Why we need to rethink how Science is taught in higher education

Every year, as educators, we have ample reason to celebrate various breakthroughs in research, new technologies, and expanding frontiers of knowledge. However, we must also pause to ask: are we doing our bit in ensuring that we, too, are evolving the way we teach Science?

Students today engage with visuals, ask questions in real time, and seek relevance. If we ignore this shift, we risk mistaking disengagement for incapacity. Therefore, we need to correct the mismatch between how we teach and how they learn. New-age learners respond to interaction more than unidirectional instructions. Yet, the majority of higher education curricula, especially in Medical Sciences, still rely on dense, text-heavy formats developed for an earlier generation that had limited access to other means of information.