From Learners to Changemakers: Empowering Future Educators to Transform Classrooms and Communities

At the School of Education, we believe a teacher’s role extends far beyond the classroom. Teachers are not just educators, they are advocates, collaborators, and changemakers with the power to transform lives and communities. This belief is embedded in our teaching practices and comes to life through one of our most impactful initiatives. This semester, over 200 undergraduate students from the Bachelor of Education programme, under the Philosophy and Curriculum Design module, are actively engaged in a project supporting refugee educators and championing the right to education for marginalised learners.

Beyond traditional coursework, our students are meaningfully engaged in co-developing Schemes of Work (SOWs) for educators in refugee learning centres. These inclusive and adaptable lesson frameworks are tailored to the realities of under-resourced classrooms, helping refugee teachers deliver meaningful, effective instruction despite immense challenges. This hands-on project is more than academic; it empowers future educators to see curriculum design as a tool for social justice. It challenges them to address learner diversity, confront systemic barriers, and understand the crucial role teachers play in creating equitable education.

As global education leaders call for teacher-led change, the school responds not just with words, but with action. We believe the most powerful learning happens when theory meets practice, and purpose meets passion. Our students are gaining more than teaching skills, they’re building a deeper understanding of humanity, diversity, and the transformative power of education. Together, we are shaping a generation of educators who will not only teach, but inspire change, one learner, one classroom, and one community at a time.