Expanding the frontier in education research: Teacher education could help promote activities that affect students' ability to learn in the long-run

The very name of this journal, Frontiers in Education, begs the questions of where the “frontiers” should be at present in education research, and how we can ensure that breakthroughs at these frontiers be rapidly put into practice. In this context, this short opinion article argues that in order to answer these two questions adequately, we, educators, should stop zeroing in on the content or skills we want students to have acquired right at the end of a cycle of studies, be it elementary, high school, or university. Instead, we should not be afraid to ask people who are many years, even decades, past formal education what they think we should focus on, where our teaching can be most effective. My own experience with two eye-opening events suggests that from this lifelong perspective, teaching activities that are likely to be most influential over the course of a person’s life do not necessarily follow traditional formats. In terms of facilitating implementation of innovative teaching activities, since it seems very arduous to convince schools to add anything to already overloaded curricula, perhaps this is not where we should concentrate our efforts. I argue that the easiest way to implement changemay be to first demonstrate practically to future teachers, enrolled in teacher education programs, that even brief learning activities can have enormous merit