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| "The Evolving Art of Questioning" |
There was a time when the classroom echoed with a particular type of question—What is the definition of demand?, What are the characteristics of a sole proprietorship? State the meaning of marketing. The questions were structured and predictable and largely revolved around understanding textbook concepts verbatim.
But as time has passed, the art of questioning has evolved. Today, students are no longer content with just knowing what something means—they want to know how it works in real life. The questions they ask are no longer about what but about why and how.
Imagine a business economics class discussing supply chain management. A decade ago, a student might have asked, What is the meaning of supply chain? or Define inventory management. Today, the questions sound entirely different: How do companies like Amazon manage their inventory so efficiently? If I were running a startup, how could I minimize logistics costs? These are not theoretical inquiries—they are practical, rooted in real-world scenarios, as if the student is already preparing to implement the concept themselves.
Take another example from a marketing session. In the past, students would ask, What is segmentation? or Define STP. But now, a student might ask, If I want to start an online bakery, how should I segment my customers? or How does Netflix personalize recommendations using STP? The shift is evident—students are no longer passive receivers of knowledge; they are active participants, trying to connect theories with their future aspirations.
As educators, this shift presents both a challenge and an opportunity. The challenge is to move beyond rote learning and create a space where discussions are thought-provoking. The opportunity is to foster critical thinking, helping students analyze, apply, and innovate.
The art of questioning has evolved, making learning more engaging and dynamic. And as students move from what to how, the way we teach must evolve too.
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