Academic literature on the topic 'Educational Paradigm Shift in the 21st century'
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Journal articles on the topic "Educational Paradigm Shift in the 21st century"
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Sethakul, Panarit, and Nattakant Utakrit. "Challenges and Future Trends for Thai Education: Conceptual Framework into Action." International Journal of Engineering Pedagogy (iJEP) 9, no. 2 (2019): 8. http://dx.doi.org/10.3991/ijep.v9i2.10220.
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The challenges and future trends in Thailand in the 21st century are considered from several factors. These include the revolution of Thailand 4.0, digital revolution, 2030 Agenda for the United Nations Sustainable Development Goal 4 (SDG 4) in Quality Education, ASEAN Economic Community (AEC) preparations, workforce’s need, middle-income gap, population aging, deterioration of natural resources due to unsustainable economic growth, and educational quality and management system development. The Office of Education Council proposes a development paradigm shift in the education of Thailand 4.0 toward the 21st century. The primary focus of a new 20-year plan, announced in the National Scheme of Education B.E. 2560-2579 (2017-2036) [1], provides a national capacity building framework into action, regarding educational management, educational opportunity, educational quality, instructional effectiveness, the administration of educational institutions, budget management, and educational development in the competitive era.
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MOKLYAK, V., and S. TARIELKO. "CONCEPT AND CONTENT OF EDUCATIONAL PARADIGM." Pedagogical Sciences, no. 81 (October 20, 2023): 148–54. http://dx.doi.org/10.33989/2524-2474.2023.81.289409.
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It was determined that the educational paradigm is a fundamental aspect of educational practice, which forms the way of thinking, structuring and evaluating education. Research has shown that different paradigms have a significant impact on student learning outcomes, highlighting the importance of adopting a more learner-centered and constructivist approach to education.Enshrining educational paradigms in law has been found to be essential to ensuring that education meets desired goals and outcomes. By implementing the desired paradigm in curriculum, teacher training and development, assessment, and resourcing, policymakers can create a more effective and meaningful educational experience for students.Arguments are given in favor of the fact that the development of educational programs is one of the ways of introducing educational paradigms into laws. The curriculum is the foundation of education and it determines what students learn and how they learn it. By incorporating a particular educational paradigm into the curriculum, policymakers can ensure that teachers provide education that is consistent with the desired paradigm.The current educational paradigm in the European Union is considered, which emphasizes the importance of providing high-quality, relevant, and inclusive education and training that prepares students for active participation in society and the workforce. The EU's focus on key competencies and lifelong learning reflects a wider shift in educational paradigms towards more learner-centered, flexible, and personalized approaches to learning that emphasize the development of 21st-century skills.The relationship between educational paradigms and educational programs is analyzed. They have been found to be closely related concepts that together shape the way learning is conceived, structured, and evaluated. The educational paradigm defines the goals and outcomes, content, and structure, as well as methods and strategies used in the educational program. By understanding the relationship between these two concepts, educators c an d esign m ore e ffective and meaningful educational programs that fit their educational paradigm.
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War, Hunphylla. "21st Century Skills and Goals of Education." Spectrum: Humanities, Social Sciences and Management 6, no. 1 (2019): 39–48. http://dx.doi.org/10.54290/spectrum/2019.v6.2.0004.
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The 21st century is characterised by rapid technological advancement, an explosion of knowledge and information, competition, innovation and evolution. These developments are undoubtedly influencing education. The students learning needs are very different today from what they were at the turn of the century. The old model of content delivery is no longer relevant in the world of instant access. We are living through an educational evolution and the pace of change is staggering. Education should make big changes by using modern technologies and personalising technologies to engage students in diverse and creative ways. The demands of the 21st Century require education to redefine the experience of students and teachers. Education needs to make an instructional shift to ensure our students succeed as innovators of the future. A paradigm shift from teachers covering the syllabus to students uncovering and discovering it themselves has called for the development of 21st century skills in education. This paper explores 21st century skills and the methods that allow students to enhance these skills. This paper highlights the goals of education in the context of the 21st century. Policymakers in education must seriously consider incorporating the 21st century skills without losing sight of the purpose of education that is to open up the mind of the students and to prepare them to face the world.
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Sailaja, S. V., A. M. N. Kashyap, T. Sarada, and Rashda Rahman. "Empowering Education: The Millennial-Driven Paradigm of Learner-Centric Pedagogy." Edutechnium Journal of Educational Technology 2, no. 1 (2023): 8–16. https://doi.org/10.71365/edujet.v2i1.40.
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In the ever-evolving landscape of education, the emergence of the millennial generation has catalyzed a transformative shift towards learner-centric pedagogy. This paradigmatic evolution recognizes the unique needs, preferences, and characteristics of millennial learners, fostering an educational environment that places them at the center of the learning process. This abstract explores the key elements and justifications for adopting a millennial-driven approach to education. It examines the role of technology, individualized learning paths, collaborative learning experiences, and the empowerment of students as active agents in their educational journeys. By delving into these components, this abstract elucidates the rationale behind embracing this progressive educational model, offering insights into how it empowers both learners and educators to thrive in the 21st-century educational landscape.
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Dokbisa, PADUNG, Leonard, TALI, Dashe Jonah, GYOT, Bitrus Dambo, Fr PODOS, Nengak, and LUKA, Caleb Mbwas. "Initiating a Paradigm Shift in Secondary School Curriculum in Nigeria for Youth Empowerment and Job Creation in the 21st Century." International Journal of Research and Innovation in Social Science IX, no. III (2025): 4514–20. https://doi.org/10.47772/ijriss.2025.90300360.
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In recent times, there has been increasing global concern over the continuously expanded rate of unemployment around the world, particularly in most developing countries, where the youths have been identified as the most affected groups. This is as a result of the government and its stakeholder’s inability to give education the desired attention. Sound education equips youths to challenge the status quo and proffer better alternatives as the way out of the present economic quagmire. It is argued that a new paradigm shift is needed in the area of school curriculum to lead the way to reform present practices; it has to be analyzed occasionally to create a scope that will encompass new disciplines and areas to make it appropriate to the prevailing situation. The task of producing skilled human resource development for youth empowerment, and job creation in society lies with the quality of our school curriculum. The effectiveness of the school curriculum depends on how lots the school is fulfilling the needs of the learners, the society, and the educational objectives. This paper offers; the concept of the paradigm shift, why paradigm shift in the secondary school curriculum, the concept of youth empowerment and job creation, the benefits of paradigm shift in the secondary school curriculum, challenges to the paradigm shift in secondary school curriculum, conclusion and recommendations proffered as part of initiating a paradigm shift in secondary school curriculum in Nigeria for youth empowerment and job creation in the 21st century.
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Tian, Yiran. "Exploration of Core Literacy from the Perspective of Educational System." Region - Educational Research and Reviews 6, no. 8 (2024): 197. http://dx.doi.org/10.32629/rerr.v6i8.2520.
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Core literacy is not only the embodiment of the educational goals of the 21st century, but also the "paradigm shift" of the educational goal system in the context of the information society, knowledge economy, lifelong learning and globalization. The reform of the education system triggered by core literacy is multi-dimensional, including the change of thinking mode, the adjustment of system hierarchy, and the adjustment of content and structure. Therefore, the reform of the education system provides an effective research perspective for us to deeply understand the concept of core literacy.
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Zami Atibuni, Dennis, Deborah Manyiraho, and Agnes Nabitula Nabitula. "A Fourth Industrial Revolution Paradigm Shift in Teacher Education?" International Journal of African Higher Education 9, no. 2 (2022): 1–21. http://dx.doi.org/10.6017/ijahe.v9i2.15365.
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This article explores the plausibility of shifting from the instruction paradigm to the learning paradigm in order to prepare teachers to meet the needs of 21st century learners within the fourth industrial revolution (4IR). While the instruction paradigm is dominated by teacher-centred instructional strategies, a shift to the learning paradigm would require teacher training institutions to prepare teachers who will facilitate the teaching/learning process through interactive strategies, that is, teachers who are ‘meddlers in the middle’, who create puzzling situations and work alongside students to construct knowledge. Key aspects of such a shift include training institutions’ mission and purpose, criteria for the institutional and personal success of teacher trainers and trainees, teaching/learning structures within institutions, learning theory, productivity, funding, and the nature of educational stakeholders’ roles. In line with the dictates of the 4IR, training institutions should cultivate versatility to continuously identify, develop, test, implement, and assess effective learning technologies. In turn, their graduates should value learning as a continuous process for themselves, their learners, and their institutions.
 Key words: Fourth industrial revolution, paradigm shift, teacher training, instruction paradigm, learning paradigm
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Elrayies, Ghada Mohammad. "Flipped Learning as a Paradigm Shift in Architectural Education." International Education Studies 10, no. 1 (2016): 93. http://dx.doi.org/10.5539/ies.v10n1p93.
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The target of Education for Sustainable Development is to make people creative and lifelong learners. Over the past years, architectural education has faced challenges of embedding innovation and creativity into its programs. That calls the graduates to be more skilled in the human dimensions of professional practice. So, architectural education has a great role in developing students’ skills and attitudes needed for professional practice and in fostering continued learning throughout the lifetime. Architectural education that establishes a base for lifelong learning is the best way to face global challenges of the 21st century. More effective methods are needed in introducing lecture-based courses in architectural education to meet the 21st century proper skills. Lecture-based courses are often associated with teacher-centered method that inhibits the possibility to apply such skills. This paper suggests applying the concept of Flipped Learning that stands on active learning and its related pedagogy; Problem-Based Learning. The paper aims to; 1) draw a clear vision of flipped learning relying on its pillars; pedagogy, technology, and space, 2) investigate the challenges face such concept and the opportunities, 3) explore the mechanism of the Problem-Based Learning pedagogy, 4) review the previous promulgated literature of applying PBL within the framework of FL on LBCs in the architectural curriculum, and 5) apply Problem-Based Learning pedagogy on Lighting and Acoustics as a lecture-based course. The paper concludes by; establishing a conceptual approach for the flipped classroom environment, and devising a proposal of Lighting and Acoustics course in a framework of Problem-Based Learning pedagogy.
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Dimitra, Mitsiou. "The flipped classroom learning model as a means for acquiring the 21st century skills." Journal of Contemporary Education Theory & Research 3, no. 2 (2019): 16–23. https://doi.org/10.5281/zenodo.3635032.
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<em>In a knowledge based economy students are expected to acquire a certain set of skills that will enable them to have a positive impact in society. The 21<sup>st </sup>century skills are considered to be the answer to their social and professional inclusion and education plays a key role in providing students with the opportunity to develop these skills. To address the challenges of the future, educational frameworks need to be redesigned so that they can cultivate this set of skills. The advancement of technologies can contribute to the realization of an educational paradigm shift while the teachers’ role in the learning process remains fundamental. The flipped classroom is a new learning model where the learning activities inside and outside the classroom are rearranged. Several studies have indicated that flipping the classroom promotes the cultivation of the 21<sup>st</sup> century skills, such as critical thinking, creativity, metacognition, problem solving, collaboration, motivation, self-efficacy, conscientiousness, grit and perseverance. On the other hand this pedagogical approach could be quite challenging since it presents many barriers that need to be removed so that the method can deliver the desirable learning outcomes.</em>
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Sidikova, Dinara Alibekovna, and Inessa Vyacheslavovna Morkhova. "METHODOLOGICAL ASPECTS OF STRATEGIC ALLIANCES OF THE EDUCATIONAL PROCESS." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1672–74. https://doi.org/10.5281/zenodo.15572158.
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The increasing complexity of educational demands in the 21st century has led to a paradigm shift toward collaborative models and cross-institutional cooperation. Strategic alliances in education refer to formal partnerships between universities, industries, governments, and other stakeholders aimed at optimizing resources, enhancing learning outcomes, and fostering innovation. This article explores the methodological aspects of forming and sustaining such alliances within the educational process. It focuses on the design, implementation, evaluation, and sustainability of alliances, with an emphasis on systems thinking, stakeholder engagement, and adaptive governance. The study highlights how methodological rigor in alliance formation can strengthen institutional resilience and academic relevance in a globally competitive educational landscape.
Dissertations / Theses on the topic "Educational Paradigm Shift in the 21st century"
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Schannep, Allison Joy. "The Super Pac: Political Paradigm Shift for the 21st Century." Thesis, The University of Arizona, 2014. http://hdl.handle.net/10150/321935.
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Brennan, Michelle Claire Elizabeth. "Sustainable construction in the 21st century : an educational perspective to shifting the paradigm." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4532/.
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Sustainability is a ubiquitous topic debated across the globe. The potential of the construction industry to alleviate the effects of environmental damage whilst contributing to the social and economic dimension of sustainability are great. Despite many efforts by both Government and Higher Education Institutions, the adoption of sustainable construction practices is well below where it needs to be. Much work needs to be done in reprogramming the minds of those in an economically facing industry to ensure a sustainable future. This research looks at the efficacy of an educational intervention for such change and the use of psychological variables in assisting the process. This thesis contributes to original knowledge through the development of a validated measurement tool designed to measure attitudes towards sustainable development in a construction context. The tool was used to investigate associations between attitudes and psychological constructs. The research makes a further contribution through the development of an educational intervention which supports the use of alternative pedagogies for sustainability education. The research was conducted in four phases, with phases one and three making the contribution to knowledge. A concurrent mixed methodology approach was adopted utilising an embedded design. Quantitative data was collected in phase one with this phase running concurrently alongside the other phases throughout the project. Qualitative data was collected in phases two and four with phase three adopting a mixed model approach. The conclusions drawn from phase one were that there are associations between emotional self-efficacy and positive attitudes towards sustainability but not with optimism. Phase two highlighted that changes in attitudes towards sustainability would need to be driven through, legislation, education and leadership. This resulted in the development of an intervention with students at LJMU based on principles of student-centred learning. Analysis of the student feedback indicated that the intervention had a positive impact on students with perceptions changing as to how important sustainability is and how important the construction industry is for this to be achieved. The intervention tool developed within this research has the potential to be adapted for use with a wide variety of audiences, in particular those in positions of high level decision making. A top-down and a bottom-up approach is recommended if we are to achieve the aspiration of a sustainable future.
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Gonzales, Rebecca L. "Transforming Executive Fire Officers : a paradigm shift to meet the intelligence needs of the 21st century fire service." Thesis, Monterey, California. Naval Postgraduate School, 2010. http://hdl.handle.net/10945/5157.
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CHDS State/Local<br>Approved for public release; distribution is unlimited<br>Executive Fire Officers (EFOs) routinely face complex strategic challenges, but none are as multifaceted or as intractable as the expansion of the fire service's core mission to embody intelligence functions. Given the emerging public expectation that the fire service be a critical partner in efforts to secure the homeland, it is imperative that EFOs be prepared to lead their respective departments into this unchartered territory. Most EFOs agree that adjusting strategies is necessary to adapt to emerging threats of terrorism. Moreover, this concept is widely accepted and embraced by the fire service in the context of its traditional core disciplines. Where philosophies diverge is how each envisions the fire service's role related to intelligence sensing, collecting and sharing. While the threat of terrorism prevails, the fire service is challenged to adapt its practices, policies and strategic objectives if it is to maintain the highest state of operational readiness. Inclusion of firefighters into the information and intelligence-sharing framework will require a systemic transformation by both the fire service and its law enforcement partners. Central to this transformation are national guidance documents on folding counterterrorism strategies into fire departments' policies, procedures and operating guidelines. Incorporating such guidance will enhance the homeland security by making EFOs better "First Preventers" and "First Responders."
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Chinn, Jacquelyn Nicole. "Communicating 21st century statecraft: Evaluating the paradigm shift argument." Thesis, 2011. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10048.
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This project examines how social media is being used by individuals within the State Department engaged in public diplomacy and how the use of these technologies may or may not represent a paradigm shift in diplomatic operation. Assessments of social media and government in popular culture argue a fundamental shift has taken place in government operations. Yet this argument calls for theoretical examination using communication theory and via examination of organizational praxis. Using Ammon's criterion for paradigm shift in communications technology and diplomacy, I evaluated State's current program of social media and public diplomacy called 21st Century Statecraft. I conducted a content analysis of organizational Twitter feeds and also interviewed actors within the organization working with public diplomacy and social media. I also examined historical accounts of State's Voice of America radio program, and compared current organizational uses of social media with the appropriation of radio in the second half of the 20th century.
The results suggest that paradigm shift has not yet occurred despite the uses of the new technologies. In many cases, social media is being used akin to technologies from previous paradigms due in part to the constraints of organizational structures. Twitter platforms were used as spaces to push information and policy to the masses, similar to the ways in which radio was used after World War II and throughout the Cold War. Organizational actors characterized social media as a tool to accomplish public diplomacy, not as the change agent those outside of the organization have argued it to be. They described organizational challenges of incorporating social media including questions of voice, information control, and doing 'in-reach' inside the organization. Finally, they described aspects of the interaction that took place as an opportunity to create dialogue amongst interested citizens around the world and to come into face-to-face contact with individuals outside the embassy. Although anomalous practices have begun to emerge as a result of new media's use in the State Department, we have not reached what Kuhn would term a 'critical mass,' necessitating a shift in worldview and practice.
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Van, Tonder Barend Jacobus. "Kerkmusiek vir hedendaagse tieners." Diss., 2001. http://hdl.handle.net/10500/17766.
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Text in Afrikaans<br>Die eng definiering van kerkmusiek staan tans in die spervuur
vanwee:
1. Ingrypende wendinge binne die praktiese teologie in die
afgelope paar dekades, wat pleit om 'n hernieude ondersoek
binne die handelingsveld van viering (waaronder himnologie);
2. 'n Verskuiwing in wereldbeskouing weg van modernisme na postmodernisme;
3. Die geboorte van 'n totaal nuwe geslag adolessente, bekend
as die 'Verlore Generasie' of 'Generasie X' .
Kerkmusiek, in die engere sin, soos dit steeds grootliks verstaan
word, hou nie genoegsaam met hierdie tendense rekening nie.
Vandaar verloor kerkmusiek sy impak en inspraak in die leefwereld
van die hedendaagse tiener. Dit veroorsaak gevolglik 'n groterwordende kloof tussen adolessente en die erediens, gemeente en kerk.
In hierdie studie word gepoog om genoegsaam op bostaande tendense
ag te slaan, sodat 'n breer def iniering van kerkmusiek tot stand mag kom, wat ruimte vir grater verskeidenheid en aktualiteit tot gevolg sal he, en die spanning random kerkmusiek en die tiener kan probeer ontlont.<br>The narrow defining of church music today experiences a critical
assault on account of:
1. Drastic turns within the development of Practical theology
in the past few decades, which ask for a renewed
investigation within the field of himnology;
2. a Shift in worldview away from modernism to post-modernism;
3. The birth of a total new generation of adolescents, known as
the 'Lost Generation' or 'Generation X' .
Church music in the narrow sense, as it is still understood to a great extent, does not take these tendencys serious enough. For this reason it's impact and influence in the life of today's teenagers declines.
With this study a thorough acknowledgement of these shifts is
attempted, which will result in a much broader defining of church music, and in turn will bring forth a scope for more variety and actuality, so that hopefully the growing gap between teenagers and church music can be bridged.<br>Practical Theology<br>M.Diac. (Jeugwerk)
Books on the topic "Educational Paradigm Shift in the 21st century"
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(Laurence), Johnson Larry, Lobello Sharon T, League for Innovation in the Community College (U.S.), and International Business Machines Corporation, eds. The 21st century community college: Technology and the new learning paradigm. IBM, 1996.
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Sin, Tong-yŏp. 21-segi maenijimŏnt iron ŭi nyu pʻaerŏdaim: Paradigm shift in the 21st century management theories. Wisdom House, 2008.
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AMIA, Symposium (1998 Orlando Flor ). A Paradigm shift in health care information systems: Clinical infrastructures for the 21st century : AMIA '98 : annual symposium : a conference of the American Medical Informatics Association, proceedings, November 7-11, 1998, Buena Vista Palace, Orlando, FL. Hanley & Belfus, Inc., 1998.
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Miskin, Alan S. Full circle: My plan for stimulating a paradigm shift in the structure of education in America for the 21st century, with recommendations for the future. A.S. Miskin, 1992.
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Orakci, Senol. Paradigm Shifts in 21st Century Teaching and Learning. IGI Global, 2020.
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Beyond User Friendly: The 21st Century Paradigm Shift. Academy of Publishing, 1996.
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Obi, Toshio. Joho tsushin rienjiniaringu =: Paradigm shift toward the 21st. century. Kodansha, 1994.
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Orakc, Senol. Handbook of Research on Paradigm Shifts in 21st Century Teaching and Learning. IGI Global, 2020.
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Utopia / Dystopia: A Paradigm Shift in Art and Architecture. Mousse Publishing, 2017.
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Kennedy, Michael. Make Hockey Great Again: Hockey for the 21st Century - A Paradigm Shift. Michael Kennedy, 2018.
Find full textBook chapters on the topic "Educational Paradigm Shift in the 21st century"
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Çetin, Münevver, and İsmail Karsantık. "Current Trends in School Management: School Leadership in Education 4.0." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_9.
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AbstractMeeting the needs of industrial development and reflecting the emerging demands onto the field of education has led to the emergence of Education 4.0 and initiated pedagogical, cultural, and managerial transformation in education in this direction. As a result of this transformation, macroscale structures and policies have been replaced by a microscale, web-oriented, local government paradigm. This section discusses current trends in education management and school leadership which are examined in the light of new education and management paradigms. In this direction, the shift in the education management paradigm, the sources of change, the role of school leaders in organizational development, the expected characteristics of school leaders in Education 4.0, and the use of the Internet of Things in education management and monitoring systems are addressed. In Education 4.0, the concepts of innovation management, digital literacy, productivity, collective participation in management and decisions, education communities, and capacity development are prominent in school leadership. This section emphasizes that strategic leaders who are able to adapt to the paradigm shift contribute and direct the formation of school culture and values. In this direction, the importance of organizing trainings for developing leadership skills and raising leaders who will help to restructure schools and shape cultural trends are underlined in the chapter. Emphasis is placed on the importance of raising leaders with technological skills who can use multi-channel communication strategies in school management.
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Ulukütük, Mehmet. "Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_2.
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AbstractThis chapter examines the relationship between changes in the scientific paradigm and curriculum after 2000 in Turkey and Singapore as case countries that experienced the transition to social constructivist education. This chapter explores the following questions: Can the traces of paradigm shifts be seen in the curricula? What was the education curriculum like in Turkey and Singapore before 2000? Have any changes occurred in the curricula in Turkey and Singapore after 2000? If any apparent changes have occurred in the curricula, how can they be explained through the relationship with the science-knowledge paradigm shift? After 2000, Singapore and Turkey were observed to have adopted the contextual and subjectivist paradigm, which changes based on idiosyncratic conditions, rather than the objectivist science-knowledge paradigm based on the positivist paradigm. Since 2000, Turkey has started to apply the constructivist paradigm in its education system after trying out various education approaches. Likewise, Singapore started to search for a new paradigm following its independence from England in 1959 and separation from Malesia in 1965. Even though the change in Turkey’s curriculum after the 2000s indicates positivism to be questioned, the realist ontology and objectivist approach to knowledge have apparently not been put behind. In the case of Singapore, the constructivism that had evolved over time emerged in the curriculum, not the relativist and anti-realist constructivism. Singapore’s success compared to Turkey’s is debatable; nevertheless, Singapore’s performance on the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) is noteworthy.
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Beckett, Gulbahar H. "Critical Project-Based Learning and Teaching for 21st Century with Five Cs." In A Paradigm Shift for Language Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032700205-6.
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Nehru, R. S. S. "MOOCs: The Paradigm Shift from Traditional to New Learning Spaces in Indian Higher Education." In Digital Education for the 21st Century. Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003180517-15.
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De Parker, Indrani. "Reflecting on the Future of Design Education in 21st Century India: Towards a Paradigm Shift in Design Foundation." In Lecture Notes in Mechanical Engineering. Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-1050-4_93.
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Erdoğan Coşkun, Aynur. "Conceptions of Society and Education Paradigm in the Twenty-First Century." In Educational Theory in the 21st Century. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_7.
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AbstractThis chapter describes the structural features and problem areas of modern education systems, then discusses new social and educational ideas that offer solutions to these problems. From the nineteenth to the twenty-first century, information was given on the social models and educational systems that coincided with the turning points of industrial developments. While factory organization as characterized by mass production and nation-state citizenship shaped the education system of industrial societies, digitization and its values have left their mark on educational systems in the information society. Advanced technological developments in areas such as nanotechnology, biotechnology, or the Internet of things have led to a techno-futuristic model of society being placed on the agenda. In this context, we pursue the questions of how new technologies are changing the education system and what kind of solutions they are offering to its problems for education in future societies. New technologies are argued to have not eliminated the basic problems we must deal with in the contemporary world such as equal opportunity in education and student-centered education.
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Maeda, H., K. Greish, and J. Fang. "The EPR Effect and Polymeric Drugs: A Paradigm Shift for Cancer Chemotherapy in the 21st Century." In Polymer Therapeutics II. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/12_026.
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Johnson, Jeffrey E. "International Start-ups, a Paradigm Shift for the 21st Century: Two Illustrative Cases Spanning the Atlantic." In Multinationals in a New Era. Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9781403907622_5.
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Islas, Paul Moch, Anne K. Calef, and Cristina Aparicio. "2013 Mexico’s Education Reform: A Multi-dimensional Analysis." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_4.
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Abstract The 2013 education reform to Mexico’s education system had two main goals, one explicit, to improve the quality of education and one implicit, to reassert federal authority over the education sector. Beginning with institutional and political mechanisms that introduced evaluations to the teaching profession, the reform sought a shift in Mexican educational culture. This chapter will begin by analyzing Mexico in international and domestic contexts to understand the urgency of the reform. It will then use Reimers (2020b and 2020c) five perspectives on education change to analyze the reform and evaluate the sequence in which it was implemented. The chapter concludes by outlining the results of the reform to date and summarizing the relationship between the five perspectives. Ultimately, we argue that the initial deprioritization of technical aspects, including pedagogical and curricular ones, stymied the cultural shift towards an educational model grounded in twenty-first century competencies that the reform sought. When coupled with a limited political cycle and uneven implementation at a state level, the reform’s sequence left little time for full implementation of its more pedagogical aspects, such as the new education model, and ultimately faced dramatic reprisal from the new presidential administration.
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Alom, Md Mujahid, and Dr Vijaykumar R. "DIGITAL LITERACY A PARADIGM SHIFT IN 21ST CENTURY." In 21st Century Teaching and Learning in Classrooms. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/nbennurctch13.
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Digital literacy has emerged as a fundamental skill set in the 21st century, marking a significant paradigm shift in how individuals interact with information and technology. This paper explores the concept of digital literacy as a multifaceted competency encompassing technical proficiency, critical thinking, ethical behavior, and social responsibility in digital environments. Drawing on a review of literature and case studies, this paper examines the evolving nature of digital literacy, its importance in various domains, and its transformative impact on education, employment, citizenship, and societal participation. Additionally, it discusses strategies for fostering digital literacy, challenges and implications among diverse populations, and the implications of digital literacy for empowering individuals and promoting digital inclusion in an increasingly interconnected world.
Conference papers on the topic "Educational Paradigm Shift in the 21st century"
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K. Barsky a, Constance, and Stanislaw D. Glazek b. "21st Century Ergonomic Education From Little e to Big E." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100377.
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Despite intense efforts, contemporary educational systems are not enabling individuals to function optimally in modern society. The main reason is that reformers are trying to improve systems that are not designed to take advantage of the centuries of history of the development of today’s societies. Nor do they recognize the implications of the millions of years of history of life on earth in which humans are the latest edition of learning organisms. The contemporary educational paradigm of “education for all” is based on a 17th century model of “printing minds” for passing on static knowledge. This characterizes most of K-12 education. In contrast, 21st Century education demands a new paradigm, which we call Ergonomic Education. This is an education system that is designed to fit the students of any age instead of forcing the students to fit the education system. It takes into account in a fundamental way what students want to learn—the concept “wanting to learn” refers to the innate ability and desire to learn that is characteristic of humans. The Ergonomic Education paradigm shifts to education based on coaching students as human beings who are hungry for productive learning throughout their lives from their very earliest days.
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Osman, Silvia. "A DIATRIBE IN FAVOR OF A PARADIGM SHIFT IN EDUCATION." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-071.
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We live in a day and age in which information and technology witness a huge leap of development. Entire generations of pupils and students are accustomed to using means and devices of the 21st Century in searching for information and general knowledge. Moreover, they are continuously bombarded with manipulative messages coming to them in an endless stream of data which pressures them to stay updated and connected to the source. Who is guiding them while surfing through this ocean of information and knowledge? Who is setting landmarks and guiding posts for them? Their rhythm and pace is alert and vivid and they expect nothing less from the schools and lectures they attend. Is education keeping up with the times? It is obvious that the good old ways don’t work anymore. The absolute need for a paradigm shift in education dawned a while back, while specialists in the field identified a deep fracture at the very core structure of a system in absolute need for deep reformation. Now is the time the paradigm shift in education becomes instrumental for the wellbeing of society at large, since the outcome of the obsolete educational processes affects generations of young, beautiful, restless minds, dependent on and glued to technology and modern virtual environments. We, educators, need to wake up and start changing and shifting things around or the future will vilify us. We need to realize that our job as education facilitators is to develop means to skillfully interact with these new generations, continuously bearing in mind that conveying information without building transformational relationships within the educational process, knowledge becomes void of valuable content. Boosting creativity through Blended Learning and Flipped Classroom, encouraging the use of Summative Intelligence and peer / self-evaluation within the learning environment are the building blocks of the Interactive Transformational Education method the present paper aims to briefly introduce and describe within the economy of this format.
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Salawu, Ibrahim. "Inclusive ODL: Implications for the Adoption of Blended Instructional Learning Strategy in the 21st Century Technological Era." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3322.
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The need for the paradigm shift in the practice of education with emphasis on exclusiveness to inclusiveness has been in the forefront of debate for quite a long time. While the practice of exclusiveness seems to be predominantly evidenced in the conventional system, the open and distance learning (ODL) system is exceptional. At both pedagogical and philosophical spheres, ODL adheres itself to the dictates of inclusive approach to educational practice. It is however one thing to peripherally satisfy inclusive education through ODL, but another thing in using pedagogical instructional strategies that should go along with the actualisation of an ideal inclusive education. For this reason, the paper examines the whole of the concept of inclusiveness and relating it to blended instructional strategy (BIS) as globally accepted delivery mode in ODL. It critically examines the BIS in a manner that suggests the need for a new global understanding more suitable to applicability to the concept of inclusiveness. Some specific variables like geographical location, job orientation, learners’ various and varied characteristics were examined as they relate to the new approach being suggested.
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De Parker, Indrani. "Reflecting on the Future of Design Education in 21st Century India: Towards a paradigm shift in design foundation." In Research: Uncertainty Contradiction Value - DRS International Conference 2012. Design Research Society, 2012. https://doi.org/10.21606/drs.2012.31.
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Sangwan, Devika, Kuldip Singh Sangwan, and Punita Raj. "21st-century competencies in engineering education: initiation, evolution, current, and now whither to." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1409.
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The fibre of engineering education has evolved from knowledge to competencies. This is a logical consequence of the technologically advanced and multifaceted learning environment where engineers are expected to be technically acute along with a set of essential non-technical competencies. This change is referred to as a ‘paradigm shift’ in engineering education. Hence, the vision of learning is to immerse a progressive, learner-centric, and competency-based learning environment to face the uncertainties of the 21st century. There are various ways to improve the performance of learners by implementing the available competency frameworks, but the need is to initiate a set of essential competencies according to their nature and purpose that can endure across disciplines. In this paper, the evolution of competencies from the essential to the necessary is reviewed. Finally, the benefits of these competencies in relation to the performance of the engineers are discussed in detail through semi-structured interviews conducted with the engineers. MAXQDA, a qualitative data analysis tool, is used to analyse the data. The findings will help the engineers in grooming their competencies according to the industries.
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Cakane, Liga, Jelena Volkinsteine, Dace Namsone, and Ilze France. "WHAT LESSON OBSERVATION DATA REVEAL ABOUT THE CHANGES IN TEACHING SCIENCE: CASE STUDY FROM LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.30.
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The improvement of teaching quality in Science subjects is closely connected to the implementation of reforms initiated in education policy resolutions in the school practice. It is crucial for teachers to implement the paradigm shift from transmitting information to 21st century learning design. It means to change not only teaching strategies but also their views what teaching is. Lesson observations were the main source to answer the research questions: What do lesson observations reveal about the students’ learning in science lessons according to criteria selected? What information lesson observation gives about teachers’ skills to organize learning according to changes envisaged in education policy resolutions? Key words: case study, lesson observation, science teaching and learning.
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Vlada, Marin, and Adrian Adascalitei. "COMPUTERS: AS DIGITAL FACILITIES FOR SCIENTIFIC RESEARCH AND AS TOOLS FOR ENHANCED LEARNING IN HIGHER EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-138.
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Complexity of learning causes at all stages of development of human society, the search for new methods, new tools, new resources for relevant efficiency in education. Until now developed new theories and methods developed by educators and psychologists were reformed and modernized education systems of the countries have adapted curriculum learning goals were always set new directions in scientific research. Over time, changes in all scientific theories, methods and techniques of investigation of development of human knowledge that influence the overall development of human society. To achieve development and efficiency in life, one must continually adapt to the changes of knowledge. In education, particularly learning and improvement, the emergence of new information and communication technologies (ICT) to improve pedagogical theories and psychological forces pupils / students, teachers, parents and professionals to adapt to these changes. What do pupils and students? What do teachers and parents? What do experts? What are governments? An Example. INTIME Project (1999-2001). "The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning". Technology as Facilitator of Quality Education Model: A Model (by William P. Callahan and Thomas J. Switzer, College of Education, University of Northern): o COMPUTER: means for forming a new vision of education, research and innovation. o TECHNOLOGY: mediator of quality education. o STUDENTS: active participants in their own learning process. Computer Aided Learning Many educational projects that use computer and software are the result of complex ideas and exploratory actions immediately after 2000. Already there were many changes in education by supporting it with systems, programs and applications, including the development of IDD shape (Open Distance Learning). At that time - the transition from Web 1.0 to Web 2.0 technology, the terms "e-Learning" and "Educational Software" appeared more often in various articles, studies, reports, etc.. Today, some experts in e-learning and educational software actually admit that at the time concepts were not clear and do not understand the context of their use in education and training. After 10 years, by following some step-difficult-sometimes even e-Learning products and educational software incorporates not only expertise in informatics and IT professionals, especially teachers and teaching scenarios for learning: IAC (Computer Aided Training). Systemic approach to learning and teaching strategy Computer assisted learning systems approach to training enables a new vision that psycho-pedagogy one theorized in recent years, but which becomes operative when teaching strategy is combined with multimedia technologies. While in training designed as a system can be determined: for the system (training objectives), the processes by which it is achieved for (type of activities, learning situations in which students must participate to achieve the targets) and the results that they want to reach (translated into effective procurement categories of students), educational software design allows even cover the main elements of the system, helping to optimize the learning process. News trends New trends in education highlights the need for a teaching tool that involves both players learning process: teachers and students.Changing the paradigm shift from learning and knowledge acquisition in the development of skills, values and attitudes necessary focus on training activities and voluntary dominant active participation of students to the needs, interests and their learning profiles. Differentiated Instruction and its contextualization is particularly useful support in using computers in the classroom. The Power of Learning "Teaching is more than imparting knowledge, it is inspiring change. Learning is more than absorbing facts, it is acquiring understanding." William Arthur Ward Knowledge and lifelong learning frees you from ignorance and superficiality. Today, technology and software resources help business efficiency and a better job in this regard. "Educational content it should encourage students to create their own knowledge by experiment, not by learning a text by heart." Radu Jugureanu The responsibility for education is nowadays shared: collaborative demarches and adequate commitment from all stakeholders is very much increasing the effects of education as a whole, oriented towards preparing competitive human resources equipped with competences for the 21st Century: cooperation, communication, critical thinking, creativity, innovation. In the United States and also in UNESCO strategies these are referred to as the 21st Century Skills. The European Union in the Lisbon framework outlines eight domains of Key Competences for Lifelong Learning. These 21st Century Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. For Dr. Howard Gardner (American Psychologist and Educator), intelligence is (Building the 21st-Century Mind: www.howardgardner.com, Gardner, 2009): o the ability to create an effective product or offer a service that is valued in a culture; o a set of skills that make it possible for a person to solve problems in life; o the potential for finding or creating solutions for problems, which involves gathering new knowledge. Skills are critically important to support the challenges of the modern workplace and its dynamic and the rapidly changing knowledge society. There is a growing and widely accepted understanding that a different set of skills need to be developed by our students in our school systems. Highly structured and disciplined schooling systems do not necessarily prepare students well for the dynamics and challenges of the 21st century workplace and society. More self-motivated, individualized, group and collaborative learning processes, supported by ICT will contribute significantly to the preparation of a more agile modern workforce (Hamilton, & O'Duffy 2009).
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Koerner, Lori. "PARADIGM SHIFTS NECESSARY FOR 21st CENTURY LEARNING FOR PEACE ENGINEERING." In 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC). IEEE, 2018. http://dx.doi.org/10.1109/weef-gedc.2018.8629741.
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Di Dio, Salvatore, Dario Russo, Francesco Monterosso, and Benedetto Inzerillo. "Designing the Future: A Manifesto for Design Education." In Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004537.
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The design discipline, historically rooted in the capitalist consumerism framework, has predominantly focused on influencing consumer desires to promote the sale of superfluous products (Papanek, 1971). This traditional approach to design education has often been misaligned with the pressing socio-environmental challenges of our times, leading to a production of graduates ill-equipped to address the realities of dwindling resources and the imperative to maintain and optimize the existing built environment (Monteiro, 2019).Recent decades have witnessed significant shifts in global economic paradigms, relationships with natural resources, and evolving social conditions (Meadows et al., 1972). Schumacher's "Small is Beautiful" underscores the necessity for a sustainable economic approach, emphasizing the value of localized, human-centric systems. Concurrently, the "Donut Economy" model proposed by Raworth (2017) presents an innovative framework, advocating for an economic system that harmoniously balances human needs with ecological boundaries.The cradle-to-cradle design approach, as elucidated by prof. Federico Maria Butera, emphasizes the interconnectedness of natural systems and the importance of a circular design methodology. This perspective aligns with the broader shift towards community empowerment and co-designing change paths, a sentiment echoed by thought leaders such as Thackara, Hill, and Lutz.Technological advancements, particularly the advent of CAD tools and AI-driven design platforms, have democratized the design process (Manzini, 2015). While these tools have transformed the discipline, there is a pressing need for an epistemological renovation of design education (DiSalvo, 2020; Di Dio, 2022). The proposed Manifesto for design education, grounded in a transdisciplinary approach, mission-driven learning methodologies, and a strong ethical foundation, seeks to address these challenges. Core principles include social and environmental justice, emphasizing the role of designers as stewards of a sustainable future.The imperative is to articulate a comprehensive Manifesto for the future of design education to inspire design practitioners and professors to develop universities programs. This Manifesto, while providing a foundational structure, is intended to be a living document, open to international discourse and iterative refinement.This paper develops a draft Structure of the Manifesto for the Future of Design Education in the following points:1. Preamble:- Contextualizing the current state of design education.- Recognizing the global challenges and the role of design in addressing them.2. Principles of Sustainable Design:- Emphasizing the importance of social and environmental justice.- Advocating for a holistic, systemic, circular design approach.3. Transdisciplinary Approach:- Promoting collaboration across disciplines.- Recognizing the interconnectedness of global challenges and the need for diverse expertise.4. Mission-Driven Learning:- Aligning educational objectives with global sustainability goals.- Encouraging problem-solving that addresses real-world challenges.5. Ethical Foundation:- Establishing a code of ethics for designers.- Emphasizing responsibility, integrity, and accountability.6. Community Empowerment and Co-Design:- Promoting participatory design practices.- Empowering communities to be active stakeholders in the design process.7. Technological Integration:- Recognizing the role of technology in democratizing design.- Encouraging the ethical use of technology in design practices.8. Open Forum for International Discourse:- Inviting global perspectives and insights.- Facilitating regular reviews and updates to the Manifesto based on collective wisdom.9. Call to Action:- Encouraging institutions, educators, and practitioners to adopt and adapt the principles of the Manifesto.- Promoting collaborative efforts to develop a novel design master's program aligned with the Manifesto's vision.By proposing this draft structure, the aim is to foster a collaborative, international dialogue. The overarching goal is to nurture a generation of designers equipped to address the multifaceted challenges of the 21st century, ensuring the discipline's relevance and impact in shaping a sustainable future.
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PRUS, Elena. "Current connotations of teachers’ emotional culture in the context of internet addiction among school students." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p11-16.
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The research represents the active area of science, as a thinking model that responds to new challenges through the competitive search for innovative solutions to current issues in several ways: the global availability and veracity of scientific sources, the configuration of priority fields, the reconfiguration of traditional fields, etc. The scientific component is increasingly linked to the emergence of the informational, communicational and computational paradigm. The context of systemic polycrises at the beginning of the 21st century of different type has energized and revolutionized some fields and revealed specific issues in different spheres and regions. These fundamental mutations are also a turning point for rethinking and building the intelligent future of education and research. The dangerous scenarios of the 21st century, during which catastrophes, bio-terrorism and wars continue, impose the need for constant innovation, regular paradigm shifts, globalization of research efforts, technological capacity and securing resources in different fields, which is a gateway to a new laboratory of the spirit. We are in the presence of a global innovation, the integration of man and the social body in the universe of science. Today the development of research, which involves the interaction of soft/human (itarian) sciences with hard/exact ones, is seconded by the “moralization”/confrontation/normalization of the relations between these fields. Only the coagulated synergies of the active and the passive approach can capture the evolution of the research and education approach in its fundamental complexity. We are convinced that the dialogue of our ideas and knowledge can lead to a high academic endeavor, in the true sense of universitas.