Schools must move beyond traditional teaching methods that emphasise memorisation and examination performance and instead equip students with critical thinking, problem-solving and independent learning skills, a Regional Director of the University of Cambridge has said.
Juan Visser, Regional Director for International Education, Sub-Saharan Africa, said the rapid expansion of higher education worldwide had made it increasingly important for schools to prepare students for the demands of university and the modern workplace.
He said many students entered tertiary institutions without the academic habits and analytical abilities required to cope with independent learning, research and academic debate.
“For many young people, the transition from school to tertiary education is one of the most significant shifts in their educational journey. The challenge for educators is not simply helping students gain admission to university but ensuring they are prepared to succeed once they get there,” he said.
Mr Visser cited UNESCO data indicating that about 264 million students were enrolled in higher education globally, more than twice the number recorded at the beginning of the century.
He said the growth reflected increasing recognition of higher education as a pathway to economic mobility, skills development and broader opportunities, but also raised concerns about whether students were adequately prepared for tertiary-level learning.
According to research by the Council for Aid to Education (CAE) and the Organisation for Economic Co-operation and Development (OECD), about 57 per cent of students entering tertiary education were not proficient in critical thinking and written communication.
Mr Visser said the findings demonstrated the need to begin developing higher-order thinking skills well before students entered university.
“Preparation for higher-level learning cannot begin at university. It must start earlier, during the formative years when intellectual behaviours are being shaped,” he said.
He therefore advocated greater use of inquiry-based learning, which encourages students to analyse information, question assumptions, evaluate evidence and develop solutions rather than simply memorise information for examinations.
Mr Visser said such an approach would help students develop the capacity to conduct research, synthesise information from different sources and communicate well-reasoned arguments—skills increasingly required in tertiary education.
He also highlighted the importance of self-management skills, including time management, maintaining focus, adapting to change and taking responsibility for one’s own learning.
According to him, these competencies were equally relevant to the workplace, where employers increasingly valued analytical thinking, adaptability and problem-solving alongside academic qualifications.
He cited Cambridge IGCSE and Cambridge International AS & A Level programmes as examples of curricula designed to promote deeper engagement with concepts, evaluation of evidence, testing of ideas and reasoned communication.
He noted that Cambridge International qualifications were recognised through established admission pathways by universities in countries including Ghana, Nigeria and South Africa.
Mr Visser said the ultimate purpose of education should extend beyond preparing students to pass examinations.
“It should aim to develop curious, resilient learners who can engage critically with information and apply their knowledge in new situations,” he said.
“By developing students who understand how to learn, how to think and how to adapt, education can prepare young people not only for tertiary studies but for lifelong success in a world defined by constant change,” he added.
