Universities once functioned as places for "receiving instruction," that is, for accumulating knowledge. However, the nature of university education is now undergoing a major transformation. Beyond simply memorizing information, fostering the "ability to question, think, and act independently"—in other words, proactivity—is now strongly demanded of universities.
So, why has "proactivity" become so emphasized? In this article, I would like to explore its background and meaning, and consider the present and future of university education.
Changes in Skills Demanded by Society
The primary background is the rapid change in society. With the advancement of AI and robotics, an era has arrived where simply "accurately performing assigned tasks" is no longer sufficient. The ability to confront challenges without clear answers, collaborate with diverse individuals, and create new value—such abilities will be increasingly required in future society.
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has also responded to these demands of the times by advocating for "proactive, interactive, and deep learning" in its curriculum guidelines, promoting a qualitative transformation of learning consistently from elementary and secondary education to university education.
In university education settings, the introduction of active learning, PBL (Project-Based Learning), flipped classrooms, and portfolio assessment is progressing, but the keyword underlying all of these is "proactivity."
From "Correct Answerism" to the "Ability to Ask Questions"
In past education, the focus of evaluation was on "how correctly one could answer." Test scores and report accuracy were considered indicators of a student's ability. However, in modern society, the ability to identify problems—"what exactly is the problem?" or "how should I formulate the question?"—is emphasized.
In university education, for students to internalize knowledge as "their own," it is essential for them to independently ask questions, research, think, present, and deepen their learning through dialogue with others. Proactivity can truly be rephphrased as "the attitude of learning with questions."
Proactivity is "Nurtured Through Experience"
To foster proactivity, knowledge alone is not enough. What is crucial is for students themselves to experience the necessity and joy of learning through "doing it themselves."
For example, group work, discussions, fieldwork, and research activities in seminars—situations where students actually interact with others while learning—are excellent opportunities to cultivate proactivity. By repeatedly experiencing "choosing, judging, and acting independently," even with occasional failures and struggles, students gradually acquire the ability to learn on their own.
Thus, proactivity is not nurtured solely through lectures, but "through practice."
The Relationship Between Faculty and Students Also Changes
Education that fosters proactivity requires a reconstruction of the relationship between faculty and students. The traditional relationship where "faculty unilaterally impart knowledge" is being replaced by a demand for faculty to act as partners who co-create learning.
Faculty transform their role from "providers of answers" to "elicitors of questions," supporting students' inquiry and promoting deeper learning through feedback. Such an attitude enhances students' intrinsic motivation for learning, ultimately leading to the development of proactivity.
What Lies Beyond Fostering Proactivity
Fostering proactivity in university education is not merely "for the sake of employment." More fundamentally, it is about cultivating the ability to think about "how to live one's own life."
Formulating one's own questions, gathering information, thinking, and acting collaboratively with others. This is both a learning process and the very power to forge one's own path in life.
How to spend the highly flexible time of university life, what one is interested in, what values one wants to cherish—the experience of confronting such questions will shape each student's future.
Conclusion: University as the "Starting Point of Questions"
"Proactive learning" is not some special ability. Everyone starts with anxiety and confusion, gradually acquiring it. And supporting this is the university environment, and the presence of faculty and peers.
The university is the "starting point of questions" for all students. The proactivity fostered here will be a great strength that supports their unique way of learning and living, long after graduation.
Published: July 28, 2024
Author: Masato Otsuka