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In this paper we discuss some of the limitations in our common practices as educational practitioners. We may not address the needs of a neurodiverse society. Instead, we may incorrectly assume idealistic individuals to exist. There are a number of areas related to assessment that we can improve on following some reflections. We may fail to thoroughly understand the concepts of higher-order learning and put them into practice. The time factor in learning processes may not get the significance it deserves leading to sub-optimal environments. The need to address learner motivation levels may get neglected without understanding the serious consequences. We may allow non-educational bodies to dictate terms on our curricular, sacrificing important pedagogical and human principles. The socio-economic conditions may unnecessarily impact learners much more than individual neurological and psychological characteristics. We present these limitations and suggest how an authentic learning experience can be achieved by overcoming them.

Improving from Our Current Practices in Education In the Presence of Inputs from Multiple Disciplines