Norway has an opportunity to lead global education reform

Imagine three students in the same classroom, receiving the same lecture. One gets excited by data and statistics; another connects through stories, while the third lights up when discussing future possibilities. They're all intelligent, but they process information differently, and our education system often only speaks to one of them.

In a study that examined political speeches, conducted in collaboration with Professor Jens Kjeldsen from the University of Bergen, we found underlying patterns that reveal fundamental differences in how humans process information. These differences have important implications for education.

The three tribes in a classroom

Let’s say you’re explaining climate change to three equally intelligent students.

A future-focused learner lights up when you talk about green technology solutions, innovation possibilities, and what could be achieved by 2050. These students don't just want to understand the problem; they want to envision the solution. They're motivated by potential and possibilities.

A values-based processor connects most strongly when you frame climate change through moral responsibility, protecting future generations, and Norway's tradition of environmental stewardship. They filter everything through their principles and cultural frameworks. Facts matter less than meaning; they seek the 'what should be' in every lesson.

An evidence-based thinker wants the data: CO₂ levels, temperature graphs, peer-reviewed studies. They need logical progression, systematic analysis, and concrete proof. Show them the science, and they'll follow the argument; this is the 'what is' of understanding.

Here's the crucial point: all three students are equally capable. They're simply speaking different cognitive languages.

Vital reminder for Norwegian tradition

These insights are especially relevant to Norway’s consensus-driven culture, which values collaboration and inclusive participation. Yet standard educational practices – often dominated by systematic, evidence-based teaching – may not engage all learners equally. 

This approach suits analytical minds, but can overlook those who connect more deeply through personal meaning or future-oriented thinking.

The Norwegian tradition of 'dannelse' (whole-person development) offers a vital reminder: education should address all dimensions of human understanding. Still, in many university lectures, one language prevails: data-driven instruction. When teaching becomes only information delivery, it risks losing its transformative potential.

A more inclusive approach blends multiple ways of thinking within the same learning experience. This mixed method reflects the reality that students process information differently, and meaningful education must speak to all of them.

Practical steps for making the change

For educators wondering 'How do I do this?', the key lies in applying a mixed teaching approach that supports different ways of processing information. Below are practical suggestions to promote cognitive inclusion and pedagogical renewal across lectures, course materials, and assignments.

In lectures

• Begin with a forward-looking idea to spark curiosity
• Connect the topic to societal relevance and ethical context
• Then explore the evidence and mechanics
• Cycle through these elements to engage different cognitive styles

In course materials

• Move beyond listing learning objectives
• Frame skills in terms of their impact on society and future challenges
• Help students visualise how their learning translates into real-world action

In assignments

• Offer flexible options: analyse data, reflect on implications, or imagine applications
• Ensure all paths lead to the same learning goals
• Let students engage through their natural cognitive strengths

A challenge to Norwegian higher education

Norway has an opportunity to lead global education reform. While other countries debate access and funding, we could pioneer cognitive inclusion, ensuring our universities speak all the languages of learning.

This isn't about dumbing down or compromising rigor. A physicist who can only speak to other physicists isn't fully educated. A philosopher who can't connect ideas to future possibilities limits their impact. An innovator who ignores evidence courts disaster.

Reference:

Mohamed Nour, M., Kjeldsen, J. E. (2025). Charisma, Ideology, and Pragmatism: Unpacking Leadership Rhetoric During COVID-19 in the United States, the United Kingdom, and New Zealand. Res Rhetorica. 2025.

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