This term, my university offered the course Social Skills in the Digital Age for the first time, and I was one of the instructors selected to teach it. At first, I felt excited, as it represented both a new beginning and a different kind of challenge. However, after reviewing the syllabus, I became somewhat apprehensive because the proposed topics – social media, the internet, cybersecurity, among others – did not seem particularly engaging.
Like many educators, I have often felt that young people know far more about the digital age than we do, having been born and raised in it. I feared that what I might share in class would seem irrelevant. After all, young people have developed behaviours and language codes – some cross-platform, others belonging to a certain social network exclusively – many of which are a mystery to older internet users.
For several days, I sought inspiration in books, articles, videos, documentaries and even from artificial intelligence. Still, I worried that students would complete assignments without genuine interest, or worse, that students would turn entirely to ChatGPT to do their work.
It was then that I decided to change the approach. If students already possessed substantial knowledge of the subject, it was time to listen to them. At the same time, I wanted to encourage reflection and foster awareness that not everyone has adapted to technological change with ease.
I therefore focused on designing activities that emphasised critical thinking and verbal communication. This led to the creation of the Generations Podcast project, which aimed to bring students into dialogue with members of both younger and older generations in order to compare the ways digital technology has impacted their lives.
The project had two main objectives. Academically, it sought to develop students’ soft skills such as effective communication, active listening, critical thinking, and teamwork. Thematically, it aimed to help students understand how different generations experience technological change, thereby fostering recognition of the personal and social transformations brought about by digitalisation.
Project steps:
- Team formation: I asked students to work in groups of four
- Role assignment: each member assumed a role: two were designated as interviewers, one as camera operator and one as an audio/video editor. Each group decided their roles themselves.
- Guest selection: each team invited an external participant from each one of the following age groups: 15–18 years, 35–40, 45–55 and over 55s to be interviewed for the podcast.
- Question design: teams developed a question guide based on one of several suggested broad themes, including the digital age and comparisons with the past; the impact of technology on society; current changes and future challenges; skills enhanced or limited by digitalisation; and risks and dangers of the digital age.
Students recorded the podcasts in a private room at the university library, which was equipped with microphones, lighting and a mobile phone tripod, all provided by the institution. Recordings took place during class time.
On the day of the recordings, both students and interviewees arrived excited, if somewhat nervous. The room had been arranged like a professional studio, with lighting focused on a central table. The conversations were as engaging and insightful as those I’ve listened to in professional podcasts. Students asked thoughtful questions, listened attentively and adapted their guides as the interviews unfolded, uncovering how technology had influenced the personal and professional lives of their guests.
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Witnessing this process was deeply rewarding. Students approached the activity seriously and responsibly, demonstrating strong teamwork skills. This experience reaffirmed my belief that higher education can continue to create innovative learning spaces that inspire creativity, motivation and meaningful collaboration.
The Generations Podcast project placed students at the centre of their learning. They were not only behind the camera but also responsible for the decisions that shaped the activity: choosing guests, designing questions and guiding discussions.
Podcasting is an excellent pedagogical strategy that supports the development of essential soft skills while also serving as a versatile tool for raising awareness and deepening understanding of any topic across disciplines.
This experience showed me it is still possible to build strong bridges between students and knowledge, even when they are experts in the subject matter. When given the opportunity, young people reveal their potential, often surprising us with their creativity, responsibility and insight.
Mónica Itzel Gárate Carrillo is the academic coordinator of the master’s in education programme at CETYS University (Mexicali Campus).
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