Have you ever stopped to consider what you are learning from the very act of teaching?
Amid the flurry of assignments, exams, and relentless administrative demands, this essential question often gets buried beneath daily routines.
Yet, it is perhaps the most profound question an educator can ask — particularly in higher education, where our role extends beyond simply imparting knowledge to shaping lives and nurturing future thinkers.
John Dewey, the great American philosopher and educational reformer, emphasised that true learning arises from the interplay of experience and reflection. Teaching is not merely a transfer of information from one mind to another; it is a shared journey where both teacher and student grow together.
When educators fail to consider what they are learning from their own teaching, the classroom risks becoming a static space, disconnected from the dynamism of real intellectual discovery.
Today’s universities and colleges are increasingly driven by rigid schedules, performance metrics, and administrative checklists. Assignments, mid-term tests, and final exams pile up not always as carefully crafted learning opportunities but as institutional requirements to measure progress and justify outcomes.
Have these assessments been thoughtfully aligned with the actual learning needs and aspirations of students? Or are they designed to fulfill accreditation and reporting obligations rather than cultivate genuine understanding?
Academics frequently find themselves struggling to balance their core mission — teaching and mentoring students — with a growing mountain of administrative demands.
According to Marginson (2016), administrative duties can consume up to one-third of an academic's workload. As a result, opportunities for in-depth dialogue and personalised feedback diminish. The rich, formative feedback that John Hattie (2009) identifies as a major driver of student achievement often gets reduced to brief, generic comments.
Students desire meaningful feedback that guides them, challenges them, and validates their efforts. When this is sacrificed for document uploads and compliance checks, it signals a troubling shift in our priorities.
Furthermore, what is more important: investing time to teach with depth and authenticity, or uploading hundreds of documents within tight deadlines? This tension highlights a deeper question about the purpose of higher education.
Are we primarily caretakers of bureaucratic processes, or are we mentors entrusted with developing critical thinkers and responsible citizens? Ramsden (2003) argued that effective teaching is not simply about delivering content but creating an environment where students see themselves as capable and curious learners.
From the student perspective, universities should be spaces of exploration and intellectual challenge. Yet, when overwhelmed by continuous assessment and a focus on grades, students often shift from a learning mindset to a survival mindset.
Biggs and Tang (2011) introduced the concept of constructive alignment, stressing that teaching activities, learning outcomes, and assessments should work together in harmony. When misaligned, they create confusion and disengagement rather than curiosity and growth.
For educators, genuine learning from teaching emerges through listening deeply to students' questions, reflecting on classroom dynamics, and embracing moments when students push us to reconsider our perspectives.
Stephen Brookfield (1995) reminds us that teachers learn most about their craft when they examine their assumptions and remain open to student feedback. Every lecture, discussion, and office hour encounter offers an opportunity for reciprocal growth.
Educational leadership theorists such as Fullan (2007) also highlight that sustainable educational improvement depends on fostering a culture of continuous learning among teachers. When faculty are encouraged to reflect on their own teaching practices, they become more adaptable, innovative, and empathetic.
This culture, however, cannot flourish when educators are overburdened by administrative tasks that dilute their focus and passion.
If we truly want to cultivate a vibrant academic community, we must re-examine the structures that govern our work. Reducing unnecessary administrative burdens, creating space for genuine feedback, and valuing reflective practice are crucial steps. We must remember that our primary responsibility is not to systems or schedules but to the students who entrust us with their learning journeys.
Ultimately, the most impactful teaching occurs when educators themselves remain lifelong learners — constantly evolving, questioning, and growing alongside their students.
By asking, 'What am I learning from what I am teaching?' we honour the essence of education as a shared voyage of discovery rather than a mechanical transaction of knowledge. As teachers, the courage to reflect and the willingness to learn anew are perhaps the greatest lessons we can embed and impart.
Mohammed Anwar Al Balushi
The writer is a senior lecturer at Middle East College
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