In a recent LinkedIn post, Mariam Gogidze shares her reflections on the eve of her first social media influence class of the term, highlighting the dynamic nature of the subject and her pedagogical approach. Gogidze, who has been teaching at Hult since the fall, admits to still experiencing a familiar nervousness before the initial session.
She describes this feeling not as apprehension, but as a sign that the task at hand holds significance. A core element of her teaching philosophy, as outlined in the post, is the continuous reinvention of her course material.
“every term i rewrite this course from scratch. not because the last version was wrong, because the world moved. the platforms shifted. the data changed. something that was true about how authority gets built twelve months ago is already half-obsolete.”
This commitment to updating the curriculum stems from the rapidly evolving landscape of social media influence. Gogidze emphasizes that teaching from outdated materials would be akin to providing obsolete navigational tools.
Rethinking Presence as a Skill, Not a Trait
A central tenet of Gogidze’s instruction is the reframing of ‘presence’ as a cultivable skill rather than an inherent personality trait. She asserts that building a meaningful presence is an active process that requires deliberate effort and self-discovery.
“presence is a skill. not a personality trait. not luck. not something you either have or you don’t. it can be built. deliberately. by anyone willing to do the actual work of figuring out what they stand for and saying it in public.”
This perspective challenges the common notion that some individuals are simply ‘born with’ presence, positioning it instead as a learnable competency. Gogidze dedicates sixteen weeks to guiding her students through this development process.
Engaging Diverse Learners
Gogidze’s class comprises over fifty students from various industries and backgrounds, each bringing their unique perspectives and anxieties. She notes that a significant portion of her students are already engaged in building their presence, while others may initially misunderstand the course’s scope.
She finds particular satisfaction in working with students who initially expected a focus solely on posting, as they often undergo the most significant transformations. According to Gogidze, these students frequently become her favorites as they progress through the course.
“that second group usually ends up being my favourite by week four.”
This observation underscores her belief in the transformative power of her teaching methods and the course’s content.
A Reciprocal Learning Environment
Looking ahead to the new term, Gogidze expresses anticipation for what the experience will teach her. She acknowledges that while students believe they are the primary learners, the educational process is often reciprocal.
As Mariam Gogidze concludes her post, she extends a personal message to the incoming students, assuring them of her dedication to making the term valuable. This sentiment reflects her ongoing commitment to both her students and her craft.
📝 About This Content
This article is based on insights shared by Mariam Gogidze on LinkedIn.
📅 Originally posted on September 11, 2026 | View original post on LinkedIn →