Abstract
The planning and implementation of contemporary curricula that provides an authentic real-world learning experience for students presents the opportunity to empower academics to participate in conversations about pedagogy. The quality of student learning is directly related to the teaching conceptions of academics involved in providing the student learning experience. Therefore a critical reflection of the teachers’ own beliefs about learning, knowledge, and the social role of “teacher” would assist with the transition from traditional to contemporary curricula that provide an authentic real-world learning experience for the students. That transition to new curricula needs to involve considerations around the implications, applications, and limitations of learning theories, and the need for continuing curricula refinement.
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