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.
Abstract
Language education continues to transform in response to changing social, academic, and technological conditions. Contemporary approaches to teaching increasingly emphasize learner-centered practices, curriculum innovation, competency development, and the integration of digital tools. In this context, studies on foreign language education, English studies, and artificial intelligence-supported learning offer valuable perspectives on the future of teaching and learning. The chapters in this volume examine selected issues in language education and innovative pedagogy. The first chapter discusses current problems and approaches in teaching foreign languages in schools, highlighting the need for effective and adaptable instructional practices. The second chapter focuses on journalistic pedagogy as an innovative practice within the English studies curriculum, emphasizing its role in enhancing student competencies. The third chapter explores AI-assisted personalized learning and reconsiders the changing role of the teacher in the 21st century. By bringing together these studies, this volume reflects the dynamic and interdisciplinary nature of modern language education. The chapters show how pedagogical innovation, curriculum-based competency development, and artificial intelligence can contribute to more effective, flexible, and student-centered learning environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in language teaching, pedagogy, curriculum studies, educational technology, and artificial intelligence in education. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
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.
Brenno Eloy da Cunha Maribondo, Mateus David Fnco, A. E. Bash et al.· 0 citations
Education systems are increasingly shaped by technological developments, diverse learner needs, and the search for more effective instructional practices. Contemporary educational research emphasizes the importance of innovation, inclusion, learner-centered teaching, and flexible learning environments. In this context, artificial intelligence, differentiated instruction, scaffolding, and universal design for learning have become significant areas of discussion in modern pedagogy. The chapters in this volume examine selected issues in educational sciences and instructional design. The first chapter discusses artificial intelligence in education by focusing on needs, pedagogical implications, and educational challenges. The second chapter investigates the effectiveness of scaffolding and differentiated instruction in improving the performance of mathematics students in senior secondary schools. The third chapter explores universal design for learning, presenting its principles and practices in diverse classroom settings. By bringing together these studies, this volume highlights the importance of adapting educational practices to changing technological and social conditions. The chapters demonstrate how innovative teaching strategies, inclusive learning design, and technology-supported approaches can contribute to more effective and accessible education. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, instructional design, artificial intelligence in education, mathematics education, and inclusive teaching practices. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
Houda Boumediene, Thomas Ajibade Adebisi, Bukola Funmilola Ajala et al.· 0 citations
As foreign language classrooms continue to evolve, the quality of language education increasingly depends on teachers' professional competence and their capacity to implement innovative practices suited to twenty-first-century teaching and learning. This article examines the relationship between teacher competence and pedagogical innovation in foreign language teaching across secondary schools, universities, teacher training institutions, and language centres, arguing that the two exist along a continuum rather than as separate constructs. Drawing on literature in Applied Linguistics, Language Education, Educational Technology, and Teacher Professional Development, the analysis shows that pedagogical innovation is most effective when supported by strong pedagogical knowledge, subject expertise, reflective practice, digital competence, and institutional support. The discussion draws on structured teacher and student questionnaires measuring professionalism, competence, reflective practice, Technological Pedagogical Content Knowledge (TPACK), institutional support, and students' perceptions of classroom practice. The article concludes that strengthening teacher competence through continuous professional development, institutional support, collaborative learning, and technology integration is essential for advancing foreign language education, and recommends that institutions and policymakers prioritise teacher development initiatives suited to multilingual, digitally dynamic contexts.
Ngasu Betek Etengeneng· Journal of Social Science an...· 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
This article explores the application of innovative technologies in foreign language education within the framework of language education programs. It presents the theoretical foundations of innovation in education, modern teaching approaches (such as communicative, competency-based, CLIL, and blended learning), and the role of digitalization in developing language competencies. Particular attention is given to the practical implementation of innovations in Kazakhstani educational institutions, including the use of LMS Moodle, mobile applications, VR/AR technologies, and AI-based tools such as ChatGPT and Grammarly and etc. The empirical part of the study involved surveys, classroom observations, and a pedagogical experiment with students from language faculties. The findings confirmed that integrating innovative technologies enhances motivation, engagement, and the quality of language acquisition. The article offers recommendations for further implementation of innovations in language education, discusses methodological aspects of adapting them to the national context, outlines prospects for the digital transformation of language didactics in Kazakhstan amid global educational shifts, and emphasizes the need to improve teachers’ digital literacy and develop sustainable strategies for integrating innovative tools into the learning process. Thus, the results of the study confirm that innovative technologies are becoming a key factor in modernizing language education and increasing its competitiveness in the contemporary world.
S. Kulmagambetova, Akmaral Temirtassova, Aknur Malikova et al.· 3i: intellect, idea, innovat...· 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