Abstract Purpose – Many educators have advocated constructivist-based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of instructivist-based practices, which rely on didactic lectures, rote memorization and high-stakes exams. The purpose of this paper is to conceptualize the reactions to constructivist-based pedagogy in instructivist-based learning cultures. Design/methodology/approach – The author employs a literature ...