Across many professions, from education and healthcare to business and engineering, one skill repeatedly appears in research on expertise: the ability to notice what matters in complex situations. Noticing is not simply about seeing more. It involves recognising what is significant, interpreting it using professional knowledge, and deciding how to respond.
Research into professional noticing shows that experienced practitioners differ from novices not because they know more facts, but because they see situations differently. They can quickly identify patterns, spot early signs of change, and filter out irrelevant information. This ability allows them to act with confidence in uncertain or fast-moving contexts.
In higher education, this insight is important. Many programmes focus on transmitting knowledge, but less attention is paid to how students learn to recognise meaningful cues in real situations. Studies suggest that without structured opportunities to practise noticing, students struggle to transfer what they have learned into practice.
One influential paper, Toward a Pedagogy for Professional Noticing, argues that noticing should be treated as a core learning outcome rather than a by-product of experience
The authors explain that noticing can be taught through carefully designed activities that combine observation, reflection and discussion. This aligns closely with the aims of the PROMISE project.
Work-based learning research also highlights the role of noticing in professional judgement. In workplace settings, learners are often surrounded by competing demands and information. Those who can notice subtle cues — such as shifts in team dynamics or early signs of risk — are better equipped to respond effectively. A study from the University for Continuing Education Krems shows how noticing supports reflective learning in professional contexts
Noticing is also closely linked to decision-making. Research in organisational studies suggests that poor decisions are often not caused by a lack of data, but by a failure to notice what is relevant at the right moment. Developing noticing skills helps learners slow down their thinking, question assumptions, and base decisions on observed evidence rather than habit.
For higher education institutions, this research sends a clear message. If graduates are expected to operate in complex, unpredictable environments, they need more than subject knowledge. They need structured ways to practise noticing, interpreting and acting. Embedding professional noticing into curricula supports this goal and helps bridge the gap between theory and practice.
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