Jul 2026· Proceedings of the international conference of contemporary affairs in architecture and urbanism-ICCAUA· Vol 9, pp. 2620001· 0 citations
Abstract
This study examines the pedagogical boundaries of freedom in architectural education through a student-centred and critical classroom experience. In the process structured on researcher student collaboration, students were positioned not merely as receivers of knowledge but as actors who generate value. The discussion, conducted around the question “What would postmodernism criticize if it emerged today?”, encompassed critiques ranging from class inequality to the urban skyline. The students’ proposals were compiled within the framework of problem definition, supporting arguments, and counterarguments. These proposals were evaluated in relation to the positioning of creativity against institutional, political, and technological boundaries; the relationship between spatial justice and design; and the balance between individual freedom and collective responsibility. The findings reveal the creative potential of free thought in architecture and demonstrate education as a field of polyphonic production. It is anticipated that the participating students’ recognition of architecture’s potential to transform the social and physical environment, as well as its intellectual dimensions, will have a lasting impact in helping them position their own roles within this transformation.
The rapid infusion of modern technology into educational environments has irreversibly
reconfigured the nature of classroom discourse, reshaping how knowledge is produced,
negotiated, and validated in higher education settings. This qualitative study examines the
discursive patterns that emerge when instructors and students engage with innovative digital tools
including generative artificial intelligence (AI) platforms, immersive extended reality (XR)
environments, and adaptive learning management systems (LMS), within university classrooms.
Grounded in a critical discourse analysis (CDA) framework and informed by sociocultural theory,
the study draws on multi-site ethnographic observations, semi-structured interviews, and
documentary analysis conducted across five Nigerian universities over an eight-month period.
Findings reveal four thematic discourse formations: (1) techno-epistemic repositioning, wherein
digital tools disrupt traditional authority structures; (2) collaborative innovation talk,
characterized by emergent peer-to-peer knowledge co-construction; (3) resistance and
negotiation discourse, reflecting tensions between institutional norms and technological
affordances; and (4) reflective meta-discourse, wherein learners and instructors interrogate the
implications of AI-mediated knowledge. The study contributes to a growing body of literature on
technology-mediated pedagogy by revealing how innovation discourse in classrooms is
simultaneously emancipatory and constraining, offering practitioners, policymakers, and
educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning
twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations
This article is the product of a project that stems from an educational environment, challenges it, and aims to transcend its boundaries. Within the project, the ordinary flow of a classroom was intervened with through play, and ways to reunite students – who are often perceived as ‘surpluses’ within the current education system – were explored. The theoretical foundation of the study is based on Félix Guattari's question: ‘How do you bring a classroom to life as if it were a work of art?’ This study argues that when a teacher is not limited to a studio practice as an artist but approaches the space where art occurs through a mental transformation, all components of the classroom carry the potential to transform into a work of art. While traditional educational approaches generally prioritise the final product and outcomes, this study emphasises that a process‐oriented curriculum allows more room for experimentation for both the teacher and the student. This project, where art and education are intertwined, enables the development of a more conceptual and contemporary teacher/artist practice, aiming to resonate both with the students directly involved in the process and with the audience through the resulting works.
V. Yalçınkaya· International Journal of Art...· 0 citations
This essay examines the tensions between the expansion of digital platforms in Brazilian public basic education and the inclusive school's commitment to students who are the target audience of Special Education. The organizing question is: what happens when the design of a digital tool presupposes a student who does not correspond to the actual diversity of classrooms? The reflection stems from management experience in one municipal and one state school in São Paulo and articulates three axes of analysis: accessibility understood as a pedagogical rather than merely technical condition, teacher mediation as intellectual work that reconstructs what the platform standardizes, and the formulation of digital policies that incorporate learner variability from the design stage onward. The argument sustained is that algorithmic standardization of learning pathways produces a specific form of exclusion, distinct from the absence of connectivity or equipment, which appears when the student accesses the platform but finds no pathways compatible with their ways of learning, communicating and responding. It concludes that digital inclusion does not follow from the presence of technology, but from the conceptions of the subject inscribed in its design.
Suele Aparecida da Silva, Danielle Marafon, L. Pires et al.· Revista de Estudos Interdisc...· 0 citations
The article is devoted to the study of students’ involvement under the digital transformation of education as a socio-cultural phenomenon that reflects the changing in the ways of human interaction with the educational environment in the era of virtualization of society. The approaches to understanding the engagement in domes-tic and foreign scientific literature are considered, the features of its interpretation in the context of e-learning are analyzed. A definition of involvement is proposed as a form of meaningful presence of the subject in the digital educational space, in which the student acts as an active participant in the process of the knowledge cognition, interpretation, and designing. The article substantiates the need to expand traditional pedagogical and psychological approaches by including a philosophical dimension that allows us to consider the involve-ment as a characteristic of a person’s attitude to the cognition process and his or her own educational activity. A comparative analysis of the features of the involvement in corporate and academic e-learning has been carried out, the differences in motivational mechanisms and the criteria for the effectiveness of the educational pro-cess have been identified. It is concluded that the digital educational environment designing should take into account not only the technological possibilities of e-learning, but also the conditions for the formation of internal motivation, subjectivity, and students’ meaningful participation in the educational process.
R. Y. Atorin, Nikolay N. Beschastnov· Общество философия история к...· 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
Student agency is currently gaining attention in educational research as an important competency that current students should embody. However, synthesis of studies exploring student agency is limited, thereby affecting effective adoption and promotion of agency among students in classrooms. This review synthesized the different conceptualizations of agency in various contexts, the various pedagogies used to promote agency, and how agency is developed and enabled. The study used a meta-synthesis design and followed the PRISMA protocol to systematically search and screen studies. Content analysis was performed to analyze the qualitative data of each article. The review identified a range of conceptualizations across sociocultural, psychological, sociological, cultural anthropology, and asymmetrical materialist frameworks, each illuminating how agency emerges through dialogic interaction, identity negotiation, and purposeful engagement with science. The pedagogical approaches that promoted agency were those that emphasized open-ended inquiry, dialogic teaching, and community- and place-based learning. Socio-cultural and sociological lenses emphasize co-constructed meaning-making and identity negotiation, while cultural anthropology and psychological frameworks highlight the role of real-world engagement, personal relevance, confidence, and relational support in fostering agency. These results imply that science and environmental educators should rethink designing lessons and curriculum that provide sustained opportunities for open-ended inquiry, dialogue, and engagement with locally and socially relevant issues to promote agency among students.
Esmeth C Espinola, M. S. Prudente· Disciplinary and Interdiscip...· 0 citations