Sure, but there are all sorts of pendulum shifts in the teaching zeitgeist. Spaced repetition was just an app-based example: it's been a few years since I was in the classroom so I'm not sure what the flavour of the year is, but if spaced repetition were currently popular amongst schoolteachers, the swing away from it that I would expect to see would be to argue that memorisation isn't really learning and that learning experiences should be about developing deeper understanding, and so on. There is no measure of 'best practice'; a lot of these shifts are driven by personal preference.

> argue that memorisation isn't really learning and that learning experiences should be about developing deeper understanding, Agreed, but if you ask anyone who's SR for any amount of time will tell you: It's realllly hard to be effective with it if you don't understand the underlying concept. The order of operations is "first understand, then drill". Of course, this comes with nuance. There are things that just have to be drilled and others that don't even need any drilling if you understand the concept. And I'd expect those educators to know the difference.

> There is no measure of 'best practice'; a lot of these shifts are driven by personal preference.

Again, you're probably right but using the example of SR threw me off because it's the one thing where I think the data is so clear that it's easily justifiable.