教育学 — 全 下位分類

This book examines the evolving landscape of private tutoring in the context of rapid advances in generative artificial intelligence (AI), with particular attention to its implications for teaching, learning, and educational equity. It critically explores how AI-driven tools are reshaping traditional forms of supplementary education, enabling new modes of personalised instruction while also raising important pedagogical, ethical, and policy-related questions.

Drawing on contemporary research and emerging practices, the book analyses the interactions between human tutors and AI systems, considering issues such as instructional quality, student autonomy, and the role of expertise in increasingly technology-mediated learning environments. It also addresses broader societal concerns, including access disparities, regulatory challenges, and the potential reconfiguration of the private tutoring industry.

By situating private tutoring within the wider digital transformation of education, this book provides a timely and interdisciplinary contribution to debates on the future of learning. It serves as a helpful resource for researchers, educators, policymakers, and stakeholders seeking to understand the opportunities and challenges posed by generative AI in supplementary education contexts.

This book is based on the proceedings of the First International Conference on Inclusive Technologies for Education and Management (ICITEM'25). It provides a comprehensive and forward-looking exploration of how digital technologies and innovative pedagogical models are transforming education in today's rapidly evolving learning ecosystems. Organized into four integrated parts, this edited volume brings together global research and case studies demonstrating the power of technology to reshape teaching, learning, and management practices across disciplines and contexts.

* Part I-Emerging Technologies and Innovative Approaches in Education highlights how tools such as artificial intelligence (AI), virtual reality, gamification, and digital platforms, such as Moodle and Duolingo, are revolutionizing educational engagement and accessibility.
* Part II-Enhancing Educational Practices and Addressing Learning Challenges focuses on methodologies and interventions that respond to real-world barriers in education-from online learning in rural communities to AI integration in engineering, finance, and mental health support.
* Part III-Advances in Intelligent Systems, Computing, and Applications presents pioneering research on AI-driven systems, cybersecurity, machine learning models, and medical and communication technologies shaping the future of intelligent learning environments.
* Part IV-Digital Transformation, Management, and Societal Impacts explores how digitization influences leadership, human resource management, and economic growth, emphasizing how education and industry can align to build sustainable and technology-driven futures.

With its combination of applied research, practical case studies, and interdisciplinary insights, this book serves as an essential resource for educators, researchers, policymakers, and technology professionals seeking to leverage digital transformation for inclusive and effective education worldwide.

As education takes places increasingly online and through blended learning environments, there is a need to further investigate how learners' digital communicative competence forms and develops. This book explores the findings of a large-scale research project conducted in 2023 across Australia and China with primary, secondary, and university students, as well as school teachers and parents. Through this data, the authors expose patterns of learners' interactions, engagement, and behavior while using digital technologies in communication and present an instrument to assess this engagement. In today's digital age, being able to communicate effectively through various digital channels such as email, social media, video conferencing, and messaging apps is essential for personal and professional success. With this in mind, the authors offer a pedagogical model to assist educators in developing learners' digital communicative competence.

Close comprehension gaps by centering students-and the books they read

When students don't understand a text, what should teachers do? Team Up With the Text: A Practical Guide to Analyzing-and Improving-Students' Comprehension offers a field-tested framework for supporting reading comprehension-one that unites the science of reading, data-driven instruction, and the heart of English class itself: the rich, complex works students read.

The book explores the idea that the problem isn't that students can't "find the main idea," but that we've been analyzing reading the wrong way. It offers a model for supporting reading comprehension, charting a course away from reteaching isolated reading standards and toward practice that is both research-aligned and practically sound. Reading student work can tell us how students struggled, but analyzing their texts can tell us why.

Readers will find:

• A systematic alternative to repeatedly reteaching isolated reading skills like inference without measurable student gains
• Step-by-step guidance for diagnosing the root causes of comprehension breakdowns through close analysis of student work
• Methods for making student thinking visible so educators can respond to it with precision
• Strategies for designing targeted response lessons that address specific gaps
• Real classroom examples demonstrating how teachers across grade levels have applied the framework to raise achievement

Written for English teachers, literacy coaches, and instructional leaders who embrace the science of reading and are looking for what comes next, this book delivers a new, research-based approach to diagnosing comprehension problems and responding with precision.

The project method, a hallmark of the American progressive education movement, ranks among the most influential instructional approaches worldwide. Yet its origins and evolution-shaping classrooms and universities in Europe and the United States for over 450 years-have been largely overlooked. This study ventures to provide the first comprehensive account of that development, tracing the method from its Italian and French roots to its transatlantic transfer, examining its elaboration during the Progressive Era, and exploring, among other highlights, John Dewey's critique of William H. Kilpatrick's provocative definition of the project method. From a conceptual and historical perspective, it illuminates the trajectory of the progressive education movement-charting its little-known beginnings and analyzing its defining discourses.

Can I be a good scientist and a good mother? This haunting question shapes the lives of many academic women.

This book examines the double-lock linking maternity and academic careers in contemporary Italy: how motherhood-and even its anticipation-shapes recruitment, evaluation and stabilization, and how academic competitiveness and precarity, in turn, reshape fertility choices and timing.

Drawing on narrative interviews with two generations of scholars and engaging with international literature, it shows how institutional cultures and gendered expectations reinforce structural constraints while normalizing unequal trade-offs. It identifies pathways to rethink academic careers so that excellence and parenthood can coexist.

Flourishing Through the Art of Living is a theoretical study of school education which begins by questioning its purpose. The book provides an answer to this question that is grounded in a view of what "flourishing" means for humans living in the social order of high modernity, and outlines the implications on the institutional, curricular, and pedagogical aspects of school education.

Education professor Thomas Falkenberg argues that school education has to address developmental aspects of flourishing as part of its mandate in order to contribute in a very substantial way to the developing political and societal concern for human flourishing. The book first explicates the specific demands that living in high modernity of the 21st century has on humans and then goes on to develop an understanding of the specificity of human existence and functioning. Next, the author expounds on an understanding of human flourishing as it is relevant to living in high modernity; and finally, proposes an approach to school education that supports such flourishing.

Flourishing Through the Art of Living is an interdisciplinary investigation that advances a vision for school education that will infuse sustained meaning, purpose, and hope in the lives of students.

This edited volume is a compilation of research and training activities related to the UNI-T Academy (European Civic Teacher Academy) project. It seeks to promote a shared vision of teacher education and foster a common understanding of the diverse structures and approaches to teacher education across European countries. Specifically, its objectives include International Perspectives in Teacher Education, Inclusive and Intercultural Approaches in Teacher Education, Critical and Reflective Practices in Teacher Education, and Innovative Learning Environments and Approaches. Coordinated by Aix-Marseille Universite (particularly through the Institut National Superieur du Professorat et de l'Education d'Aix-Marseille), the UNI-T Academy project is among 11 initiatives selected by the European Commission under the 2022 Erasmus+ Teacher Academies call for projects. This collection of work, undertaken by academics, advances teacher education by integrating international perspectives and fostering collaborative innovation.

This work explores ideas, case studies and strategies for how young people can flourish in our networked world. Youth interests reflect their values and are examined in this book as a means of offering reflective pedagogy for educators. Themes include social media, identity, beliefs, real and imagined activities
The meaning of society is explored including the separation of nature from increasingly urban cultures. How the emerging self is influenced by traditional values of family and culture within contested social spaces creates moral and ethical dilemmas. Questions raised provide a basis for developing a pedagogical model which is dynamic, interactive with youth voices and a constructive method for reforms. Chapters open new dimensions of youth experience including past, present, and projected futures.
Young people rely on their peers, families, mentors and institutions for their moral virtue and life values. Home, place, culture, media tools and global influences all contribute to their emerging self. However, technology advances (AI) are opportunities for young people to bypass traditions and forge new futures. The affordances are infinite and so are the perils. Whilst we may think that generations are custodians of past values and customs the idea that history encourages inertia is contested. Societal advances rely on questioning insight and young people are the carriers into the future of new ideas. Arguably, the global landscape of digital tools is levelling the field of opportunities for upcoming generations. Their skills and actions can be used to positive effect. At the same time, the powers of the tools are also a source of destructive outcomes and widespread misery. Nevertheless, connectivity can result in ground-breaking movements for positive good. Civil society can be the beneficiary provided there is leadership well-grounded in moral and ethical values. Within this field of contradictions and reference systems this book argues that education is always a community responsibility with suggestions for how the profession might respond.

This book introduces readers to a variety of aspects in the field of Organization Development (OD), from conceptual, theoretical ideas to the research upon which these are based. It is exemplified by original case studies and supported by the educational process to develop competent OD professionals in these areas.

Experienced educator and professor Marilyn Laiken begins by examining key concepts and approaches in OD, focusing on contextual issues - from an individual professional's realization that organizational systems shape their effectiveness, to the diverse environments in which practitioners operate, and the types of interventions typically involved. The discussion then highlights the critical role of original research in bridging theory and practice, showcasing how organizational learning, interprofessional collaboration, and high-performance team development can drive meaningful organizational change. This book also demonstrates the practical application of theory through real world case studies, each drawn from a unique context that illustrates the concepts in action. Building on two decades of teaching experience, the author then turns to the preparation of skilled OD professionals, reflecting on effective educational methods.

Shedding light on past research and emerging trends, this book considers how the field of Organization Development will continue to evolve and influence the future of work.

Available open access digitally under CC-BY-NC-ND licence.

Academic freedom is widely recognized as a cornerstone of higher education, yet its counterpart, academic responsibility, has received remarkably little attention.

This timely book addresses that gap by presenting academic responsibility as a voluntary commitment to apply academic expertise to society's most pressing challenges. Tracing the evolution of higher education's mission through ideas such as engagement, impact, social responsibility and decolonization, Brink develops a compelling conceptual framework that places academic responsibility alongside academic freedom.

Essential reading for academics, university leaders and policymakers, this book offers a fresh perspective on what universities owe society and why that question matters more than ever.

Available open access digitally under CC-BY-NC-ND licence.

This book provides a critical reflection on the relationship between education, conflict, war and peace and the global actors and practitioners that have devised strategies to engage and support education systems in conflict-affected contexts.

Exploring a wide range of issues from development assistance to education, peacebuilding, de-radicalisation programmes and global governance, it evidences the challenges and the promises of education's complex relationship to war and peace. The book highlights the field's entanglements with geopolitics and imperial interventions, which have shaped its actions and undermined and limited its potential to support social transformation towards peace with social justice.

This book articulates a new creative philosophy of education for the Anthropocene through international collaboration. The (disputed) boundary between the Holocene and the Anthropocene is 1952, wherein evidence suggests that human impacts on the functioning of planetary systems is sufficient to warrant a new geological epoch - the Anthropocene. Hence, the central problem for education, defined as practices of knowledge, learning, and skills from preschool to lifelong learners, is that the ideology, intent, outcomes and mechanisms of education still come from the Holocene, wherein nature was perceived as infinite, and students were to be equipped with tools to succeed given this infinitude. This volume articulates the fact that we cannot trust our political and business leaders to make the necessary switch in time. Rather, purposeful, imaginative, new educational practices that teach creativity and that are creative in that they articulate new mores and belief systems for the Anthropocene, are our best hopes for continuation on the planet Earth.

Who decides what happens in classrooms, early years settings and children's services - and on what basis? Policy influences every aspect of childhood and education provision, yet it often recedes into the background of discussions about how schools and other settings should run, what teachers should do, how assessment should happen and how professionals should engage with parents.

Demystifying what policy is, how it works and how it can be critically interrogated using a coherent multi-lens framework, this textbook supports readers to identify the ideas, values and power relations embedded in education and childhood policy.

The book features:

* clearly explained policy lenses linked to theory and research;

* practical toolkits with guided questions to support structured analysis; and

* applied case studies and practitioner insights showing how policy is interpreted, enacted and sometimes resisted in practice.

Accessible yet intellectually rigorous, this book encourages readers to think about their own agency in shaping policy on the ground as they (re)interpret, implement and sometimes subvert policy.

This book embarks on a compelling journey to reinvigorate Freire's transformative ideas and apply them to the pressing challenges in twenty-first century education. Through a series of carefully crafted letters, it engages readers in an intimate conversation that reveals the enduring relevance of Freire's philosophy in fostering critical consciousness, social justice, and democratic participation. By exploring practical everyday experiences of teachers and educators, this book connects these personal/collective insights to broader concepts in Freire's work, revitalizing his legacy and stirring a renewed commitment to shaping an equitable and democratic future in education. This book investigates the pressing questions of how education can empower communities, dismantle oppressive structures, and cultivate a sense of agency, social change, and global citizenship. By engaging in radical dialogues that bridge theory and practice, it serves as a vision into the future, inviting readers to reimagine education as a transformative force for democratic participation and social justice.

This volume addresses the question of how the memories of contemporary witnesses can be taught in primary schools. With a comprehensive documentation of the "Inge Auerbacher Day" project, this book aims to sustainably shape the fields of application in the cultivating a contemporary, innovative orientation of the culture of remembrance and welcome, with the broadest possible impact. The book addresses questions such as: What creates empathy, later civil courage and action against anti-Semitism and other resentments? What must a person possess within themselves to accept and support diversity?

Across England, families are struggling with the cost of food, with some children arriving at school hungry. Entrenched poverty, low and insecure incomes, gaps in the welfare system and the cost-of-living crisis have made it even harder in recent years for families to get the food they need. As a result, food banks, pantries and other forms of food provision have become a growing feature of school life, with teachers and support staff taking on responsibilities that extend well beyond education.

Drawing on a wide range of data, theory and evidence, this book examines the rise of food aid in schools. It explores how and why these forms of provision have developed, what they reveal about the collateral damage of poverty and inequality and what they mean for the changing role of schools.