“Exploring boundaries is part of the game”

Dear reader,

As head of the education office, responsible for the examination board, organising exams, providing study guidance and analysing study progress, I witness on a daily basis how dynamic education is and how students are often the driving force behind that change. They are curious, creative and, let's be honest, also quite skilled at testing boundaries. The theme of this edition of Vuurwerk, ‘Boundaries: which ones do you set and which ones do you push?’, matches perfectly with this experience. Because it is precisely what I see unfolding daily at the School of Business and Economics.

Students are seeking their own path and testing the boundaries of what is permitted and what is possible. They are more articulate, critical, and strategic than ever before. At times, it threatens to give me grey hair, but I know it is part of the process. Each generation re-explores its own boundaries, and that's what keeps us alert and in a forward motion. For example, students are increasingly using AI as a tool. To structure texts, to test ideas or simply to save time. And the fact is, AI is here to stay. This challenges us to think about how we can teach students to use it responsibly, without losing sight of our academic values. The old way of offering assignments and tests is no longer enough. We need to adapt the educational system. Not by throwing everything overboard, but by consciously developing new forms that centre on critical thinking, creativity and integrity. For us, in education support, this means simultaneously adapting and adjusting. Where is the line between making smart use of technology and becoming dependent on that same technology? When do you protect students by enforcing rules, and when do you help them by allowing them leeway? I like the fact that it is precisely in this field of tension that the best education develops. Education in which we not only impart knowledge to students, but also teach them how to deal with choices, temptation and responsibility. In which we view boundaries not as walls but as signposts. In this edition of Vuurwerk, you can read about people within the faculty and those outside it who each work with boundaries in their own way: economic, ecological, technological or personal. I hope they make you think about your own boundaries and maybe even inspire you to explore where you still have room to grow. Happy reading! Kind regards, Noor Beenen Head of the Education Office