The zone of proximal development was found by Lex Vygotsky. Lex Vygotsky was a Russian developmental psychologist whose major contributions to the field and education occurred between the early twenties and late thirties. Vygotsky focused a lot not only on the development of children, but also on the learning process involved in children's development. According to Vygotsky, “Learning occurs because we interact with the environment. Furthermore, we do not learn because we have evolved, we develop because we have learned. In short, learning perceives development. Learning new things improves our level of development. However, to learn, we must be faced with tasks that are simply beyond the reach of our current capabilities. Tasks that are too simple or that are already within our current capabilities do not promote learning. On the other hand, tasks that are too complex become frustrating and no learning occurs. Vygotsky believed that these tasks, which are just beyond our current capabilities, exist in what he called the “zone of proximal development” (ZPD). ZPD tasks are things that we can almost do ourselves, but need the help of others to accomplish them. After receiving help from others, we will eventually be able to achieve them ourselves, thus taking them out of our zone of proximal development. In other words, we learned something. ZPD factors fit into the current role of teaching by teaching subjects to students that fall within their ZPD. Students are capable of learning the material, they just need guidance and encouragement from teachers to do so. Teachers should be aware that each student has a different ZPD. Therefore, teachers need to design ZPD-friendly lesson plans... middle of article... they need to have a good understanding of what is happening and how to process the information given to them. Another way to use ZPD to teach adult learners would be for the lecturer to explain to learners what a course expects of a student when giving an oral presentation. Then, the lecturer would assign the learners the task of giving an oral presentation on a given topic while giving them some tips on how the presentation should be presented. Finally, the speaker will simply watch the learners as they present to the class, without giving any advice or tips to the learners. At this point, the student will have an excellent idea of ​​how to deliver the presentation and what is expected of them. The central message: “Every student learns differently but, more importantly, every student can learn, they just need the help of a teacher.”