Fostering Transformative Pedagogy From Singapore to Qatar

Abstract

Singaporean university in 2018. The symposium marked a significant turning point for Scholarship of Teaching and Learning (SoTL) practitioners, involving students and faculty in enhancing pedagogical practices. The narrative underscores the importance of formal and informal learning contexts, reflective practice, and culturally responsive pedagogy. The chapter describes a Students as Partners (SaP) project applying SoTL principles to address educational challenges by redesigning a writing course for humanities students. The project aimed to bridge cultural and generational gaps between faculty and students in Asian classrooms. The symposium's feedback revealed the importance of involving students as active partners in the educational process. Despite challenges, the project demonstrates the value of collaborative inquiry and reflection in enhancing teaching and learning. The authors advocate for exploring spaces between formal and informal education and using SaP to address the impact of AI tools like ChatGPT on reflective writing practices.