Aug 2026· WORLD JOURNAL OF INNOVATION AND MODERN TECHNOLOGY· 0 citations
TL;DR
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.
Abstract
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.
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.
Lídia dos Santos Alves, Dayanne Leite Souza Belfort, Vinícius Kennedy Carlos Santana et al.· Revista de Estudos Interdisc...· 0 citations
This study explored how a higher education educator experienced and made sense of generative artificial intelligence (GenAI) within teaching, peer collaboration, and assessment practices. Using an Interpretative Phenomenological Analysis (IPA) research design, the study focused on a single participant, who is a curriculum leader and instructor at a private European university undergoing rapid shifts in GenAI policy and practice. Data were collected through a semi-structured interview and participant pre-account and analyzed using IPA’s idiographic and interpretative procedures. Findings identified three superordinate themes, including divergent peer adoption of GenAI, pedagogical adaptation and uncertainty, and assessment ambiguity. These illustrate GenAI as an ongoing disruption that reshapes collegial dynamics, teaching approaches, and conceptions of learning and authorship. While GenAI supports accessibility and content simplification, it also raises concerns about student dependency and academic integrity, prompting a shift toward evaluating students’ critical engagement with AI outputs. Interpreted through Mezirow’s transformative learning theory, GenAI emerges as a sustained disorienting dilemma, producing gradual, relational, and ongoing perspective transformation in higher education practice. Future research should extend this work beyond a single-case design to include comparative and longitudinal studies across disciplines and institutions, further examine GenAI-informed assessment models, and the extent to which existing theoretical frameworks capture the relational and evolving nature of AI-mediated educational change.
Karen K. Fujii, N. Perez· IAFOR Journal of Education· 0 citations
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
Pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences are outlined by outlining pedagogical implications for ELT practitioners on how to move beyond functional uses of technology toward more transformative educational experiences.
Ekrema Shehab· Asian-Pacific Journal of Sec...· 0 citations
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.
Sena Işiklar Bengi· Proceedings of the internati...· 0 citations
It is suggested that building teachers' digital competence should be approached holistically, including a development strategy that integrates professional vocation, continuing education, institutional leadership, and pedagogical innovation to foster sustainable educational transformation processes in mission-driven contexts.
José Gilberto Argandoña Moreira, Mirna Geraldine Cevallos Mina, Betsy Katherine Cambindo Quiñónez et al.· Ibero-American Journal of Ed...· 0 citations
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