{"id":374,"date":"2025-10-20T08:44:21","date_gmt":"2025-10-20T08:44:21","guid":{"rendered":"https:\/\/blogs.imperial.ac.uk\/education-research\/?p=374"},"modified":"2025-10-20T08:56:29","modified_gmt":"2025-10-20T08:56:29","slug":"learning-through-failure-professor-manu-kapur-on-turning-setbacks-into-success","status":"publish","type":"post","link":"https:\/\/blogs.imperial.ac.uk\/education-research\/2025\/10\/20\/learning-through-failure-professor-manu-kapur-on-turning-setbacks-into-success\/","title":{"rendered":"Learning through failure: Professor Manu Kapur on turning setbacks into success"},"content":{"rendered":"

\"\"How can we design learning experiences that make failure not a setback, but a catalyst for deeper understanding? That was the central question at a recent event hosted by Imperial\u2019s Educational Development Unit where Professor Manu Kapur<\/strong> shared his research on productive failure<\/em> \u2014 and challenged the Imperial audience to rethink what it means to learn well.<\/p>\n

Professor Kapur, Director of the Singapore-ETH Centre<\/strong> and Professor of Learning Sciences and Higher Education at ETH Zurich, has studied how people learn by grappling with \u2014 and recovering from \u2014 mistakes. His newly published book, Productive Failure: Unlocking Deeper Learning through the Science of Failing<\/em>, explores how educators can deliberately design opportunities for students to fail in low-stakes, structured ways that strengthen understanding and resilience.<\/p>\n

The science of failing well<\/strong><\/p>\n

Opening his talk, Professor Kapur told an anecdotal story as an engineering student, when a professor assigned him a project designed not to work. \u201cEverything I was told to try was known not to work,\u201d he recalled. \u201cBut through that process, I came to understand the problem deeply \u2014 and only then could I solve it.\u201d It took him years, he admitted, to appreciate the lesson.<\/p>\n

That moment, he said, became the seed of his research into productive failure<\/em> \u2014 the idea that when learners engage with challenging problems and fail in the right way, their subsequent learning becomes far more durable and transferable. The failure, prepares the mind to learn.<\/p>\n

Drawing on cognitive science, he explained that novices don\u2019t see problems the same way experts do: \u201cSeeing is not just a perceptual exercise \u2014 it\u2019s a cognitive one. We see with the knowledge we have.\u201d Before students can grasp expert explanations, they must first be helped to see<\/em> what they don\u2019t yet know. That\u2019s where failure comes in: it activates prior knowledge, exposes gaps, and sparks curiosity.<\/p>\n

Designing for difficulty<\/strong><\/p>\n

Kapur\u2019s model involves a two-phase approach: first, students tackle complex, unsolved problems that prompt exploration and (often) failure; then, expert instruction follows to help them make sense of their attempts. Far from a \u201csink or swim\u201d exercise, this approach is carefully designed to make failure safe and meaningful. Tasks are calibrated to be intuitively accessible yet challenging, admitting multiple representations and solution attempts so students generate diverse pathways to the target knowledge. Empirical evidence he cited shows that while traditional direct instruction and productive failure perform equally well on basic recall, students exposed to productive failure significantly outperform peers when asked to transfer concepts to novel problems \u2014 a reliable marker of deeper learning.<\/p>\n

A panel of perspectives<\/strong><\/p>\n

Following the talk, a panel of Imperial colleagues and students \u2013 Dr Tiffany Chiu<\/strong>, Dr Wayne Mitchell<\/strong>, Professor Camille Kandiko Howson<\/strong>, and students Aditi Mehta<\/strong> and Sophie- Marie Pasewald <\/strong>\u2013 joined Professor Kapur to unpack how these ideas resonate within Imperial\u2019s learning culture.<\/p>\n

Dr Chiu reflected on how productive failure<\/em> reframes the language of learning. \u201cPutting the word productive<\/em> before failure<\/em> changes everything,\u201d she said. \u201cIt becomes something we can scaffold, contextualise, and even celebrate.\u201d<\/p>\n

Dr Mitchell linked the concept to laboratory teaching, where experiments rarely go as planned: \u201cI tell my students, I don\u2019t care about your results \u2013 I care about the process. You only really fail if you stop trying.\u201d<\/p>\n

The student panellists offered a candid view from the learner\u2019s side. Sophie-Marie invited the idea of productive failure and noted that for many high-achieving students, failing has always been a negative: \u201cTo get here, you basically couldn\u2019t fail at school. So, learning to see struggle as part of progress takes time.\u201d Aditi added that working through difficult tasks together with peers often turns frustration into insight: \u201cSometimes my pathway doesn\u2019t work, someone else\u2019s doesn\u2019t either, but together we find the right idea.\u201d<\/p>\n

Balancing challenge and care<\/strong><\/p>\n

The panel also discussed the fine line between productive<\/em> and unproductive<\/em> failure. Dr Chiu emphasised the importance of mental wellbeing: \u201cWe want students to experience challenge, but within boundaries that protect wellbeing.\u201d<\/p>\n

Professor Kapur agreed, adding that teachers must set clear expectations: learners need to know the goal is exploration, not immediate success. \u201cIf you don\u2019t do that,\u201d he said, \u201cstudents think they\u2019re supposed to get it right \u2013 and that defeats the point.\u201d<\/p>\n

Turning reflection into action<\/strong><\/p>\n

As the discussion closed, participants considered how Imperial might embed productive failure more intentionally \u2013 from curriculum design to staff development. For Professor Kapur, the takeaway was simple: \u201cIf failure isn\u2019t built into our systems, we\u2019re under-optimising learning. Failure shouldn\u2019t be a bug in education \u2013 it should be a feature.\u201d<\/p>\n

The evening ended with lively conversation over refreshments, a few signed copies of Productive Failure<\/em>, and plenty of ideas about how Imperial could make space for students \u2013 and staff \u2013 to learn by doing, stumbling, and trying again.<\/p>\n","protected":false},"excerpt":{"rendered":"

How can we design learning experiences that make failure not a setback, but a catalyst for deeper understanding? That was the central question at a recent event hosted by Imperial\u2019s Educational Development Unit where Professor Manu Kapur shared his research on productive failure \u2014 and challenged the Imperial audience to rethink what it means to […]<\/p>\n","protected":false},"author":1561,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-374","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"yoast_head":"\nLearning through failure: Professor Manu Kapur on turning setbacks into success - Centre for Higher Education Research and Scholarship<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.imperial.ac.uk\/education-research\/2025\/10\/20\/learning-through-failure-professor-manu-kapur-on-turning-setbacks-into-success\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Learning through failure: Professor Manu Kapur on turning setbacks into success - Centre for Higher Education Research and Scholarship\" \/>\n<meta property=\"og:description\" content=\"How can we design learning experiences that make failure not a setback, but a catalyst for deeper understanding? 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