Across disciplines and institutions, educators are being called upon to rethink how we equip students for a world shaped by rapid technological and societal change. Passive learning models no longer suffice. Instead, students need opportunities to engage, apply and reflect in environments that closely resemble their future workplaces.
Our institution’s active, applied, and authentic (AAA) pedagogical model guides curriculum design across our programmes. This framework helps educators design learning experiences where students don’t just study knowledge; they actively construct and apply it in meaningful contexts.
The AAA model: at a glance
• Active (students are doing): students engage directly with the learning process, not just as listeners but as doers. They experiment, interact and make decisions using real-life tools
• Applied (connected to theory): learning tasks are grounded in discipline-specific theory and practice, showing how abstract concepts work in real-world settings
• Authentic (like the real world): scenarios and tools mirror the professional environments students will eventually enter, ensuring relevance and increasing motivation.
This triad isn’t new, but its deliberate, structured application across curriculum design is what turns it from theory into transformative practice.
The AAA model in action: logistics use case
In our logistics and supply chain management programme, we’ve implemented the AAA pedagogy through a sequence of technology-enabled activities focused on radio frequency identification (RFID) – a core technology in the modern logistics industry.
To make learning active, students perform logistics tasks such as scanning inventory or verifying shipments using industry-grade RFID handheld readers. These aren’t demonstrations: students operate the tools themselves, experiencing firsthand how logistics processes unfold.
To keep it applied, each task is aligned with theoretical content. For example, students studying inventory accuracy conduct timed inventory counts first manually, then with RFID. This reveals how technological efficiencies reduce error and streamline operations, reinforcing core course concepts.
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To ensure the experience is authentic, we use a custom-built simulation platform called RMIT Smart Logistics (RSL) that mimics real supply chain operations. Students take on roles such as supplier or retailer, manage inventory and process orders using digital systems nearly identical to those in the field.
The power of comparative experience and structured reflection
One feature of our approach is structured comparison: students begin each task using traditional methods, then repeat it with RFID tools. This contrast helps them internalise why certain technologies are used and what problems they solve.
Equally important is the time we carve out for reflection. Each activity ends with a facilitated debrief, with questions such as: “What worked?”, “What didn’t?” and “What was learned?”, prompting discussions that help students process the activity and link it back to broader learning outcomes.
Scalable ideas for any discipline
While this use case is from logistics education, the AAA approach can be translated to any subject. A few strategies educators can apply:
• Use industry-standard tools where possible to simulate the environments students will work in.
• Design tasks that are intentionally active and physically engaging, not just simulations on a screen.
• Build time for student reflection and feedback to reinforce deeper understanding.
• Align each activity explicitly to theoretical course content so students connect action with meaning.
Teaching that prepares students for the real world
The AAA model turns classrooms into testbeds for developing future-ready skills. When learning is active, applied and authentic, students not only retain more, but also build confidence, agency and curiosity. Our experience in logistics education shows how embedding this model into curriculum design can turn abstract content into lived, professional preparation.
Whether in business, engineering, design or the humanities, the AAA model offers a roadmap for educators who want to close the gap between academic learning and real-world relevance.
Irfan Ul Haq and Hung Nguyen are educators at RMIT University Vietnam’s business school.
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