How long does knowledge last?
What makes learning deep rather than superficial?
How does the way we learn influence what we remember?
Learning theories explore these very questions. They remind us that listening to a lecture is only a small part of the learning process.
That is why in many Dutch universities, traditional lectures are often combined with experiential and active learning activities. Teaching does not stay inside the classroom.
For example, if I want to teach students how to manage relationships between stakeholders in environmental conflicts, I can explain the theories: stakeholder theory, sustainability concepts, and change management. But I can also ask students to organise a real roundtable with local organisations.
In doing so, students experience first-hand how difficult it is to align different interests. They do not just understand it intellectually. They live it.
Learning also happens through observation. Not only through books.
Think of how much we learned about ethical behaviour: how much came from textbooks, and how much came from observing people we admired?
The teacher plays a crucial role here. Every student carries the memory of at least one teacher who made an impact not just through content, but through behaviour. Teaching, in this sense, is not just the transmission of knowledge. It is a deeply human act.
Less lecturing, more active learning
Many Dutch university classes are structured around interaction. A lesson often starts with a hook: a question, a video, or a stimulus to activate attention.
If I am teaching sustainable business, I might ask:
“What makes a company truly sustainable?”
If I am teaching innovation, I often use the first iPod commercial from 2001, because it is emotional, engaging, and universally relatable through music.
There are also techniques that involve physical movement. For example, I might show a provocative statement such as:
“Sustainable transport should be subsidised by the government.”
Students are asked to physically position themselves in the classroom between “strongly disagree” (near the window) and “strongly agree” (near the door). The body movement wakes up attention, increases participation, and breaks the passivity created by sitting still for hours.
Learning happens through dialogue
A famous quote says:
“We learn 10% of what we read, 20% of what we hear, 70% of what we discuss with others, and 80% of what we experience personally.”
William Glasser, Control Theory in the Classroom
This is why in the Netherlands, frontal lectures are only one small part of learning.
Discussion, peer learning, and dialogue are central.
If I am teaching how to write a business plan for a startup, I might ask:
“Why do you think a business plan is important?”
Within ten minutes, students themselves identify the main reasons. They learn from one another, not only from me.
The role of the teacher shifts.
Not a transmitter of knowledge, but a facilitator of learning: someone who creates the conditions for good thinking and good dialogue.
