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| Version | Summary | Created by | Modification | Content Size | Created at | Operation |
|---|---|---|---|---|---|---|
| 1 | Catherine Yang | -- | 132 | 2026-09-15 08:40:03 | | | |
| 2 | Catherine Yang | -8 word(s) | 124 | 2026-09-15 08:43:00 | | |
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Educational innovations are intentional and novel changes in educational practices, processes, technologies, or organizational models introduced to improve teaching, learning, assessment, or system performance [1][2][3][4]. They include new or substantially redesigned pedagogical approaches, learning environments, curricula, digital tools, governance arrangements, and support mechanisms that are implemented with explicit educational objectives [1][2]. Educational innovations are characterized by purposeful design, contextual adaptation, and evaluable impact, meaning that they are not simply new ideas but changes tested in practice to address identified educational needs or constraints [2][3][4]. In research and policy contexts, the term refers to structured improvement efforts that alter how education is delivered or experienced, with attention to effectiveness, scalability, and sustainability across different learner groups and institutional settings [1][2][3][4].
References
- OECD. Measuring Innovation in Education 2019: What Has Changed in the Classroom?; OECD Publishing: Paris, 2019. https://doi.org/10.1787/9789264311671-en.
- UNESCO. Reimagining Our Futures Together: A New Social Contract for Education; UNESCO: Paris, 2021. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000379707.
- Peter Serdyukov; Innovation in education: what works, what doesn’t, and what to do about it?. J. Res. Innov. Teach. Learn. 2017, 10, 4-33. [CrossRef]
- Mamdouh Alenezi; Saja Wardat; Mohammed Akour; The Need of Integrating Digital Education in Higher Education: Challenges and Opportunities. Sustainability 2023, 15, 4782. [CrossRef]
