Are We Teaching Students to Learn, or Just to Pass Tests?

Every day, teachers across the globe face the same impossible choice between helping students truly understand concepts and preparing them to obtain good results in standardised assessments. This false dilemma has created a system where students master test-taking strategies rather than subject matter. The manuscripts in this issue of the Dibon Journal of Education address this problem. The manuscripts present evidence that might make some educators uncomfortable. The research here suggests that our current approaches to curriculum and assessment may be missing the mark entirely. If a student can ace a test but can't apply that knowledge in real life, have we succeeded or failed? The manuscripts featured in this issue show gaps between what we think we're teaching and what students actually learn. They reveal how our assessment methods might be encouraging surface-level thinking when we claim to seek a better understanding. The traditional "teach, test, move on" model isn't working for today's students. They need skills that standardised tests can't measure: critical thinking, collaboration, and the ability to adapt to new situations. The research presented here comes from diverse educational contexts – from university students in Qatar to elementary pupils in the Philippines. This issue presents five research papers that examine different aspects of contemporary education. Each study offers practical insights for educators who want to move beyond traditional teaching methods.