Elevating Engaged Teaching in a Digital Era

Dr Robert Reuter, Assistant Professor in Educational Technology and Head of the Research Institute for Teaching and Learning, University of Luxembourg

Dr Robert Reuter is an Assistant Professor in Educational Technology and the Head of the Research Institute for Teaching and Learning at the University of Luxembourg, where a deep belief in the transformative power of education and technology drives him. With a PhD in Cognitive Psychology and a strong academic foundation in cognitive science from the University of Brussels, Reuter has spent his career exploring how people learn and how teaching practices can be improved.

His interest in educational technology began with his research on e-learning for language education, eventually leading to his role in training future teachers. Now an Assistant Professor in Educational Technology, he helps educators use digital tools to enhance learning and teaching.

Through this article, Reuter shares how his journey, from studying how people learn to helping others teach, has shaped his passion for education. What began as a research project in e-learning sparked a deeper purpose in making learning more meaningful by bringing science into everyday classrooms.

AI Changing Educational Landscape

I began my career exploring how the mind works through what was then called artificial neural networks. My focus was on learning, memory and language. At that time, AI was a way to study cognition rather than a tool in everyday life.

Watching the technology evolve has changed how I think about education. AI is no longer only a research instrument. It now shapes digital learning environments that adapt to each student and become part of daily learning.

That shift has influenced my approach. Over the past two decades at the University of Luxembourg, I have shifted from presenting knowledge as something fixed. I have seen students grow stronger when they search for information, test its reliability, engage in dialogue and form their own perspectives.

“AI may well be part of that future, but the fundamental transformation is redefining what education means. That redefinition, not the tool itself, is where I believe the future of learning will be decided”

What matters to me is helping students build confidence in their thinking. Critical thinking and media literacy have become the skills that carry them through an increasingly complex world. AI may keep changing, but the ability to question, discern and learn independently will matter even more in the years ahead.

Educational Shifts in the Information-Rich Era

Over the years, I have looked closely at how teachers think about digital education, what they say they do in their classrooms and what makes them more or less willing to use digital tools. Luxembourg has schools with strong infrastructure and easy access to technology, yet the presence of equipment does not guarantee its use. Many teachers lack confidence, training or a clear sense of why digital tools matter. Often, the new technology is used only to replicate old methods.

These observations have shaped my view of what digital media can bring to education. I see its potential not just to improve traditional objectives such as memorisation or delivering fixed content but to change what learning itself can be. Digital technology invites a shift from static knowledge to dynamic exploration. The internet turns learning into a participatory act. If we fail to embrace that, technology risks becoming a distraction rather than a source of opportunity.

This belief has influenced how I think about teaching the next generation of educators. In our teacher training course, “Education in the Digital Age,” we use the metaphor of an open-world game. Student teachers venture into a vast information landscape, gather insights, return to base camp and make a collective sense of what they have found. The aim is no longer to hand over truth as something complete. It is to help them question what counts as truth and why.

In an age of information abundance, the real outcomes I care about are curiosity, critical thinking and dialogue. Those skills will matter more than the ability to memorise. They will shape independent learners who can navigate knowledge rather than just receive it.

Shaping Smarter Learners for the Digital Age

I practice staying close to the changes shaping educational technology. Academic research, professional literature, podcasts, videos and news all help me follow what is emerging. What interests me most is not the novelty of new tools but whether they bring fundamental transformation or dress up old practices differently.

The rise of generative AI feels different. It offers an opportunity to question some of our deepest assumptions about learning, intelligence and knowledge. This moment is not about adding tools to an existing system. It is a chance to rethink what students need to thrive, how they make sense of information and how they build understanding in a constantly shifting world.

I am now focusing on helping students develop the capacities that endure. They must evaluate knowledge claims, navigate ambiguity and approach problems curiously. When education is designed around these goals, learners gain the confidence and clarity to engage with complexity.

AI may well be part of that future, but the fundamental transformation is redefining what education means. That redefinition, not the tool itself, is where I believe the future of learning will be decided.

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