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.
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 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 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
This study examines the impact of competency-based curricula (CBCs) and technology on teaching and learning literature in English among secondary schools in Arusha, Tanzania. Critical thinking, creativity and student participation were not much promoted in the traditional teacher-centered practices of Tanzania's education system. The introduction of CBC addressed this challenge by promoting a learner-centered approach emphasizing skills and competencies required in the twenty-first century. A mixed-methods approach was adopted in the present study to collect data from both instructors and students at various schools through surveys, interviews and classroom observations. The findings reveal that CBCs increases student engagement and participation in English literature by motivating students to develop critical analytical skills through active learning. Thereafter, technology integration including digital resources, online platforms and multimedia tools, significantly enhances the educational curriculum by providing diverse text material and encouraging an interactive learning atmosphere. The study also emphasizes the need for professional development of instructors and adequate technological infrastructure. Overall, the results of this study reveal that when a competency-based curriculum is integrated with technology, it makes the literature in English education more interesting, dynamic, resourceful and successful, preparing students for the globalized digital world.
G. Cheema, Mohd Aarif Rather, Vandana Aggarwal et al.· Journal of Interdisciplinary...· 0 citations
Language education continues to transform in response to changing social, academic, and technological conditions. Contemporary approaches to teaching increasingly emphasize learner-centered practices, curriculum innovation, competency development, and the integration of digital tools. In this context, studies on foreign language education, English studies, and artificial intelligence-supported learning offer valuable perspectives on the future of teaching and learning. The chapters in this volume examine selected issues in language education and innovative pedagogy. The first chapter discusses current problems and approaches in teaching foreign languages in schools, highlighting the need for effective and adaptable instructional practices. The second chapter focuses on journalistic pedagogy as an innovative practice within the English studies curriculum, emphasizing its role in enhancing student competencies. The third chapter explores AI-assisted personalized learning and reconsiders the changing role of the teacher in the 21st century. By bringing together these studies, this volume reflects the dynamic and interdisciplinary nature of modern language education. The chapters show how pedagogical innovation, curriculum-based competency development, and artificial intelligence can contribute to more effective, flexible, and student-centered learning environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in language teaching, pedagogy, curriculum studies, educational technology, and artificial intelligence in education. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Gulnara Diasamidze, K. Tabatadze, M. Chotib et al.· 0 citations
The 'Flipped Classroom' is an innovative, student-centered teaching method in which the initial study of course material takes place outside the classroom, while class time is dedicated to active, collaborative, and problem-based learning activities. The objective of this study was to analyse the benefits and challenges of the flipped classroom and evaluate its effectiveness as a student-centred pedagogical approach. The study examined the method's impact on student participation and learning outcomes, its core components, implementation challenges, and strategies to address those challenges. The study was conducted using a 'Systematic Literature Review' (SLR) methodology and relied entirely on secondary data. The findings indicate that the flipped classroom fosters active participation, collaborative learning, and self-regulated learning among students, thereby enhancing their engagement and learning outcomes. However, technical limitations, inadequate student preparation, and excessive teacher workload were identified as major challenges to its implementation. The study further reveals that these challenges can be mitigated through proper planning, institutional support, technology accessibility, and teacher training. Thus, it can be concluded that, when implemented effectively, the flipped classroom is an efficient, flexible, and promising student-centered teaching method.
Rohit Akbar, Manas Das· EPRA international journal o...· 0 citations