In today’s classrooms, corporate workshops, and online learning environments, the biggest challenge for educators is not simply delivering content—it is capturing and sustaining learner engagement. Even the most well-prepared lessons can fall flat if learners do not feel that the material is relevant to their personal goals or struggles.
Donald Miller’s StoryBrand framework, originally designed for marketing and business communication, offers powerful insights for educators. While it helps brands clarify their message and connect with customers, the same principles apply to teaching: learners are the heroes of the story, and educators are the guides. When teachers position themselves as guides rather than heroes, they can better address learners’ needs and motivations, leading to higher engagement, deeper understanding, and meaningful learning outcomes.
At the heart of StoryBrand’s philosophy is Principle Two: Has a Problem. Businesses often focus on solving external problems, such as providing a product or service. However, customers—and by extension learners—are motivated by internal problems: the emotional or psychological challenges they face. A learner may attend a time management workshop not just to improve scheduling skills (external), but because they feel overwhelmed, stressed, or inadequate (internal). Recognizing and addressing these internal struggles is the key to engaging learners fully.
In this article, we will explore how educators and trainers can apply the “Has a Problem” principle to design lessons and training programs that connect deeply with learners, address internal challenges, and lead to lasting results.
The StoryBrand Framework in Brief
Storytelling has been central to human communication for thousands of years. Donald Miller distilled the essence of storytelling into the StoryBrand framework, which identifies a clear pattern found in nearly all compelling narratives:
1. A hero with a desire or need.
2. A problem that creates tension or conflict.
3. A guide who provides a solution or path forward.
4. A plan the hero can follow.
5. A call to action that motivates the hero to act.
6. A resolution showing success or transformation.
In marketing, the customer is the hero, and the brand is the guide. In education, the learner becomes the hero, while the educator assumes the role of the guide. The lesson itself is the plan that empowers learners to overcome challenges.
When educators understand that their role is guiding learners through internal and external problems, lessons become stories of transformation rather than mere information delivery. This narrative approach fosters engagement, motivation, and retention.
Principle Two: Every Learner Has a Problem
According to Miller, every story needs a problem to be compelling. In education, learners come with multiple types of problems:
– External problems: Observable or tangible issues (e.g., not knowing a concept, lacking a skill, failing an exam).
– Internal problems: Emotional or psychological struggles (e.g., lack of confidence, fear of failure, stress, or feeling unprepared).
– Philosophical problems: Broader existential concerns or moral dilemmas (e.g., wanting to make a difference in the world, find purpose, or achieve personal growth).
While most educational materials focus on external problems—what learners should learn—many overlook internal problems: how learners feel about learning. A student might attend a communication skills course because they want to speak more confidently (external), but the underlying internal problem may be fear of judgment or rejection.
Addressing the internal problem makes the learning experience personally relevant and compelling. Learners pay more attention, retain more information, and apply what they learn when they feel understood.
Understanding Learners’ Internal Problems
Internal problems are often the hidden drivers of behavior in learning. Some common examples include:
1. Anxiety and fear of failure: Learners may avoid participation or underperform due to stress.
2. Lack of self-efficacy: They might doubt their ability to succeed, even with proper instruction.
3. Motivational gaps: Learners may not see the relevance of the lesson to their personal or professional goals.
4. Emotional overwhelm: Balancing learning with other responsibilities can create stress and reduce focus.
Research in educational psychology and neuroscience supports the idea that emotion drives learning. When learners experience anxiety, frustration, or disengagement, their brains are less able to process and retain information. By addressing internal problems first—acknowledging struggles, providing support, and showing empathy—educators can reduce cognitive barriers and enhance learning outcomes.
Practical strategies for identifying internal problems include:
– Conducting learner surveys or interviews before instruction.
– Observing engagement and participation patterns.
– Encouraging reflective journaling or self-assessment exercises.
– Facilitating small group discussions to uncover hidden fears or obstacles.