The superintendent described a monthly principal academy—two-hour sessions for principals and directors—covering topics from special education discipline to learning styles; the board heard that most administrators attend and find the sessions valuable.

A recent survey reveals that 88% of Australian teachers still believe in the learning styles myth, which was debunked nearly two decades ago. The myth suggests students learn better when taught according to their preferred learning style—visual, auditory, kinesthetic, or reading/writing. Education research fellow Trisha Jha expressed surprise at the high percentage, noting that the idea has been scientifically discredited since 2008. Despite this, the majority of teachers remain convinced of its validity, with only 12% recognizing it as a neuromyth. The survey, which included 377 teachers, also found mixed understanding of evidence-based learning principles. While 92% of teachers correctly identified that problem-solving should be practiced in context, and 74% understood that the brain can only process limited information at once, the persistence of the learning styles myth remains concerning. Jha highlighted that Australian teachers lack a coherent, evidence-aligned body of professional knowledge about learning, despite national efforts to align education policies with scientific evidence. University of Canberra lecturer Julia Davies-Duff noted that while newer teachers are exposed to cognitive science in their training, their application of this knowledge depends on their school environment. Schools that support evidence-based practices strengthen teachers' understanding, while those resistant to such approaches risk undermining their training. The Education Directorate reported that all ACT public school teachers have undergone professional learning based on cognitive science as part of the Strong Foundations program since 2025. Similarly, Catholic schools have implemented the Catalyst program, with most teachers reporting strong use of science of learning principles. Despite these initiatives, the survey indicates a significant gap between policy and classroom practice. Davies-Duff mentioned that the ResearchED Canberra conference, which focused on evidence-based practices, sold out weeks in advance, indicating a strong teacher appetite for professional development. However, the persistence of the learning styles myth suggests that more work is needed to ensure evidence-based teaching methods are consistently applied across all schools.

Metacognition has a significant impact on learning.

Fuggetaboutit, they don't exist

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The persistence of learning styles as a concept in educational discourse and research is paradoxical, given the overwhelming evidence discrediting the matching hypothesis, the notion that aligning tea...

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