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(1) Student education collaborations with colleagues in Indonesia which allow students in Leeds and students in Indonesia to work together to reflect on how their experiences, culture and values shape how they view psychology

(2) Centre psychological literacy as an approach to teaching

(3) There may be more of a need to be able to articulate the "value" of psychology in the way that is understood by governments - value for money

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Centre For Learning(CFL), Varadenahalli, Bangalore Division, Karnataka

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Centre For Learning(CFL), Varadenahalli, Bangalore Division, Karnataka

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Centre For Learning(CFL), Varadenahalli, Bangalore Division, Karnataka

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1. One of my personal favourite educational practice is use of interleaving concept, of deliberatively mixing topics across essions rather than blocking them. Produces stronger long-term retention; has robust experimental support.

2. I would prioritise redesigning the curriculum based on the Multiple Intelligence theories, of creating classrooms based on dominant intelligences exercised by the students, this can help in integrating experimental learning techniques and better teaching-learning practices as well.

3. A lot of reforms are required, especially understanding the diverse needs of the students. traditional educational systems should be modified to uphold the "one size doesnt fit all" theory. If not done efficiently and effectively, the future of education will feel incomplete and with lack of innovation.

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1. A teaching practice and/or innovations that you are most proud of. I am proud to be able to work on Self skills in case analysis and in building cross-cultural competencies through social projects. I'm also proud to present a therapeutic evaluation model to my students.

2. If you could redesign the psychology curriculum/accreditation standards in your context from scratch, what’s the one thing you would prioritize? I would prioritize strategies for working on the Self of the future psychologist as a fundamental part of building their professional style, aiming for a balance between theory and practice, and breaking the myth of the professional's objectivity or neutrality.

3. What does the future of Psychology Education look like to you in your context?

It seems out of context for continuing to repeat theories and models that don't work in our context. Likewise, there’s a lack of clarity between what psychology is as a profession and clinical psychology as a specific area of professional practice. This is seen in ways it confuses doing psychology with clinical psychology and psychotherapy, even with paradigmatic contradictions like teaching psychoanalysis as a psychological intervention model. There’s also no clarity in the levels of intervention and healthcare, which leads to neglect in training in psychosocial intervention models. Not everything is clinical psychology, and this creates a big source of error in psychology education in Colombia.

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Hello to all of the wonderful psychology educators in the world.

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(1) Teaching practice: I redesigned my capstone seminar course so that students work to develop evidence-based solutions based on psychological science for local organizations in our community.

(2) Curriculum standards in the USA: I would love if the APA Guidelines for the Undergraduate Psychology Major, 3.0, took into account the International Competences for Undergraduate Psychology (ICUP; icupo.org) in its next revision!

(3) Future of psychology education: I see psychological literacy being increasingly emphasized, with value to students’ work, personal, and community lives, including as they relate to grand societal challenges.

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1. I am proud of my collaboration with my institution's Center for Community Engagement, who identifies local non-profits in the area. My Social Psychology students then learn, and apply, social influence techniques for fundraising, with some semesters, classes raising up to $1,000.

2. At the undergraduate level, a greater focus on the Open Science movement and building healthy skepticism around our fields' often sensationalized findings. At the graduate level, I would also add a greater focus on Psychometric training and theory building.

3. Moving away from the historically valued 'sole author, one lab' where few are recognized. Moving towards greater cross-site (e.g., Across U.S. states, Across countries), where we as a community identify important questions, pull our resources, and work together in a 'big team science' collaboration style to actually provide quality answers.

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Michigan State University, East Lansing, MI

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Michigan State University, East Lansing, MI

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Michigan State University, East Lansing, MI

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One of my most rewarding experiences teaching is when, as a class, we successfully ran a replication study as a group. It was wonderful seeing the students navigate the research process for the first time. It also taught me a lot about research infrastructure. If I could create a curriculum from scratch, I'd have hands-on experiences like these be a crucial element. I think having the students see what goes into the process was an enlightening experience for them and hopefully made them more critical consumers of science. Finally, I think the future of psychology education is one that communicates its broad reach and potential, both in place and domains (e.g., health, technology). My hope is that it's an inclusive future too--one that brings together and integrates the experiences and contributions from everyone around the world.

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Universidad de La Frontera, Temuco- Chile

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Universidad de La Frontera, Temuco- Chile

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Temuco es la capital de la Región de La Araucanía y el principal centro urbano, comercial y educativo del sur-centro de Chile. Fundada en 1881, la ciudad destaca por su profunda e histórica identidad cultural vinculada al pueblo Mapuche, su vibrante actividad comercial y sus pulmones verdes integrados, destacando de forma única el Monumento Natural Cerro Ñielol en pleno radio urbano. Además, funciona como la puerta de entrada principal hacia la zona lacustre, andina y costera de la región.

Universidad de La Frontera (UFRO)

La Universidad de La Frontera es la principal institución de educación superior pública y estatal de la región, consolidada firmemente como una de las universidades de vanguardia en investigación, postgrado y vinculación con el medio en Chile.

Magíster en Psicología Comunitaria (UFRO)

El Magíster en Psicología Comunitaria es un programa de postgrado de destacada trayectoria (adscrito a la Facultad de Educación, Ciencias Sociales y Humanidades) que se enfoca en formar graduados capaces de desarrollar investigación e intervenciones comunitarias avanzadas en entornos complejos. El programa es ampliamente reconocido por su enfoque situado, pertinencia territorial e interculturalidad crítica.

Sus líneas de investigación clave abordan temáticas fundamentales de la contingencia social actual:

Políticas Públicas, Procesos de Fortalecimiento Comunitario y Acción Comunitaria.

Pueblos Indígenas, Poder, Territorios y Resistencias (enfoques decoloniales).

Género, Equidad y Cambio Social.

Crisis Ambiental, Desarrollo Sustentable y Participación Ciudadana.

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El Campus Andrés Bello de la Universidad de La Frontera se encuentra en Temuco, en calle Francisco Salazar 01145.

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Temuco es la capital de la Región de La Araucanía y el principal centro urbano, comercial y educativo del sur-centro de Chile. Fundada en 1881, la ciudad destaca por su profunda e histórica identidad cultural vinculada al pueblo Mapuche, su vibrante actividad comercial y sus pulmones verdes integrados, destacando de forma única el Monumento Natural Cerro Ñielol en pleno radio urbano. Además, funciona como la puerta de entrada principal hacia la zona lacustre, andina y costera de la región.

La Universidad de La Frontera es la principal institución de educación superior pública y estatal de la región, consolidada firmemente como una de las universidades de vanguardia en investigación, postgrado y vinculación con el medio en Chile.

El Magíster en Psicología Comunitaria es un programa de postgrado de destacada trayectoria (adscrito a la Facultad de Educación, Ciencias Sociales y Humanidades) que se enfoca en formar graduados capaces de desarrollar investigación e intervenciones comunitarias avanzadas en entornos complejos. El programa es ampliamente reconocido por su enfoque situado, pertinencia territorial e interculturalidad crítica.

Sus líneas de investigación clave abordan temáticas fundamentales de la contingencia social actual:

Políticas Públicas, Procesos de Fortalecimiento Comunitario y Acción Comunitaria.

Pueblos Indígenas, Poder, Territorios y Resistencias (enfoques decoloniales).

Género, Equidad y Cambio Social.

Crisis Ambiental, Desarrollo Sustentable y Participación Ciudadana.

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El Campus Andrés Bello de la Universidad de La Frontera se encuentra en Temuco, en calle Francisco Salazar 01145.

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(1) The innovation I'm most proud of is the Collaborative. Online, International Learning (COIL) programme that we piloted this year with colleagues in Indonesia and Leeds. This was such a lovely, proud moment for me because students really took the challenge in their stride and it was all the things I enjoy: collaborative work, student-centred, and lots of juicy reflexivity.

(2) I would prioritise MUCH more open science and explicit conversations about what constitutes scientific integrity and credibility.

3) The future of psychological teaching is more agile, flexible, student-centred. It needs to respond to some of the big meaty challenges of the world, e.g., GenAI and declining trust in science. The future is reflexive, thoughtful, and critical.

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Chulalongkorn University, Phaya Thai Road, Wang Mai, Pathum Wan, Bangkok

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Chulalongkorn University, Phaya Thai Road, Wang Mai, Pathum Wan, Bangkok

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Chulalongkorn University, Phaya Thai Road, Wang Mai, Pathum Wan, Bangkok

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1. Share a teaching practice and/or innovation you are most proud of.

The innovation I am most proud of has been integrating research with teaching, transforming the classroom into a space where students learn by investigating real-world problems and develop critical thinking, ethical commitment, and a solid evidence-based foundation. In this process, I actively engaged undergraduate students in international scientific events, promoting their participation in conferences and academic networks, and encouraging the publication of their theses in high-impact journals. This approach has strengthened their research training and advanced open science, fostering the generation of knowledge with a local perspective relevant to the needs of our communities.

2. If you could redesign the Psychology curriculum or accreditation standards, what would you prioritize?

I would prioritize training focused on scientific competencies, critical thinking, mental health, ethics, and the responsible application of artificial intelligence, strengthening evidence-based research and intervention from the earliest years of study. I would also emphasize the importance of promoting a diverse, technical, and rigorous psychology that transcends mere clinical practice and explores other areas of development within the discipline.

3. How do you see the future of psychology education in your context?

I envision an increasingly integrated approach to education, incorporating technology and artificial intelligence (in its various forms), but grounded in a solid scientific, ethical, and humanistic foundation. This foundation must be capable of responding to the growing challenges of mental health in a context marked by climate change and global sociopolitical and economic crises, which profoundly impact the well-being of individuals and communities.

Dr. Ps. Eduardo Sandoval-Obando

Instagram: @psicoaportes_es

https://eduardosandoval.cl/

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Ps. Dr. Eduardo Sandoval-Obando – “Los Hombres Inician en su Mente lo que serán en su vida”

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George Mason University, University Drive, Fairfax, VA

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George Mason University, University Drive, Fairfax, VA

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George Mason University, University Drive, Fairfax, VA

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1) proud of my undergrad learning assistants and training their facilitation of collaborative quizzing in large enrollment classes

2) I would prioritize thinking about psychological concepts with all of their nuance. What do we think we know, how might that change with more evidence, what evidence might that be, what does it mean for me, my family and neighbor, my community?

3) sometimes the future of education looks incredibly hopeful and I believe we will solve wicked problems like addiction. Other times I feel we are going to be crushed by the focus on developing “skills” over intellectual, caring, passionate people.

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Oyster & Pearl Hospitals - Best Multispeciality Hospital in Pune, Ganeshkhind Road, near Hotel Pride, Narveer Tanaji Wadi, Shivaji Nagar, Pune, Maharashtra

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Oyster & Pearl Hospitals - Best Multispeciality Hospital in Pune, Ganeshkhind Road, near Hotel Pride, Narveer Tanaji Wadi, Shivaji Nagar, Pune, Maharashtra

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Oyster & Pearl Hospitals - Best Multispeciality Hospital in Pune, Ganeshkhind Road, near Hotel Pride, Narveer Tanaji Wadi, Shivaji Nagar, Pune, Maharashtra

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Dr. George Varghese, PhD
Pune, Maharashtra, India

Hospital/OPD Psychology Practitioner
Practising Psychologist at ONP Prime Hospital, Sathe Hospital – Harmony Health Services Pvt. Ltd., and Krishna Hospital – Shashwat Group.

Former Executive Director – Department of Psychological Medicine, Oyster & Pearl Hospital, Pune (2012–2020)
Founder, VSOLVE; developer of applied psychology and mental-health advisory frameworks.

1. Teaching practice / innovation I am most proud of

I am most proud of developing a practice-integrated approach to psychology education, grounded in hospital, OPD, counselling, and advisory work. My teaching and mentoring are shaped by real clinical and psychosocial situations, where psychological theory must translate into sound case understanding, disciplined client management, ethical decision-making, structured follow-up, and meaningful functional outcomes.

A significant part of my professional work has been in multidisciplinary hospital and OPD settings, where I have worked closely with psychiatrists and consultants from internal medicine, orthopaedics, gynaecology, dermatology, general surgery, and other relevant medical and allied healthcare professionals. This has shaped my understanding of psychology as a clinical, behavioural, relational, and functional discipline that must communicate effectively with medical and allied health systems.

My practice has also involved supporting individuals and families through important life transitions and psychosocial concerns, including unemployment, career instability, marriage readiness, marital conflict, family pressure, emotional dysregulation, youth directionlessness, and executive/work-life stress. These experiences have strengthened my belief that psychology education must prepare students to understand not only symptoms, but also context, relationships, responsibility, and real-world functioning.

Alongside my hospital and OPD work, I have been developing applied psychological frameworks that translate clinical experience, behavioural insight, and advisory practice into teachable models and youth-focused mental health interventions.

2. One thing I would prioritise if redesigning psychology curriculum/accreditation

If I could redesign psychology curriculum and accreditation in India, I would prioritise competency-based, practice-linked psychology education aligned with ethical, legal, clinical, cultural, and professional realities.

Psychology training should integrate the Mental Healthcare Act, 2017, RCI-recognised clinical and rehabilitation psychology standards, emerging NCAHP-linked allied and behavioural health frameworks, and national benchmark models such as NIMHANS. It should also train students in the appropriate use of DSM-5 and ICD-11 as diagnostic reference systems for clinical clarity, interdisciplinary communication, documentation, referral, and research.

At the same time, diagnostic systems should not be taught mechanically or in isolation. Students must learn to combine DSM-5 and ICD-11 knowledge with Indian psychosocial realities, including family structure, marriage expectations, unemployment, social pressure, caregiving roles, stigma, spirituality, community context, and access to care.

These frameworks should be translated into actual student competencies such as case history taking, behavioural observation, case formulation, documentation, consent, ethical judgement, supervision, referral decision-making, crisis handling, family-system work, interdisciplinary communication, and outcome evaluation.

Psychology education should move beyond theory-heavy instruction and prepare students for real human problems encountered in Indian settings, including unemployment, relationship breakdown, marriage stress, family conflict, workplace pressure, youth distress, medical-psychological interface issues, and community-level mental health needs.

3. Future of psychology education in my context

In India, the future of psychology education must become more applied, culturally grounded, interdisciplinary, legally informed, diagnostically literate, and outcome-focused.

Indian psychology education should learn from Western psychology without merely imitating it. Western psychology has contributed strong diagnostic systems, research methods, evidence-based therapies, psychometrics, and structured clinical protocols. Indian psychology must retain that scientific discipline while also recognising the Indian person as embedded in family, community, culture, duty, relationship systems, spiritual meaning, social expectations, and economic realities.

This distinction is important because many psychological concerns in India are not experienced only as individual symptoms. They often emerge through family conflict, marriage pressure, career uncertainty, unemployment, caregiving burden, stigma, academic pressure, somatic complaints, and intergenerational expectations. Therefore, the future psychologist must be trained to assess both the individual mind and the social-relational environment in which the person lives.

Psychology education will need to integrate hospital practice, counselling, youth mental health, career and unemployment psychology, marriage and family systems, workplace behaviour, digital mental health, AI-enabled support, and community-based intervention. The next generation of psychologists must be trained to work across clinical, educational, family, organisational, medical, and digital contexts with scientific discipline, ethical clarity, cultural sensitivity, and practical outcome orientation.

The future psychologist should not only understand behaviour, but also help translate psychological knowledge into practical, ethical, and measurable change in people’s lives.

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I would do case discussions all the time and simulate real life situations.

I would prioritise critical thinking and problem solving of students in discsussions.

AI supported learning and case discussions.

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We use case discussions and analysis, role plays and simulations, lectures and gamified activities.

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At Jindal institute of behavioural sciences , we have programmes in psychology from both applied format and also licensed manner . With 1:5 faculty student ratio , we are able to ensure teaching, research and growth for psychology and behavioural sciences. We are also ranked no 2 in the country for psychology.

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Parivarthan Counselling Training and Research Centre, 13th Main, 8th Cross, HAL 2nd Stage, Doopanahalli, Indiranagar, Bengaluru, Karnataka

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Parivarthan Counselling Training and Research Centre, 13th Main, 8th Cross, HAL 2nd Stage, Doopanahalli, Indiranagar, Bengaluru, Karnataka

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Parivarthan Counselling Training and Research Centre, 13th Main, 8th Cross, HAL 2nd Stage, Doopanahalli, Indiranagar, Bengaluru, Karnataka

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www.parivarthan.org

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I strive to Bridge theory and practice through experiential learning. My classes integrate case-based discussions, role plays, ethical dilemmas, reflective journals and AI-assisted learning activities to help students apply psychological concepts to real-life situations.

I would prioritise competency-based psychology education with mandatory experiential training. Students should graduate not only with theoretical knowledge but also with skills in research, ethical decision-making, assessment, communication, counselling, community engagement, and digital literacy. Stronger integration between universities, mental health services, schools, industries, and community organizations would better prepare graduates for professional practice.

I envision psychology education becoming more interdisciplinary, technology-enabled, and culturally responsive. Artificial intelligence, data analytics, neuroscience, and digital mental health will complement traditional psychological training. At the same time, greater emphasis should be placed on indigenous knowledge, ethics, evidence-based practice, and community mental health so that graduates can address the diverse psychological needs of society while meeting international standards.

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Krea University, Central Expressway, Chengambakam, Sri City, Andhra Pradesh

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Krea University, Central Expressway, Chengambakam, Sri City, Andhra Pradesh

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Krea University, Central Expressway, Chengambakam, Sri City, Andhra Pradesh

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Krea University is a leading interdisciplinary university in India that seeks to prepare students for an unpredictable world through its distinctive Interwoven Learning approach. Located in Sri City, Andhra Pradesh, the university integrates the arts, sciences, social sciences, and management to foster critical thinking, creativity, ethical leadership, and problem-solving.

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O.P. Jindal Global University, Sonipat, Haryana

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O.P. Jindal Global University, Sonipat, Haryana

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O.P. Jindal Global University, Sonipat, Haryana

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1) I use "loitering" as a decolonial teaching practice. As a trained mental health professional, I have adapted the therapeutic idea of "loitering" during clinical work to my classrooms, which helps resist the capitalistic influences on our teaching practices and helps students reconnect with their known ways of learning.

2) If I could change one thing, I will introduce a year-long community engagement component to the psychology curriculum for students to understand that no study of human behaviour is possible without contextual awareness.

3) In India, psychology education can be significantly shaped by decolonial, climate-aware, and anti-caste practices, potentially.

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(1) I like my syllabi and techniques where I teach students methods skills combined with open science pratices and critical skills. Actively integrating Large Language Models through different tasks, it also something I like to do. (2) I would prioritise hands-on methods skills and critical thinking. We are actually currently redesigning our curriculum to achieve this. (3) See point 2. I think we need more hands-on skills, less learning stuff by heart. Also, AI should be actively integrated in a psychology degree.

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National College of Ireland, Mayor Street Lower, International Financial Services Centre, Dublin 1

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National College of Ireland, Mayor Street Lower, International Financial Services Centre, Dublin 1

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National College of Ireland, Mayor Street Lower, International Financial Services Centre, Dublin 1

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(1) We developed an agreement between a National Memory Clinic and Universities, to facilitate MSc students to complete supervised placements delivering Cognitive Rehabilitation to people with dementia - who previously had no access. The study was included in the World Alzheimer Report 2025.

(2) Collaboration with people in receipt of psychology services when designing courses/accreditation standards should be a priority.

(3) Increased opportunities for graduates to pursue funded professional training in Psychology, to address to growing need for Psychology support services.

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1. The proudest moment in my teaching career was transforming my lectures into escape game activities, where students became fully engaged and put aside their mobile devices. Encouraging the younger generation to disconnect from their devices and actively participate is no easy feat, making this achievement especially rewarding.

2. Allow students greater flexibility to explore their specialised fields instead of requiring them to focus heavily on general courses.

3. There is greater awareness among students; however, many still lack a clear direction for the next step in their academic or career journey.

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Kuala Lumpur, Federal Territory of Kuala Lumpur

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Kuala Lumpur, Federal Territory of Kuala Lumpur

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Kuala Lumpur, Federal Territory of Kuala Lumpur

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1. My proudest teaching moment is when my students get to re-create classic cognitive experiments, setup multiple stations of different cognitive process and simulate the experiments together in the class. It was a meaningful learning moment and beautiful as well, to see students connecting with one another over learning process. 2. I would prioritize more innovative skills and teamwork. The world need psychology graduates to get connected to one another, not working in silo like it used to be. 3. Building competency to use biometric feedback tools and having more complex, culturally-relevant ethical discussion.

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Proud to say that I scaffold teaching to translate complex constructs into digestable information for students. I am able to teach assessment in such a way that it grabs students attention. Teaching and research are blended to make knowledge translation exciting and digestable.

My focus will definitely integrate the responsible use of AI in learning practises. Students needs to be able to blend critical thinking with AI use.

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CHRIST (Deemed to be University) Bangalore Kengeri Campus, Mysore Road, Kanmanike, Kengeri, Kumbalgodu, Bengaluru, Karnataka

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CHRIST (Deemed to be University) Bangalore Kengeri Campus, Mysore Road, Kanmanike, Kengeri, Kumbalgodu, Bengaluru, Karnataka

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CHRIST (Deemed to be University) Bangalore Kengeri Campus, Mysore Road, Kanmanike, Kengeri, Kumbalgodu, Bengaluru, Karnataka

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Innovative Practice: I use myself as a teaching tool for my students and encourage them to share their real-life stories as well where we decipher the event through the concept taught and learnt. This helps students to have real-life applications of what is being said and drawing the connect to self's experiences makes Psychology a do-able subject.

Redesigning curriculum: Design Psychology as an experiential subject with a heightened concentration on indigenous practices and Indian Philosophy, drawing parallels to Western views of Psychology

Future of Psychology: I would like to integrate Psychology as a mandatory skill to be acquired, thereby making the community more informed and resilient through Psychological Skill Acquisition.

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1. Alternating between teaching content and hands-on activities (where class size permits); teaching non-Western ways of knowing on canon topics (e.g. memory)

2. Reflexivity

3. Centring critical thinking to train responsible consumers and producers of knowledge

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1. Bringing congitive psychology first principles to undergraduate student in a department of primary education 2. (Much) more background in quantitative data manipulation (our undergrads are usually mainly tested in humanities in the university extrance exams) 3. More emphasis on evidence basis

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1)Introduction of mixed methods in psychological research with an emphasis on cross-cultural research. 2) The need for hands-on courses and practical research training. 3) Promising if collaborations are supported and not suppressed.

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(1) Students read scientific articles for every seminar session, create extremely creative impulses based on these articles (e.g., Hip Hop songs, theatre plays, illustrative videos, class games, etc.) and submit a reaction paper that discusses the study's practical implications and applicability for society.

(2) Teach replicable, open science principles from the very beginning and prevent any use of A.I. support

(3) How do we use psychological science to transform this planet into a better one? Specifically, how do we overcome the climate crisis, right-wing nationalistic shifts, wars, poverty, and the ubiquitous threat of general A.I. taking over.

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1) Popularizing Single-Session Therapy (SST)

Traditional models don't always fit the urgent or varied needs of every individual. I am incredibly passionate about popularizing SST to make impactful care more accessible. To scale this effectively, I have focused on developing structured, self-guided learning and practice frameworks that empower practitioners to master and deliver this format confidently.

2️) Redesigning the Psychology Curriculum from Scratch

If I could rebuild psychology accreditation and training from the ground up, my absolute priority would be intensive, deliberate practice paired with high-fidelity support. We need systems that guarantee accountability from service providers, backed by rigorous, continuous supervision and lifelong learning. Theory is vital, but clinical readiness is forged in structured, well-supported practice.

3️) The Tech-Driven Future of Psychology Education

In our context, the future of both education and service delivery is undeniably digital. We are going to see a massive shift toward online learning platforms and advanced technological integration. By leveraging tech, we can not only train practitioners at scale but also enhance the precision and reach of the psychological services we deliver.

Stay connected with me here: https://www.linkedin.com/in/jasjoseph/

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1. In my psychology courses, I developed a “Learning for Growth” approach, where students become researchers of their own learning. Instead of treating assessment as a final judgement, quizzes can be repeated as often as needed, turning mistakes into feedback and revision into an integral part of learning. Students use psychological theories on motivation, feedback, decision-making, and behaviour change to analyse and improve their own study strategies. In this way, they do not only learn psychology — they experience and apply psychological science to understand how they learn, grow, and adapt. 2. I would prioritise shifting psychology education from “knowing psychology” to using psychology to grow and create change. Beyond theories and methods, students need to develop the capacity to question assumptions, handle uncertainty, collaborate across perspectives, and continuously adapt — skills that become even more essential in an AI-driven world. 3. As knowledge becomes increasingly accessible through AI, psychology education should focus on what makes us uniquely human: reflection, judgement, creativity, empathy, and the ability to learn and grow throughout life.

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Universitas Airlangga - Kampus Dharmawangsa (B), Jalan Airlangga, Airlangga, Surabaya, East Java, Indonesia

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Universitas Airlangga - Kampus Dharmawangsa (B), Jalan Airlangga, Airlangga, Surabaya, East Java, Indonesia

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Universitas Airlangga - Kampus Dharmawangsa (B), Jalan Airlangga, Airlangga, Surabaya, East Java, Indonesia

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(1) Well, I wouldn't say it's a groundbreaking innovation -- my proudest teaching moment is that when I redesign my Stats course from click-this-and-interpret-output to back-to-basic style. Rather than pushing students to be familiar with many statistical tests, I start the course with the very basic conceptual discussion: why and when statistical tests are needed, whats the philosophy behind (frequentist) statistical inference (Neyman-Pearson vs. Fischer), why powerful statistical tests is important, and why we should be cautious with assumptions underlying every statistical test we use. By doing this, I hope students can critically examine every outputsthat the statistical softwares give them.

(2) I'd say computational thinking and methods. I think this is fundamental since it helps a lot (at least in my experience) to eventually drive students to have a critical mindset.

(3) Students will be able to scrutinize what and how "scientific evidence" look like, and to embrace (and celebrate!) epistemic diversity/pluralism within our field.