The impact was especially profound in my writing classes. By encouraging students to approach their work from their own perspectives—as experts of their own experiences—their writing transformed. What emerged were pieces that were deeply original, personal, and culturally grounded. The students weren’t just completing assignments; they were owning their stories.
This approach isn’t limited to the arts. For instance, in a United States secondary school, educators applied the Mantle of the Expert to Russian literature studies. Instead of merely reading Pushkin, Gogol, Tolstoy, and Chekhov, students were immersed in 19th-century Russia, assuming roles as serfs, navigating societal hierarchies, and debating ethical dilemmas. This role-play transformed the learning experience, cultivating empathy and a nuanced understanding of historical and literary contexts, skills that extend far beyond the classroom.
Closer to home, this method can be seamlessly integrated across disciplines. Imagine first-year law students stepping into the role of practicing lawyers, analysing cases in a gamified environment or honing their advocacy skills in a virtual reality moot court. Picture biology students using HoloLens to explore human anatomy and navigate real-world medical scenarios, simulating the decision-making processes of experienced professionals. By shifting the focus from teaching content to experiential discovery, educators empower students to engage, analyse, and innovate, skills that are crucial in an era where information is readily available but critical thinking remains paramount.
While textbooks, theories, and structured instruction remain foundational, they should serve as tools for exploration rather than rigid directives. The future of education lies not in delivering more content but in creating environments where students take ownership of their learning. If we are serious about developing the next generation of thinkers, problem-solvers, and leaders, we must rethink how we view our students, not as passive learners, but as experts in the making.
