{"id":79431,"date":"2026-01-20T01:49:21","date_gmt":"2026-01-20T06:49:21","guid":{"rendered":"https:\/\/world.edu\/?p=79431"},"modified":"2026-01-20T01:49:21","modified_gmt":"2026-01-20T06:49:21","slug":"learning-from-mistakes-how-to-train-students-to-bounce-back-after-failure","status":"publish","type":"post","link":"https:\/\/world.edu\/learning-from-mistakes-how-to-train-students-to-bounce-back-after-failure\/","title":{"rendered":"Learning from mistakes: how to train students to bounce back after failure"},"content":{"rendered":"

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In a traditional lecture-based system, the teacher is seen as the custodian of knowledge to be transmitted, and the result of this transmission is assessed through regular knowledge tests. Students often still perceive mistakes as failures rather than as opportunities for learning.<\/span><\/p>\n

But progress is impossible without making mistakes. The question then arises of\u00a0<\/span>providing students with frameworks that encourage them to take risks, to dare to act, to make mistakes and to learn from them<\/span><\/a>\u00a0.<\/span><\/p>\n

We were able to observe the implementation of this type of approach in an\u00a0<\/span>experiential learning program at EM Strasbourg<\/span><\/a>\u00a0, within the University of Strasbourg, over four successive cohorts. In total, 40 students participated during\u00a0<\/span>their three years of bachelor’s studies<\/span><\/a>\u00a0, leading entrepreneurial projects or undertaking assignments for organizations.<\/span><\/p>\n

It is by finding themselves in this situation, on the ground, that they realize their lack of skills and will read, meet experts and share their learning with other students in order to be able to overcome the challenges that come their way.<\/span><\/p>\n

The skills they develop allow them to build the portfolio required for their graduation without attending classes, learning from their own actions. This “Team Academy” pedagogy was created more than twenty-five years ago at\u00a0<\/span>the Jyv\u00e4skyl\u00e4 University of Applied Sciences in Finland<\/span><\/a>\u00a0.<\/span><\/p>\n

Learning to take responsibility<\/span><\/strong><\/h4>\n

Throughout their training, learners are guided by a team of teacher-coaches trained in this pedagogy and responsible for ensuring a supportive and safe environment. Students are thus encouraged to experience a\u00a0<\/span>learning loop<\/span><\/a>\u00a0that alternates between action and reflection, allowing them to connect their activities, readings, and meetings with experts.<\/span><\/p>\n

In this context, denying responsibility when explaining a mistake, by invoking external or uncontrollable causes (such as “It’s someone else’s fault” or “The environment isn’t favorable”), can lead to undesirable behaviors, whereas acknowledging responsibility fosters approaches that lead to concrete results and learning. This is what we observed: when students talk about their mistakes, they do so using “I” or “we”:\u00a0<\/span>taking responsibility<\/span><\/a>\u00a0appears to be a prerequisite for learning.<\/span><\/p>\n

However, the students acknowledge the painful nature of mistakes, which “hurt the heart” and “can quickly become frightening.” Once understood and accepted, mistakes seem to take on a more “positive” and constructive aspect. They perceive them as a “challenge” to be met. The concept of error becomes, in their eyes, inherent to the process as the three years of training unfold.<\/span><\/p>\n

Thus, immersed in a culture that values \u200b\u200bmistakes, the students report:<\/span><\/p>\n

“There were no mistakes, only learning experiences [and] opportunities to progress.”<\/span><\/em><\/p><\/blockquote>\n

By learning from their mistakes, the students believe they have acquired skills in both ”\u00a0\u00a0<\/span>soft skills<\/span><\/em>\u00a0\u00a0” (perseverance to carry out an entrepreneurial project; regulation of emotions (to “move on and move forward”) and ”\u00a0\u00a0<\/span>hard skills<\/span><\/em>\u00a0\u00a0” (better mastery of “project management”).<\/span><\/p>\n

The culture of learning from mistakes experienced in their training also leads them to revisit their conception of entrepreneurial success in a more realistic way:<\/span><\/p>\n

\u201cAn entrepreneur who succeeds in their business today is an entrepreneur who dared to fail, who dared to stop [\u2026] for me, it\u2019s truly inspiring [\u2026] [to] know what mistakes they made, so as not to repeat them.\u201d<\/span><\/em><\/p><\/blockquote>\n

Deconstructing the culture of performance<\/span><\/strong><\/h4>\n

For their jobs after their studies, some students dream of a work environment that values \u200b\u200ba similar culture, but they wonder about the possible gap between their academic world and the professional world: “It’s not reality. We’re so much in a bubble. We’re in our own world… mistakes are accepted. In other companies, mistakes… You still have to be careful.”<\/span><\/p>\n

The students relied on the two roles that a learner engaged in an experiential learning program can assume:<\/span><\/p>\n