Co-authored by Nigel Bairstow, Ph.D., and Salman Majeed, Ph.D. In a rapidly changing educational space today, classrooms must not only focus on knowledge acquisition but also help their students in the art of reflection and adaptive thinking. Two powerful frameworks that support these goals are single-loop and double-loop learning, introduced by Chris Argyris and Donald Schön (1974). The role of single-loop learning focuses on improving actions within existing assumptions. In contrast, double-loop learning challenges and reshapes a student’s underlying beliefs that guide those actions. When intentionally applied in the classroom, both forms of learning enhance student achievement, educators’ effectiveness, and the development of lifelong learning skills. Single-loop learning is a pedagogical approach that corrects student errors without altering the control variables underlying their actions in learning (Argyris & Schön, 1974). In a classroom, this may involve revising a student’s computational mistake or a teacher adjusting lesson pacing after noticing student misunderstandings or a lack of engagement. The core beliefs, curriculum goals, or teaching strategies remain solid; only the immediate behaviour changes. This type of learning …