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 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