This volume demonstrates how psychopedagogical support, active learning strategies, and digital literacy can contribute to more inclusive, effective, and adaptive educational environments.
Abstract
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.
This volume shows how pedagogical innovation, curriculum-based competency development, and artificial intelligence can contribute to more effective, flexible, and student-centered learning environments in language education.
Gulnara Diasamidze, K. Tabatadze, M. Chotib 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
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.
Fedi Ben Dhaou, M. Trigui, Amal Ayedi et al.· 0 citations
This study presents a reflective analysis of the use of active methodologies and digital technologies in the teaching and learning process in Basic Education. Active methodologies are pedagogical approaches that emphasize student participation, autonomy, and agency in the construction of knowledge, fostering the development of skills, competencies, attitudes, and values essential to a well-rounded education. In this context, digital technologies stand out as important pedagogical resources, capable of expanding the possibilities for interaction, collaboration, and learning when used intentionally and integrated with educational practices. The objective of this study is to analyze the contributions and implications of using active methodologies and digital technologies to promote a more meaningful teaching and learning process in Basic Education. It also seeks to understand how the integration of these approaches and resources can help address contemporary challenges in education, promoting greater student participation and new possibilities for knowledge construction. To this end, a qualitative, bibliographic approach was adopted, based on the analysis of previously published scientific works and studies on the subject. The literature review enabled the construction of a consistent theoretical foundation for understanding the potential and challenges related to the implementation of active methodologies and digital technologies in the educational context. Thus, it is understood that the integration of active methodologies and digital technologies can foster more dynamic, collaborative, and student-centered pedagogical practices, contributing to a reinterpretation of teaching and learning processes.
Daniele Correia Sampaio, Antonio Everton Sousa da Silva, Carlos Henrique Brasil Costa et al.· Revista Acadêmica Licencia&a...· 0 citations
Biology education plays a central role in developing scientific literacy, critical thinking, and an informed understanding of living systems. Effective biology teaching increasingly depends on the availability and appropriate use of instructional materials, the integration of emerging technologies, and pedagogical approaches that respond to diverse learner needs. The chapters in this volume examine selected issues in biology education and science pedagogy. The first chapter assesses teachers’ awareness and utilisation of instructional materials in teaching biology among senior secondary school students in Bassa, Plateau State, Nigeria. The second chapter explores the role of artificial intelligence in biology practical teaching within faculties of science and higher education institutions. The third chapter investigates the interaction effects of innovative pedagogical strategies and gender on students’ academic achievement in biology in Jos North, Plateau State, Nigeria. By bringing together studies on instructional resources, artificial intelligence, and learner achievement, this volume highlights the importance of evidence-based and technology-aware approaches in biology education. The chapters demonstrate how effective teaching practices, appropriate digital tools, and inclusive pedagogical strategies can contribute to more meaningful and responsive learning environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in biology education, science teaching, educational technology, pedagogy, and student learning outcomes. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Maria Abah Agbefa, A. Anene, Kamji Nendirmwa Blessing et al.· 0 citations
Education has evolved from traditional teacher-centered systems to modern learner-centered approaches that emphasize creativity, participation, and technology integration. This study compares traditional and modern educational philosophies by examining their theoretical foundations, teaching methods, curriculum design, and learning outcomes. Traditional education, influenced by thinkers such as Plato, Aristotle, and Confucius, focuses on discipline, structured curriculum, and knowledge transmission. In contrast, modern educational ideas inspired by John Dewey, Jean Piaget, and Paulo Freire emphasize student-centered learning, critical thinking, collaboration, and experiential education. Using a mixed-method approach that includes literature review and survey-based analysis, the study evaluates factors such as teaching strategies, curriculum flexibility, student engagement, and academic outcomes. The findings suggest that while traditional education provides strong foundational knowledge and discipline, modern approaches better promote creativity and problem-solving skills. The study concludes that a hybrid model combining the strengths of both systems is most effective for meeting the demands of contemporary education.
Noah Wright, Isabella Moore· International Journal of Inn...· 0 citations
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