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| Version | Summary | Created by | Modification | Content Size | Created at | Operation |
|---|---|---|---|---|---|---|
| 1 | Catherine Yang | -- | 130 | 2026-09-16 05:02:43 | | | |
| 2 | Catherine Yang | -15 word(s) | 115 | 2026-09-16 05:08:27 | | |
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Innovative educational paradigms are emerging or reconfigured frameworks of educational thought and practice that redefine how learning is designed, delivered, assessed, and governed in response to new social, technological, and epistemic conditions [1][2][3][4]. They move beyond traditional transmission-based models by emphasizing learner agency, competency development, interdisciplinarity, collaboration, personalization, and continuous adaptation [1][2]. Innovative educational paradigms are characterized by systemic change at multiple levels—curriculum, pedagogy, assessment, institutional organization, and policy—rather than isolated classroom techniques [2][3][4]. In research and policy, the term denotes coherent, future-oriented models that reshape core assumptions about what counts as knowledge, how learning occurs, and how education systems should create equitable and meaningful learning opportunities [1][2][3][4].
References
- Robert B. Barr; John Tagg; From TeachingtoLearning —A New Paradigm For Undergraduate Education. Chang. Mag. High. Learn. 1995, 27, 12-26. [CrossRef]
- OECD. Trends Shaping Education 2022; Organisation for Economic Co-Operation and Development (OECD): Paris, France, 2022. [CrossRef]
- UNESCO. Reimagining Our Futures Together: A New Social Contract for Education; UNESCO: Paris, 2021. https://unesdoc.unesco.org/ark:/48223/pf0000379707.
- Gert Biesta; WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH. Educ. Theory 2007, 57, 1-22. [CrossRef]
