Preparing students to succeed in a volatile, uncertain, complex and ambiguous world

The complicated years of 18 to 24, when students typically undertake university studies, include continuous reinforcement and testing of their self-esteem. Students must “find themselves” and grow more self-reliant while being accepted by their friends and maintaining a stable societal position. And today they do that in a volatile, uncertain, complex and ambiguous (VUCA) environment.

Campuses continue to be a place where students can develop. During their first year of university life, the campus can act as an incubator, giving students a secure environment where they can feel nurtured and cared for and where they can come to terms with who they are. The campus offers a functional model for students to observe and develop connections with others as they progress through their programme. Campuses also offer a safe space where students can seek assistance in comprehending, adjusting to and determining their role in the world.

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So, how can we, as educators, help our students prepare for a VUCA world?

Be sensitive to the whole student

Although it may appear simple to you as a teacher, your students’ world is complex and demanding. In addition to study, they may be required to do other duties, join groups, maintain friendships, organise projects, handle teasing and other forms of provocation, and settle conflicts with others. If you notice a student who is struggling, try to determine why your pupil is unhappy and, if necessary, encourage them to make an appointment with a psychological counselling service.

Students can also be directed to university support services or counselling if they show ongoing behavioural troubles or struggle to recover after a change, such as a new instructor.

If a student is considering withdrawing or leaving their course, try to find out why they are in this situation. They should be heard, so give them space to talk about their worries.

Although it is not a good idea for students to develop a pattern of shying away from challenges, quitting a programme might be the best course of action. If the student chooses to change their course, it is strongly advised that your student complete the semester they signed up for before signing up for the next one. They are learning lessons about the academic world that they will carry for the rest of their lives. This circumstance offers a perfect chance to impart the important lesson of finishing what you start.

Provide structure and reassurance

Another concerning result of navigating an uncertain world can be self-defeating behaviour, such as a student purposely performing poorly, constantly placing themselves in a losing circumstance or even breaking the law. These behaviours may stem from a student’s desire to take charge of their life, assert their authority or reject instructors’ authority, expectations or pressure. They may also result from a desire to rationalise failure or avoid the uncertainty of embarking on a new endeavour, as well as from fears of rejection or failure.

Students may lack confidence and have low self-esteem. These students may feel that accepting failure with certainty is emotionally safer and more comfortable than taking a chance on the unpredictability and anxiety of trying to succeed. When things go wrong, or they experience rejection, they could blame themselves. They might adopt a rigid, fatalistic mindset, believing that “now is forever” – that if their circumstances seem terrible, they will remain so indefinitely.

A teacher can share that on the road to excellence, sometimes you will encounter unsatisfactory things. The two major ways to solve problems are to face them and to ask for help. You can suggest they make an appointment with the university support or coaching services, if necessary.

Seek support yourself

Students might, conversely, find it challenging to understand other people’s viewpoints or perspectives on the world. For instance, a teacher may be unable to offer much support or encouraging input at a given time due to time constraints, workload or their own challenges, and their students may react by feeling rejected or taking it personally.

Despite these worries, you should feel confident in your ability to carry out this aspect of teaching and all the others. One of your responsibilities as a teacher is to assist your pupil in maturing and growing by establishing structure and limits and assisting her in adjusting to them. Considering the challenges that may be keeping you from fulfilling this teaching position (such as your fear of losing the students’ respect or your anxiety over how to proceed) can be beneficial.

Be patient and ready to adjust your expectations and goals to reflect your students’ development. You may need to employ different teaching and disciplinary techniques depending on your students’ circumstances, background and experiences, but you still need to give them the structure and rules that will help them thrive in uncertain times.

Cheong Fan is a lecturer at the School of Liberal Arts, Macau University of Science and Technology.

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