Last week, I had the privilege of engaging with a group of brilliant students at UBI Business School in Brussels, discussing communication, critical thinking, and networking skills. The experience, as always, was more than just an opportunity to share my knowledge—it was a chance to learn, evolve, and reflect.
In one hand, I held Scott Galloway’s Algebra of Wealth, an exploration of capital and, perhaps more importantly, of finding meaning. In the other, I held the lessons I gained from my interactions with these young minds – a reminder of the evolving nature of wishes, ambitions, and approaches to life.
Every time you step into a classroom, you encounter the living, breathing reality of a changing world. Students bring with them not just their questions but their perspectives, shaped by unique cultural, technological, and social influences.
Teaching younger generations offers a rare opportunity to understand how the world evolves. Whether it’s the digital-first mindset of Gen Z, their heightened awareness of social and environmental issues, or their entrepreneurial approach to problem-solving, these interactions allow educators to stay in tune with societal shifts.
During my discussion at UBI, I noticed how students framed their questions about communication and networking around digital platforms and their ability to create personal brands. It’s a reminder that teaching isn’t just about imparting timeless principles—it’s about contextualizing them within the realities of today’s world.
Generational change is more than a shift in age; it’s a shift in values, priorities, and methods of achieving. For many, traditional career paths and well-defined hierarchies were the benchmarks of ambition. Today’s students prioritize flexibility, purpose, and innovation over the stability that guided previous generations. At UBI, it was clear that these students saw networking not as a transactional exercise but as a way to build meaningful, authentic relationships. They approached critical thinking not just as a skill for solving problems but as a tool for questioning norms and reimagining possibilities. These shifts are not just fascinating, they are instructive. They challenge educators to broaden their perspectives and adapt their teaching to align with the aspirations and needs of the next generation.
A powerful motivator to stay informed and relevant is the awareness that your students will know if you’re not. Younger generations are incredibly perceptive, and they expect their educators to bring not just knowledge but insight that reflects the current realities of their field. This is both a challenge and a gift. Teaching compels you to keep learning, whether that means diving into new research, staying updated on industry trends, or exploring books like The Psychology of Money by Morgan Housel or Deep Work by Cal Newport. It’s a process that enriches not only your teaching but your own intellectual and professional growth. At UBI, the students’ sharp, informed questions reminded me of this truth. Their curiosity and critical thinking inspired me to continue pushing the boundaries of my own understanding.
MARCO RICORDA 