What do we mean when we talk about curriculum with care or empathetic teaching? These are not just buzzwords, or only for students who are struggling, but inclusive approaches that benefit all learners, whether they’re excelling, performing at an average level or facing academic challenges.
Education is not only about ensuring students pass their courses. It’s also about character development, personal growth and empowering students to learn through experience. This broader perspective calls for a more compassionate, student-centred pedagogy, which recognises the needs, motivations and potential of every learner.
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Some students might not realise their full potential because of self-doubt or lack of confidence. Others might have not developed the skills to capitalise on the opportunities available to them. In such cases, our role as educator extends beyond delivering content. It includes mentoring, coaching and creating an environment where students feel safe to explore, fail and grow.
Empathetic teaching is not about lowering standards to meet students where they are. On the contrary, it is about helping them rise above those standards. Here’s how.
The importance of intervention
An instructor’s ability to intuitively assess student motivation and morale is crucial. A student might meet the expected grade threshold but if it does not reflect the effort they invested, it can lead to discouragement and disengagement.
I came to understand this early on while teaching a freshman-year class. I found intervention to be a crucial tool to reassure students who were performing adequately and identify, as well as support, those who were struggling. As a new lecturer at the time, teaching my very first class, the experience was eye-opening. It was not just about helping the students grow, it was also about learning how to improve my own course delivery. In many ways, it was a journey I shared with the students, one that shaped my approach to empathetic and responsive teaching.
As educators, we have the power to intervene. This might mean planning targeted interventions through group activities or one-on-one sessions.
Engage students in the classroom
We can diversify our teaching methods. Not all students thrive in traditional lecture-based settings. Active learning strategies, such as gamification or collaborative projects, can make a significant difference in maintaining engagement and deepening understanding.
Compassion also plays a vital role. Starting each class with a brief check-in, asking students how they are doing or what’s new in their routine, to foster a sense of belonging. For example, when teaching my class of third-year engineering students, I often begin by asking about their internship applications. These conversations not only build rapport but provide opportunities for me to offer guidance and support.
Create a welcoming classroom environment. Students should feel comfortable asking questions and expressing uncertainty. This requires us, as instructors, to be approachable, patient and genuinely invested in their success.
It also means understanding our audience. First-year students, for example, are often navigating a new academic and social landscape. They might be far from home, adjusting to a different culture and juggling studying with extracurricular commitments. In such cases, positive reinforcement and an open-minded approach can go a long way in helping them adapt and thrive.
In my first-year classes, I remind myself that no question is too basic. These students are just beginning their academic journey, and it is our responsibility to create a space where curiosity is encouraged, and mistakes are seen as part of the learning process.
For third-year and final-year students, who might have already identified their strengths and learning preferences, our role shifts slightly. We become facilitators, helping them refine their skills and prepare for the transition to the professional world. Whether through formal consultations or informal chats over coffee, these interactions can lead to meaningful, constructive dialogue.
A curriculum with care is not a departure from academic rigour. On the contrary, it is an extension of effective teaching. It fosters an environment where students are not only intellectually challenged but emotionally supported. It ensures every student feels seen, heard and valued.
Ultimately, empathetic teaching is a call to action. It challenges us to go beyond the syllabus, to recognise the humanity in our students and to teach not just with our minds but with our hearts. In doing so, we don’t just help students meet the bottom of the bar, we empower them to rise above it.
M. Devendran Manogaran and Nor Adilla Rashidi are lecturers in the chemical engineering department at Universiti Teknologi Petronas.
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