Education systems are increasingly shaped by technological developments, diverse learner needs, and the search for more effective instructional practices. Contemporary educational research emphasizes the importance of innovation, inclusion, learner-centered teaching, and flexible learning environments. In this context, artificial intelligence, differentiated instruction, scaffolding, and universal design for learning have become significant areas of discussion in modern pedagogy. The chapters in this volume examine selected issues in educational sciences and instructional design. The first chapter discusses artificial intelligence in education by focusing on needs, pedagogical implications, and educational challenges. The second chapter investigates the effectiveness of scaffolding and differentiated instruction in improving the performance of mathematics students in senior secondary schools. The third chapter explores universal design for learning, presenting its principles and practices in diverse classroom settings. By bringing together these studies, this volume highlights the importance of adapting educational practices to changing technological and social conditions. The chapters demonstrate how innovative teaching strategies, inclusive learning design, and technology-supported approaches can contribute to more effective and accessible education. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, instructional design, artificial intelligence in education, mathematics education, and inclusive teaching practices. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Houda Boumediene, Thomas Ajibade Adebisi, Bukola Funmilola Ajala et al.· 0 citations
Contemporary education is increasingly shaped by changing learner needs, digital environments, and the growing importance of inclusive pedagogical practices. As educational systems respond to social, cultural, and technological transformations, research on student identity, active learning, and culturally responsive teaching has become central to improving teaching and learning processes. The chapters in this volume examine selected issues in modern educational research. The first chapter explores the effectiveness of authentic project-based learning assignments and activities in language and arts entrepreneurship, focusing on student perceptions through a mixed-methods approach. The second chapter addresses the transformation of digital subjectivity in adolescence, highlighting the need to understand, prevent, and support identity-related challenges in digital contexts. The third chapter discusses culturally responsive teaching and its role in bridging the gap between curriculum and learner identity. By bringing together these studies, this volume reflects the interdisciplinary nature of contemporary pedagogy. The chapters show how project-based learning, digital identity awareness, and culturally responsive teaching can contribute to more meaningful, inclusive, and learner-centered educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, pedagogy, learner identity, digital education, and inclusive teaching practices. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
M. Chotib, B. Cahyono, U. Widiati et al.· 0 citations
Education sciences continue to evolve in response to social, technological, and institutional transformations. Contemporary educational research increasingly focuses on learner-centered methods, psychological support systems, pedagogical innovation, and the development of digital competencies. In this context, studies addressing teaching and learning processes from different perspectives contribute to a broader understanding of modern education. The chapters in this volume examine selected issues in educational sciences and pedagogy. The first chapter discusses psychopedagogy in dual career contexts within Brazilian higher education, highlighting the importance of academic and psychological support for students who balance educational and professional or athletic responsibilities. The second chapter focuses on activity-based teaching methods in basic science and technology, emphasizing concepts and principles that support active participation and meaningful learning. The third chapter explores digital literacy as a core pedagogical competency in post-pandemic education, drawing attention to the growing role of digital skills in contemporary teaching practices. By bringing together these studies, this volume reflects the interdisciplinary and dynamic nature of educational research. The chapters demonstrate how psychopedagogical support, active learning strategies, and digital literacy can contribute to more inclusive, effective, and adaptive educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in education sciences, pedagogy, teaching methods, digital literacy, and higher education studies. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Brenno Eloy da Cunha Maribondo, Mateus David Fnco, A. E. Bash et al.· 0 citations
Contemporary education is shaped by the need for more inclusive, flexible, and student-centered learning environments. As educational systems respond to social, cultural, and technological changes, new pedagogical approaches have become increasingly important in supporting learner engagement, classroom equity, and practical competence. In this context, inclusive pedagogy, active learning models, and technology-supported instruction offer valuable perspectives for modern educational research. The chapters in this volume examine selected issues in teaching and learning from different but complementary perspectives. The first chapter discusses the decolonization of the classroom and proposes a more inclusive pedagogical framework. The second chapter focuses on the flipped classroom model and evaluates its evidence-based outcomes across disciplines. The third chapter explores the role of computer laboratory facilities and self-efficacy in enhancing students’ statistical practicum competence through a stimulus–organism–response perspective. By bringing together these studies, this volume highlights the importance of rethinking classroom practices in line with contemporary educational needs. The chapters demonstrate how inclusive frameworks, active learning models, digital facilities, and learner self-efficacy can contribute to more effective and adaptive educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, pedagogy, classroom innovation, digital learning environments, and student competence. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
F. B. Dhaou, M. Trigui, Amal Ayedi et al.· 0 citations