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.
This volume demonstrates how psychopedagogical support, active learning strategies, and digital literacy can contribute to more inclusive, effective, and adaptive educational environments.
Brenno Eloy da Cunha Maribondo, Mateus David Fnco, A. E. Bash 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
Background and Aim: Education in the 21st century is being transformed by digitalization, globalization, and the demand for skills such as critical thinking, collaboration, communication, and digital literacy. Traditional teacher-centered instruction is gradually being replaced by learner-centered environments supported by digital technologies. Blended and technology-enhanced learning provide greater flexibility, access, interaction, and personalization, although challenges in infrastructure, instructional design, and learner support remain. This study aims to examine the development of Innovative Digital Learning Environments (IDLE) and their role in 21st-century education through a transparent review protocol. It focuses on the shift from traditional to digital and blended learning by finding the answer to what the characteristics of effective digital environments are; How to the contribution of technology-enhanced approaches contributes to engagement and achievement, and what the challenges involved in implementation are.
Materials and Methods: The study uses documentary research based on the narrative literature review and scoping review of academic journal articles, books, and reports from educational organizations. Sources were selected for relevance, quality, and recency. The data were analyzed using content analysis and thematic analysis to identify major concepts, recurring patterns, and significant themes related to digital learning environments and blended learning.
Results: The findings show that digital learning environments mainly include online platforms, blended or hybrid systems, and smart classrooms. Blended learning improves student engagement, academic achievement, and flexibility. Advanced technologies such as artificial intelligence, virtual reality, and learning analytics also support personalized, interactive, and data-driven learning. However, successful implementation depends on teacher readiness, strong technology infrastructure, and institutional support.
Conclusion: Innovative Digital Learning Environments are essential for improving the quality of education in the digital age. They enhance engagement, flexibility, and learning outcomes while supporting the development of 21st-century skills. Their success, however, requires effective pedagogy, reliable infrastructure, teacher training, and supportive policies.
Vilaythieng Sisouvong, Khamsavay Pasanchay, Sypaphay Pantayanon· Journal of Education and Lea...· 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
In the digital age, digital technology continues to reshape contemporary educational environments, making the integration of multimedia and interactive tools crucial for effective teaching and learning. This study analyzes the role of digital educational content in enhancing curriculum development and modernization. The research employs a descriptive and analytical approach to examine the key components and aspects of digital educational content, exploring the theoretical foundations that underpin its use in education. It also analyzes how digital content contributes to improving teaching methods, enabling student participation in the classroom, and facilitating interactive learning environments. Furthermore, the study presents international case studies of countries that have utilized digital content in their educational processes, such as Finland, Singapore, Saudi Arabia, and the United Arab Emirates, to identify successful approaches and challenges in integrating digital curricula. The findings demonstrate that well-designed digital educational content significantly contributes to classroom engagement, supports self-directed learning, and aligns modern educational practices with the demands of twenty-first-century education. Based on its findings, the study recommends updating and developing national education methodologies, training teachers in digital teaching methods, and updating culturally and linguistically compatible digital educational resources to improve the effectiveness of curricula and learning outcomes.
Shuruq Khalid Abdulredha· Gulf Education and Social Po...· 0 citations
The study concludes that linking the tradition of education of the will with discussions on digital technologies may broaden the understanding of the cognitive and anthropological conditions required for learning and contribute to a more critical integration of ICT in school contexts.
