From Learning to Knowing: Why Agency Matters More Than Ever

 

I have been thinking recently about two ideas that sound quite similar but, I believe, point to something very important in education: learner agency and epistemic agency.

We often talk about wanting students to become independent learners. We want them to set goals, make choices, manage their effort, find the resources they need, decide how to approach a problem and take responsibility for their progress.

This is learner agency. But there is another layer that interests me even more: epistemic agency.

It is one thing for a student to take responsibility for learning. It is another for them to take responsibility for knowing.

So, what is the difference?

Imagine a student working on a difficult problem.

A student exercising learner agency might ask:

What am I trying to achieve? Which approach should I use? Where can I find help? Should I try another strategy?

These are important questions. The learner is no longer simply following instructions; they are actively directing their learning.

But an epistemically agentic student begins asking another set of questions:

How do I know this is true?

What evidence supports it?

Can I trust that evidence?

Is this explanation actually convincing?

Could there be another explanation?

What would make me change my mind?

That difference matters.

Learner agency is about having greater ownership of the learning process. Epistemic agency is about having greater ownership of knowledge itself—how we construct it, evaluate it, question it and revise it.

And then AI arrived...

This distinction has become much more important with Generative AI.

Today, a student can ask AI to explain a concept, solve a mathematical problem, summarise a paper, construct an argument, write code, suggest evidence or produce a polished response in seconds.

That is an extraordinary capability.

But it creates a slightly uncomfortable question for educators:

Who is actually doing the thinking?

A student can now produce more while potentially thinking less.

The final piece of work may look excellent. It may be well structured, sophisticated and technically impressive. But that tells us surprisingly little about what happened intellectually between the student and the AI.

Did the student make the important decisions?

Did they challenge the answer?

Did they check the evidence?

Did they notice an assumption?

Did they compare alternatives?

Did they decide what should ultimately be accepted or rejected?

Or did they simply accept what the AI produced?

For me, this is where epistemic agency becomes particularly important in AI-supported learning.

The question is not simply whether students use AI

I increasingly think that asking whether students should or should not use AI is too narrow a question.

A more interesting question is:

What functions are we giving to AI, and what functions are we deliberately keeping with the learner?

There is nothing inherently problematic about AI generating possibilities, suggesting approaches, providing feedback or offering alternative explanations.

In fact, these capabilities can create very powerful learning opportunities.

Suppose a student asks AI to generate three explanations for the same phenomenon. The student then compares them, investigates the evidence behind each one, identifies weaknesses, challenges assumptions and finally constructs and defends their own position.

AI has done a great deal of work.

But so has the learner.

More importantly, the learner has retained the judgement.

That is very different from asking AI for the answer and accepting whatever appears on the screen.

So perhaps the important distinction is not simply between AI use and non-AI use.

It is between AI use that strengthens human agency and AI use that gradually transfers that agency away from the learner.

We need more than AI literacy

We understandably talk a great deal about AI literacy: knowing how AI works, understanding its limitations and learning how to use it effectively.

All of that matters.

But I think we need something more.

We need students who can exercise judgement in the presence of AI.

Students need to be comfortable saying:

This answer looks convincing, but I need to verify it.

The evidence does not support that conclusion.

There is an assumption here that I want to challenge.

AI has given me a useful starting point, but I disagree with its reasoning.

Or simply:

I don't know yet. I need to investigate further.

That final sentence may actually be one of the most important signs of genuine learning.

From learning to knowing

Perhaps this gives us a useful way of thinking about education in the AI era.

Learner agency asks:

Am I taking responsibility for how I learn?

Epistemic agency asks:

Am I taking responsibility for what I accept as knowledge—and why I accept it?

We need both.

Because the future of education cannot simply be about giving students faster access to answers. Answers are rapidly becoming abundant.

What will remain enormously valuable is the human capacity to question, evaluate, interpret, challenge, connect, revise and ultimately judge those answers.

That is why I increasingly see the relationship between learner agency and epistemic agency as central to education in the age of AI.

Learner agency gives students ownership of their learning.

Epistemic agency gives them ownership of their knowing.

And perhaps our most important responsibility as educators is to make sure that, as AI becomes more capable, our students do not become less so.

© 2026 [Dr Theo Mojtaba Ammari] All Rights Reserved.

How I fell in love with Mathematics?

 How I Fell in Love with Mathematics

As a young student transitioning from primary school to middle school, the most exciting parts of my education were not the classrooms but the laboratories. Two places fascinated me more than anything else: the Physics Lab and the Science Lab.

In the Physics Lab, as a boy who was fascinated by speed and machines, seeing cutaway engines, cylinders, and mechanical components was thrilling. For the first time, I could look inside the machines that moved our world and understand how they worked.

The Science Lab was equally captivating. I still remember a teacher who dared to go beyond the prescribed curriculum. Watching him dissect a frog transformed the laboratory into a window onto an entirely new world. It was more than excitement—it was wonder, curiosity, and a growing realization that there was far more to the world than what appeared on the surface.

When I entered high school, physics became the subject that truly captivated me. Unfortunately, many of my mathematics teachers were so devoted to abstract concepts that they rarely revealed the extraordinary beauty of pure mathematics or its profound connection to understanding the physical world. Fortunately, this gap was later filled by exceptional professors at the Institute of Mathematics of Dr GholanHossein Mosahab, as well as by outstanding mathematicians at Aryamehr University of Technology.

They taught me that mathematics is far more than symbols, formulas, and proofs. It is the language through which we understand the deepest mysteries of the universe.

What fascinated me most during those years was particle physics and the astonishing forces operating within atoms, forces that seem almost unimaginable at the scale of everyday life. Quarks, leptons, and their interactions occupied my thoughts endlessly. How could such an immense universe be governed by phenomena so small and yet so fundamental?

But perhaps nothing captured my imagination more than flight. The boy who loved speed became a teenager fascinated by airplanes. Bernoulli’s principle was not merely an equation to memorize; it was a mystery to be solved. How could a machine weighing many tons lift itself from the ground and soar through the sky like a bird?

Looking back, I realize that my love for mathematics did not begin with mathematics itself. It began with wonder. It began with an overwhelming curiosity about how the world works.

Physics sparked that curiosity, but mathematics gave me the language to understand it.

Perhaps that is why, after many years of teaching, research, and academic leadership, I still carry with me the same sense of wonder that first inspired a young boy to ask, “How does this work?”

The Courage to Say “We Don’t Know”

 In academia, authority often feels tied to certainty. Students look at professors as repositories of knowledge, people who have studied longer, read more deeply, and mastered complex ideas. Yet one of the most powerful moments in teaching occurs not when a lecturer presents a flawless answer, but when they have the courage to admit a profound truth: there are still many things we do not know.

The day a scholar can stand confidently before their students and openly acknowledge the limits of current knowledge is, in many ways, the day they truly become a professor. It requires intellectual honesty and humility to say, “This question is still open,” or “Science has not yet found the answer.” 

Or even more simply,

“I don’t know the answer to this at the moment.”

For a teacher, admitting this does not diminish authority; it strengthens it. It shows students that scholarship is not about pretending to know everything, but about seeking truth with integrity.

Such moments transform the classroom from a place of passive learning into a space of discovery.

Ironically, the deeper we move toward the frontiers of knowledge, the more we become aware of its boundaries. Beginners often believe that science or mathematics contains answers to everything. But as researchers and educators explore more advanced ideas, they encounter a surprising reality: every solved problem reveals new unanswered questions.

In mathematics, physics, and many other disciplines, the history of discovery shows this pattern again and again. Each breakthrough, whether a theorem, an experiment, or a theory, illuminates a small region of understanding while simultaneously revealing the vast darkness beyond it. The closer we approach the edges of human knowledge, the clearer it becomes how much remains unexplored.

This realisation is not a weakness of science or scholarship; it is one of its greatest strengths. A field that still contains mysteries is alive. The unknown invites curiosity, creativity, and the courage to think differently.

For students, hearing a professor admit uncertainty can be surprisingly inspiring. It shows that knowledge is not a finished monument handed down from the past, but a living journey in which they themselves may participate. Today's unanswered questions become tomorrow's research projects.

True scholarship therefore lies not only in mastering what is known, but also in recognising and embracing the vast landscape of what is not yet understood.

“The Mystery of π + e” An unsolved question at the heart of mathematics.

 

Mathematics has always held mystery, elegance, and wonder. Perhaps this is why it is often seen as the hidden order behind the universe.

One of the most fascinating concepts in mathematics is that of transcendental numbers, numbers that are not the root of any polynomial equation with integer coefficients.

Two of the most famous numbers in mathematics, π (pi) and e, are both transcendental.

But the story becomes even more astonishing:

There are infinitely many transcendental numbers.

In fact, most real numbers are transcendental.

Yet a deep mystery remains.

Mathematicians still do not know whether the number

 π + e

is itself transcendental.

Despite decades of research, no one has been able to prove or disprove it.

And it is precisely this boundary between the known and the unknown that makes mathematics so beautiful, a universe where even the most familiar numbers still hide profound secrets.

Did you know that in mathematics… numbers (or rather spheres) “kiss”?

  Yes, Mathematics has its own version of a kiss!

And ironically, just like real kisses can lead to complicated stories, this mathematical “kiss” gave rise to one of the most fascinating geometric problems in mathematics.

It is called the Kissing Number Problem.

In geometry, the kissing number is:

The maximum number of identical spheres that can touch another sphere of the same size simultaneously without overlapping.

Imagine placing tennis balls around another tennis ball. How many can touch the central one at the same time? That number is called the kissing number.

In 1694, two mathematical giants, Newton and Gregory, debated this problem. Newton claimed the answer in 3-dimensional space was 12. While Gregory suspected 13 might be possible.

The problem remained unresolved for over 250 years, until it was finally proven in 1953 that 13 spheres cannot simultaneously touch another sphere. Newton was right! 

Interestingly, the solutions in 8 and 24 dimensions were proven only recently and connect to incredibly beautiful mathematical structures known as the E8 lattice and the Leech lattice.

The table below shows some known kissing numbers. 

The kissing number problem is not just a curiosity. It connects to major areas of science and technology such as:

• Error-correcting codes

• Information theory

• Crystallography

• Signal transmission

• High-dimensional geometry.

Mathematics often reveals that even the simplest questions, like how many spheres can touch another sphere, can lead to centuries of debate, deep theory, and beautiful discoveries.

Sometimes even a kiss can change mathematics!

#Mathematics #Geometry #STE #MathematicalBeaut #ScienceHistory

Higher education is at a critical crossroads in the age of AI and accelerated innovation. The traditional “fast food” curriculum design model—standardised, mass-produced, and rigid—can no longer meet the diverse needs of students, businesses, and society. It’s time for a radical rethinking.

We should move from fast-food McDonaldisation to a Chinese Haidilao Hot Pot approach in education. 

Just as Haidilao allows diners to personalise their meals by selecting ingredients that suit their tastes, higher education must offer a customisable curriculum, enabling students to choose “ingredient elements” that align with their passions, career goals, and the complex challenges of the real world.

What does this look like?

1- Personalisation: AI-driven adaptive learning tools can create tailored pathways for students, ensuring they develop skills that matter most to them and their chosen industries.

2- Collaboration with Industry: By partnering with businesses, universities can co-create modules that address immediate real-world problems, from climate change to digital transformation.

3- Flexibility: A modular curriculum allows learners to “pick and mix” elements across disciplines, fostering interdisciplinary thinking and creativity.

4- Relevance: Students aren’t just consumers of knowledge—they become active co-creators, solving pressing societal issues through experiential and project-based learning.

At its core, this transformation empowers students to become agile problem-solvers and lifelong learners. By moving to this hot-pot education model, universities can better serve the needs of a dynamic and unpredictable future while fostering equity, creativity, and relevance.

Let’s embrace this paradigm shift to ensure that higher education remains a space for learning, innovation, and societal impact.

What are your thoughts on this vision for the future of education? I’d love to hear your ideas and insights. Let’s co-create the future together!

#EducationTransformation #AIinEducation #CurriculumDesign #PersonalisedLearning #InnovationInEducation #Sustainability #LifelongLearning

The Silent Revolution: How Reflection is Redefining the Future of Higher Education

 

The Importance of Reflection and Reflective Practice in Higher Education

I created the image by DALL.E

In the ever-evolving landscape of higher education, where innovation and deadlines often take centre stage, reflection and reflective practice are vital tools for educators and students. They help us navigate complexity, foster personal and professional growth, and ensure that we continuously adapt to meet the needs of an increasingly dynamic academic world.

Reflective practice goes far beyond a cursory glance at past events. It involves critically analysing experiences to draw meaningful insights that inform future decisions. Whether you are an educator striving to inspire students, a researcher working on groundbreaking projects, or a student navigating academic challenges, reflection is a cornerstone for growth and excellence.

This blog post explores the significance of reflective practice in higher education, its benefits, and practical ways to incorporate it into our daily routines.

 

What Is Reflective Practice?

Reflective practice involves examining one’s experiences, identifying successes and shortcomings, and using these insights to inform future actions. Originating from the work of scholars like Donald Schön and David Kolb, reflective practice has been widely embraced across disciplines like Education, Nursing, Engineering, and the Arts.

It is not just about looking back; it’s about making sense of what happened and translating those insights into actionable improvements. In higher education, reflective practice benefits educators and students, enhancing teaching effectiveness, learning outcomes, and personal development.

 

Benefits of Reflection in Higher Education

1. Bridging the Gap Between Theory and Practice

One of the biggest challenges for many disciplines, particularly professional fields like Nursing, Engineering, and Education, is applying theoretical knowledge to real-world scenarios. Reflective practice helps students connect abstract concepts to practical applications. For educators, reflection ensures that teaching methods align with real-world demands, preparing students to excel in their chosen fields.

For example, a Nursing student might reflect on a clinical placement experience to better understand how theoretical frameworks apply in patient care. Similarly, educators can evaluate whether their teaching strategies enable students to make these critical connections effectively.

2. Promoting Lifelong Learning and Adaptability

In a world shaped by rapid technological advances, particularly Generative AI and digital transformation, the ability to learn, unlearn, and relearn is indispensable. The reflective practice cultivates this mindset by encouraging individuals to identify gaps in their knowledge and skills, embrace feedback, and strive for continuous improvement.

Students who engage in reflective activities develop metacognitive skills, enabling them to evaluate their learning strategies and make adjustments. Educators who reflect on their teaching approaches can identify opportunities to integrate emerging technologies or pedagogical innovations into their practice.

3. Building Resilience and Emotional Intelligence

Reflective practice provides a structured way to process challenges, failures, and successes. This helps build emotional intelligence and resilience, which are increasingly valued in the workforce and academia.

For example, students who reflect on academic setbacks, such as disappointing grades, can identify specific areas for improvement, develop coping strategies, and build the confidence to tackle future challenges. Similarly, educators can reflect on difficult classroom situations to better understand their emotional responses and improve their interpersonal skills.

4. Aligning with Institutional Goals

Universities increasingly prioritise sustainability, equity, and innovation as strategic goals. Reflective practice ensures that individual actions align with these broader objectives. For instance, educators can reflect on whether their teaching methods promote inclusivity and sustainability or explore how to integrate the United Nations Sustainable Development Goals (SDGs) into their curriculum.

Incorporating Reflective Practice into Higher Education

For Educators:

Ø  Reflect on Teaching Practices: After each class, take a few minutes to ask yourself:

Ø  What worked well?

Ø  What could I improve?

Ø  How did students respond, and what does that tell me about their needs?

Ø  Use Reflective Journals: Maintain a journal documenting experiences, challenges, and lessons learned from teaching. Over time, this can become a valuable resource for personal and professional development.

Ø  Engage in Peer Reflection: Collaborate with colleagues to share experiences and insights. Peer feedback can provide fresh perspectives and help refine teaching strategies.

Ø  Incorporate Reflective Assignments: Encourage students to reflect on their learning experiences through journals, portfolios, or presentations. This enhances their learning and fosters a culture of reflection within your institution.

For Students:

Ø  Practice Self-Reflection: At the end of each week, reflect on your learning experiences. Consider questions like:

Ø  What new concepts did I learn, and how do they connect to what I already know?

Ø  What challenges did I face, and how did I overcome them?

Ø  Engage in Group Reflection: Discuss with peers to share insights and learn from different perspectives. This is particularly valuable in collaborative projects or placements.

Ø  Use Reflective Frameworks: Adopt models like Gibbs’ Reflective Cycle or Kolb’s Experiential Learning Cycle to structure your reflections and ensure they lead to actionable outcomes.

Ø  Leverage Technology: Use tools like digital journals or e-portfolios to document and share reflections. Some universities integrate reflective platforms into their learning management systems to make this process seamless.

 

Reflection in Action: A Personal Perspective

The photograph accompanying this blog post on my university campus is a powerful metaphor for the reflective process. The still water reflects its surroundings, offering a moment of clarity and perspective. Similarly, reflective practice allows us to pause, evaluate our journey, and chart an improvement course.

Reflection has been transformative in my practice as an educator. By revisiting my teaching methods, I’ve identified ways to make lessons more engaging and aligned with student needs. Reflecting on challenges has taught me resilience and adaptability, while celebrating successes has fuelled my passion for teaching and learning.

 

A Call to Action

Reflection is not a luxury; it is a necessity in the pursuit of excellence. Whether you are a student, educator, or researcher, pause and reflect on your experiences. Use those insights to refine your strategies, embrace change, and create a meaningful impact on your academic and professional journey.

Let’s foster a culture of reflective practice in higher education. Together, we can shape a learning environment that values thoughtful innovation, lifelong learning, and personal growth.

 

Your Turn: Share Your Reflections

I’d love to hear how you incorporate reflection into your work or studies. What tools, frameworks, or strategies have worked for you? Let’s inspire one another to embrace the power of reflection.

#HigherEducation #Reflection #TeachingInnovation #LifelongLearning #PersonalGrowth #Sustainability