Jul 2026· Greenation International Journal of Law and Social Sciences· Vol 4, pp. 646-653· 0 citations· 31 references
Abstract
This study examines the transformation of theological pedagogy within digital learning environments, focusing on the shift from a transmission-oriented model to a dialogical, reflective, and transformative paradigm. Employing a literature-based approach that engages theories of theological pedagogy, reflective didactics, and digital learning practices, the conceptual synthesis suggests that digital spaces foster new forms of active learner engagement in constructing theological meaning. The analysis identifies three core conceptual transformations: (1) a paradigmatic shift toward participatory learning; (2) a theological reinterpretation of presence and incarnation beyond physical proximity; and (3) the emergence of digital space as a legitimate locus theologicus for experiencing and articulating faith. The discussion further highlights the relevance of Groome’s shared praxis and Klafki’s reflective didactics as foundational frameworks for designing pedagogical models that are both contextually grounded and transformative. Overall, this study contributes to contemporary discussions on theological education by emphasizing the need to reconstruct pedagogical goals, processes, and relational dynamics for the digital age.
This theoretical-reflective article, derived from the doctoral dissertation Intercultural Education Based on Curriculum Management for Strengthening the Quality of Higher Education, is grounded in a critical-hermeneutic documentary review. The study adopts a qualitative perspective supported by micro-ethnographies and an introspective-experiential approach, assuming the co-construction of the corpus through information analysis, textualization, theoretical triangulation, and analytical systematization. It examines the relationship between culture, intercultural education, curriculum management, and technology, understanding the latter not as a neutral resource but as a sociocultural mediation capable of expanding or restricting recognition, participation, and curricular justice. The findings suggest that intercultural education goes beyond discourses of inclusion and coexistence to become a transformative practice in the face of historically rooted cultural exclusion. They also show that the critical, ethical, accessible, and pedagogically relevant integration of digital technologies can foster dialogue among knowledge systems, the visibility of identities, collaborative knowledge production, and the democratization of learning. However, technology may also deepen inequalities when gaps in connectivity, accessibility, digital competencies, and cultural representation persist. The article concludes that recognizing diversity, developing inclusive curricular practices, and critically managing technology contribute to strengthening educational quality.
Greys Patricia Núñez Ríos, Leonardo Antonio Díaz - Pertuz, Fredy Julián Gómez Pedroza et al.· International journal of com...· 0 citations
Educators in Nepalese higher education employ diverse pedagogical approaches to facilitate learning but often struggle to articulate their own signature pedagogy the distinctive teaching style they have developed through years of practice. This study explores the concept of 'fiction to fact' as a signature pedagogy and examines its alignment with Jerome Bruner's narrative constructivism and the sociocultural theories of Piaget and Vygotsky within Nepal's evolving higher education context. Here, fiction refers to imagination and mental planning, whereas fact denotes the realization of those plans in practice. The study demonstrates how this pedagogy transforms students' emotional and cognitive learning experiences by stimulating curiosity, encouraging active participation, and connecting imagination with real-world application. A collaborative autoethnographic reflection method was employed, integrating the researcher's classroom experiences with the practices of three community school teachers who implemented the 'fiction to fact' approach. Data were generated through classroom observation notes and critical self-reflections and analyzed thematically. The findings reveal that this signature pedagogy significantly enhanced students' engagement, understanding, and transformative learning. It effectively supported students in designing project plans, developing worksheets, visualizing prototypes, and refining their work until successful completion, thereby bridging imagination and reality. The study concludes that the 'fiction to fact' approach represents an innovative and effective signature pedagogy that can help educators identify, strengthen, and articulate their own pedagogical identity while improving classroom practice. It recommends integrating this approach into Nepal's teacher licensing curriculum and teacher education programs to equip teachers with innovative pedagogies required for 21st-century education.
Pusparaj Timilsina· The EFFORTS, Journal of Educ...· 0 citations
The proposed framework demonstrates how drama pedagogy, integrated with the underlying social constructivist principles and VT routines, can stimulate collaboration, creative and reflective thinking and thus engagement amongst learners.
Zaamah Mohd Nor, Laura Dass, Jebakumari Selvarani· Quantum Journal of Social Sc...· 0 citations
This study aims to analyze how the triad of Digital Culture, Computational Thinking, and the Digital World (CPM) influences the construction of teacher identity, seeking to understand the challenges and opportunities arising from the implementation of these dimensions in pedagogical practice. The research is based on a qualitative, bibliographic approach, grounded in the analysis of scientific literature and official documents addressing the integration of digital technologies into education and their implications for teaching. In this context, the study examines how these transformations affect teachers' professional education, practice, and identity in contemporary society. The findings indicate that the incorporation of digital culture and computational thinking creates new demands for teacher education, requiring educators to develop broader competencies for the critical, ethical, and pedagogical use of digital technologies. At the same time, the results highlight challenges related to initial and continuing teacher education, working conditions, and the adaptation of pedagogical practices. It is concluded that the CPM triad represents a structuring element of contemporary education while reshaping teacher identity and requiring new knowledge and practices for teaching in the digital society.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
The issue of epistemicide has gained increasing scholarly attention as researchers seek to challenge Eurocentric colonial frameworks of knowledge. As STEAM education continues to expand globally, including in Nepal, this philosophical inquiry reimagines a culturally responsive and decolonial STEAM framework. While STEAM extends the traditional STEM model by incorporating the arts, its epistemological foundations remain deeply rooted in Western traditions and often marginalize indigenous ways of knowing. Drawing on the theoretical perspectives of decoloniality, wisdom-based inquiry, and transformative learning, this study employs a hermeneutic reading of Laxmi Prasad Devkota’s masterpiece Pagal (“The Lunatic”) together with critical discourse analysis to reconceptualize STEAM education. It also explores the potential of Nepali literature as a source of epistemological integration by demonstrating how Devkota’s work transcends conventional disciplinary boundaries. The poem posits foregrounds imagination, ecological connectedness, intuition, and emotion as legitimate forms of knowledge, offering a foundation for a pluralistic, culturally responsive, and transformative vision of STEAM education grounded in epistemic justice.
Simon Dahal· NPRC Journal of Multidiscipl...· 0 citations
Contemporary Islamic education requires pedagogical approaches that integrate intellectual development, spiritual formation, ethical responsibility, and social engagement in response to increasingly complex educational challenges. Although the educational narrative of Prophet Ibrahim has been widely examined from theological and exegetical perspectives, its relevance to transformative pedagogy has received limited scholarly attention. This study aims to analyze the educational dialogue of Prophet Ibrahim in Q.S. Al-Anbiya' (21:51–70) through the lens of transformative pedagogy and to develop a conceptual framework for contemporary Islamic education. A qualitative library research design was employed using a thematic Qur'anic interpretation (tafsir maudhu'i) approach. The analysis was based on the selected Qur'anic verses, classical and contemporary tafsir, and transformative pedagogical theory through documentation, thematic coding, interpretative analysis, and conceptual synthesis. The findings reveal that Prophet Ibrahim employed dialogical, reflective, and evidence-based educational strategies that encouraged critical questioning, rational argumentation, cultural deconstruction, moral resilience, and transformative leadership. The educational process described in the Qur'an operates through four interconnected dimensions, namely cognitive, moral, spiritual, and social transformation, all of which originate from divine guidance (rusyd) as the epistemological foundation of prophetic education. Based on these findings, this study proposes the Integrated Prophetic Transformative Pedagogy (IPTP) Model, which conceptualizes prophetic education as a holistic process integrating revelation, critical inquiry, ethical character, faith formation, and community transformation. The proposed framework contributes to bridging Qur'anic educational studies with contemporary transformative pedagogy while offering a theoretical foundation for curriculum development, character education, leadership education, and Islamic educational reform in contemporary contexts.
N. Hidayat· International Journal of Edu...· 0 citations