Breaking the Learning Ladder: Why Flight Training Needs a Better Model

I was sitting at my desk, deep in study, trying to break apart what the Rote, Understanding, Application, Correlation (RUAC) model of learning really means from an educational research perspective. I know, fun stuff! Happily, I stumbled across a blog post by David St. George from the Society of Aviation and Flight Educators (SAFE). His 2024 post, What’s Wrong With “Correlation?”, got me thinking about whether the RUAC model is the best way to structure or measure flight training.

David raises an important point in his blog. He questions whether correlation is the right word for the final stage of learning, and I could not agree more. But his post also made me consider something else: how we think about learning itself in aviation.

Traditionally, flight training has been structured in a step-by-step way, with rote memorisation as the first stage. This makes sense for some aspects of training. You must memorise emergency checklists and recall them instantly under pressure. But does this mean all learning should start with rote? I don't think so.

For skills like coordinated turns, situational awareness, or navigation, rote learning doesn’t work as well. You cannot develop these skills by copying and repeating actions. Research says that learning occurs more naturally when the learner starts by perceiving. They interact with the environment, experiencing how the aircraft responds, and gradually making sense of what they see and feel. From there, reflection, conceptual understanding, and hands-on experimentation lead to deeper learning. This approach aligns with models like Kolb’s Experiential Learning Cycle, which suggests that learning happens through experience, reflection, conceptualization, and experimentation. It also ties into the Ecological Dynamics Model for Pilots, which emphasizes that flying is not about memorising steps but about responding to ever-changing conditions in real time.

The problem with treating rote as the first step is that it assumes knowledge is built in a strict sequence, like stacking blocks. But learning does not work that way. Cognitive research tells us that perception and action are linked. Pilots do not just need to remember what to do. They need to recognize when to do it and how to adjust based on the situation.

So, what if correlation is not the right word? Perhaps attunement is a better fit. A pilot who has truly learned a skill can attune that knowledge to new situations, adjusting to different aircraft, weather conditions, or operational challenges. Attunement captures the idea that learning is not a sequence of disconnected steps but a continuous process where pilots bring together their knowledge, skills, and experiences into a cohesive whole. A pilot who has integrated their learning is not just recalling procedures or applying pre-learned patterns but making real-time decisions based on a deep and adaptable understanding of flight.

Collins Online dictionary defines attunement (noun) as ‘an attuning or act of making harmonious’. In flying terms, it is the point where something is perceived without really understanding how one knows it.

Looking ahead, there are better learning models that could support these ideas. SOLO Taxonomy (Biggs & Collis, 1982) describes learning in a more detailed way, focusing on how understanding develops over time. Kolb’s Model (1984) presents learning as a cycle rather than a linear progression, making it a better fit for real-world flying.

See? I told you I was a fun person! But in all seriousness, flight training needs to evolve. It is surprising that we have seen so little progress in how we apply modern learning research to aviation. I am excited to make these ideas accessible to instructors. Most flight instructors work alone or in small schools and do not have the resources of large training academies or universities. If we want real change, we need training methods that are practical, effective, and easy to apply to everyday flight instruction.

Lorraine and I are looking forward to presenting more about the work we have been doing on the Ecological Dynamics Model for Pilots and how it can offer a new, reimagines flight training landscape. See us at Airventure in Oshkosh for #OSH25 by catching up during the week or attending our presentation on Thursday at 2.30pm, Forum Stage 1.