Most importantly, I would maintain the ability to fluidly transition between both methods, ensuring that students receive both structured guidance and the freedom to explore.

Conclusion
Education should not be confined to rigid structures nor left entirely to self-discovery. My vision is to create an educational environment where students benefit from the best of both worlds—where structured learning lays the groundwork for knowledge acquisition and authentic experiences deepen understanding and cultivate innovation. By embracing a hybrid approach, we can maximize student achievement and equip learners with the skills they need to thrive in an ever-changing world.
I have tried the combination of both approaches in my classes where I would start by a disease case before I explain the disease and ask my students about their opinions to the case and analyze their answers, I would then start explaining the case and then explain the details of the disease. For the class assignment was to ask to look for a disease that each group would be interested in and create a case questions and do role play that emphasize the disease clinical picture and discuss the so far discovered disease treatment , additionally I would ask all the students to give some more possible ideas for treatment , some of their ideas were actually being experimented for clinical study. This was all done while all students would add the input to each others assignments and grade each others work in a constructive way.
Muhammad, Ibrahim Abdullahi, The Role of Didactic and Authentic Pedagogy Toward Student’s Achievement (January 30, 2019). Available at SSRN:  https://ssrn.com/abstract=3325751Opens in a new tab
  or  http://dx.doi.org/10.2139/ssrn.3325751Opens in a new tab
 
Here some videos that also support the ideas :
https://www.youtube.com/watch?v=oUzp4IBs43Y
https://www.youtube.com/watch?v=Q45C7UYAyFY

• Yasmine Lashine

The Role of a Didactic and Authentic Pedagogy Toward Student’s Achievement by Ibrahim A.M (2019)

The paper explores the impact of combining didactic and authentic pedagogy on students' academic success. It argues that while traditional didactic pedagogy—which involves structured and teacher-led instruction—is valuable for knowledge retention and foundational skills, it is insufficient alone. On the other hand, authentic pedagogy, which emphasizes student engagement, critical thinking, and real-world application, fosters deeper understanding but may not always be effective for all learners.

Key Points:
Didactic Pedagogy: A structured, teacher-led approach focusing on theoretical knowledge and basic skills. Effective for students needing guidance but can be outdated or rigid.
Authentic Pedagogy: A student-centered method that encourages discovery, discussion, and independent thinking. It enhances engagement but may challenge students who struggle with idea generation.
Integration of Both Methods: The paper suggests that alternating between didactic and authentic pedagogy can maximize learning outcomes, making education more effective and engaging.
Advantages of Combining Both: Enriches learning experiences, improves vocabulary, enhances retention, and stimulates imagination.
Recommendation:
Teachers should use a balanced approach, strategically choosing when to implement didactic or authentic methods based on students' needs and learning contexts.
Here is the link and citation to the paper : Muhammad, Ibrahim Abdullahi, The Role of Didactic and Authentic Pedagogy Toward Student’s Achievement (January 30, 2019). Available at SSRN: https://ssrn.com/abstract=3325751 or http://dx.doi.org/10.2139/ssrn.3325751

• Yasmine Lashine

The Role of a Didactic and Authentic Pedagogy Toward Student’s Achievement by Ibrahim A.M (2019)

The paper explores the impact of combining didactic and authentic pedagogy on students' academic success. It argues that while traditional didactic pedagogy—which involves structured and teacher-led instruction—is valuable for knowledge retention and foundational skills, it is insufficient alone. On the other hand, authentic pedagogy, which emphasizes student engagement, critical thinking, and real-world application, fosters deeper understanding but may not always be effective for all learners.

Key Points:
Didactic Pedagogy: A structured, teacher-led approach focusing on theoretical knowledge and basic skills. Effective for students needing guidance but can be outdated or rigid.
Authentic Pedagogy: A student-centered method that encourages discovery, discussion, and independent thinking. It enhances engagement but may challenge students who struggle with idea generation.
Integration of Both Methods: The paper suggests that alternating between didactic and authentic pedagogy can maximize learning outcomes, making education more effective and engaging.
Advantages of Combining Both: Enriches learning experiences, improves vocabulary, enhances retention, and stimulates imagination.
Recommendation:
Teachers should use a balanced approach, strategically choosing when to implement didactic or authentic methods based on students' needs and learning contexts.
Here is the link and citation to the paper : Muhammad, Ibrahim Abdullahi, The Role of Didactic and Authentic Pedagogy Toward Student’s Achievement (January 30, 2019). Available at SSRN: https://ssrn.com/abstract=3325751 or http://dx.doi.org/10.2139/ssrn.3325751

• Yasmine Lashine

Title: The Promise and Challenges of Authentic Education
Authentic education emerged as a response to the rigid structures of didactic pedagogy, focusing on child-centered learning and emphasizing personal experience and understanding over rote memorization. Thinkers like Maria Montessori and John Dewey championed this approach, arguing that education should nurture curiosity, creativity, and practical skills relevant to real life.

For example, Montessori’s concept of ‘free, natural’ education highlights the importance of creating an environment where children can explore and learn independently. Similarly, Dewey’s progressive education emphasized the role of experiential learning, where students actively engage with the world around them to develop critical thinking skills.

However, authentic education has not been without criticism. While it promises to make learning more meaningful, critics argue that it often fails to address systemic inequalities in education. As the course material suggests, authentic methods may unintentionally reinforce existing social structures by focusing too narrowly on individual experiences without challenging broader inequities.

This raises an important question: Can authentic education truly change life chances, or does it risk being overly idealistic? I believe the key lies in finding a balance—creating educational experiences that are both personal and transformative while addressing societal barriers.

What are your thoughts? How can we ensure authentic education fulfills its promise of creating equitable opportunities for all learners?

• Souad Atigi