Aug 2026· DLSU Arts Congress Conference Proceedings· Vol 10· 0 citations
Abstract
While Education 4.0 promises to cultivate 21st-century skills like creativity and critical thinking, the reality often falls short. Current frameworks are heavily technocentric, prioritizing digital tools and measurable data over the communal, emotional, and spiritual depth that true learning requires. This paper argues that we can restore balance to this digital shift by looking toward Indigenous Pedagogies (IPs). Far from being “obsolete” relics of the past, these are sophisticated, arts-based systems rooted in storytelling, ritual, and land-based creation that can offer a creative blueprint for the human-centered goals that Education 4.0 claims to value. Through a qualitative synthesis, I deconstruct modern educational models to show how ancestral wisdom can actually serve as a vital evolution for our "postdigital" future. This work introduces the ABIP Model, a framework that braids ancient knowledge with digital tools across four key areas: narrative intelligence, land literacy, collaborative performance, and symbolic co-creation. By comparing the unique strengths of different artistic traditions, the study demonstrates how performative and visual arts can practically ground the modern competencies that Education 4.0 aims for. Ultimately, integrating these practices is not a step backward but a necessary step toward an ethical, holistic education. It ensures that as we move through the Fourth Industrial Revolution, our students are future-proofed and remain deeply connected to their humanity and their respective communities.
The study traces the paradigm shift from the traditional model to a student-centered model, explores the various media tools and their pedagogical applications, and discusses the challenges inherent in this transition, including teacher training and equitable access.
Ingrid Nascimento de Sousa, Ilga Chaves Teixeira, Eduardo Belarmino dos Santos et al.· Revista de Estudos Interdisc...· 0 citations
Science, technology, engineering, and mathematics (STEM) education is conventionally treated as a culturally neutral, universal enterprise. This theoretical paper interrogates that assumption and asks how science, technology, engineering, and mathematics education can be rethought beyond dominant Western epistemic traditions. Drawing on decolonial theory, indigenous knowledge scholarship, ethnomathematics, and African philosophy of education, the paper argues that decolonising STEM is not a matter of cosmetic curriculum diversification but of structural epistemological pluralism. Using a critical-hermeneutic engagement with the literature, the study advances a three-level analytic framework: content, pedagogy, and epistemic governance for evaluating decolonial STEM reform, and proposes a pluriversal model in which indigenous knowledge systems, local problem-solving practices, and the plural Western sciences are braided as co-generative starting points for STEM teaching. The paper concludes that genuine decolonisation requires moving from epistemic monoculture to cognitive justice and offers concrete recommendations for curriculum designers, teacher educators, and policymakers in African and other postcolonial contexts.
Industry 4.0 presents a challenge to character education for Indonesian Gen Z, particularly with the integration of Artificial Intelligence (AI) into the curriculum. Currently, the application of AI in school education remains passive, focusing less on fostering creative interaction and collaboration, which results in less engaging learning experiences. This study introduces the AAPA Framework, a pedagogical approach that integrates narrative-based visual design and AI as moral scaffolding. The conceptual narrative infrastructure comprises visual character design, character premise, and worldbuilding, all developed into a visual workbook. By utilizing Ian Condry's soul-of-media theory alongside a psychosocial approach, the framework develops a visual “Pitch Bible” and worldbuilding infrastructure that serves as a ground reference for AI-mediated moral problem-solving. In alignment with SDG 4 (Quality Education), this research promotes innovative learning environments that foster critical thinking. Using an exploratory mixed-methods case study involving 30 junior high school students (aged 12-14), the result indicates a significant amount of cognitive dissonance with identity vs morality. These findings indicate that a human-centered, technology-supported approach provides a scalable blueprint to improve character education practices in the digital age.
Alisa Arindhani, A. Muchransyah· 2026 11th International Conf...· 0 citations
The SCALE taxonomy offers a future-oriented framework of educational objectives for the age of artificial intelligence (AI). This conceptual paper asks how these objectives can be enacted through a pedagogy that remains embodied, creative, and connected to human life. We thus integrate SCALE with Arts-Based Pedagogy (ABP), drawing on embodied cognition to conceptualize ABP as a life-connected learning ecology organized through four interrelated dimensions: perception, representation, creative iteration, and resonance. Rather than fixed stages, these dimensions describe how artistic experience enables learners to notice lived phenomena, give ideas perceptible form, revise meaning through making, and reconnect creation with personal social life. Building on this conceptual integration, we propose the AI-empowered ABP for K-12 education and beyond. The pedagogy moves from sensorial perception and artistic representation to feedback and self-reflection, creative making and AI-empowered iteration, and sharing for resonance. We argue that AI may generate text, images, music alternatives, or feedback, but learners retain primary responsibility for intention, interpretation, judgment, and transformation. AI-empowered ABP therefore positions AI as a generative collaborator and facilitator within a human-led, life-connected process of meaning-making, through which SCALE habits of mind can be mobilized within shared inquiry.
Le-Xuan Zhang, Weipeng Yang· AI, Brain and Child· 0 citations
The National Education Policy (NEP) 2020 marks a major shift in India's education system, moving from rigid structure to a flexible, holistic, and multidisciplinary model of learning. This paper examines the philosophy, historical roots, and practical implementation of multidisciplinary education as envisioned in NEP 2020. Drawing on ancient Indian learning centers as early models of integrated education, the paper traces how NEP 2020 dissolves rigid boundaries between Science, Commerce, and Arts, allowing students to combine subjects such as Physics with History or Commerce with Arts, etc. Particular attention is given to the integration of physical education, arts and crafts, and vocational training, especially when rooted in indigenous knowledge systems such as traditional games, handloom weaving, folk music, and local craftsmanship as tools for fostering creativity, cultural awareness, and practical competence alongside academic learning
Zorinpuia Sailo, Prof. Lynda Zohmingliani· EPRA international journal o...· 0 citations
How innovation discourse in classrooms is simultaneously emancipatory and constraining is revealed, 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
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
