教育学 — 全 下位分類

This Open access book consists of the proceedings of the Institute for the Future of Education (IFE) Conference 2026. The contributions therein showcase the distinctive innovations emerging from Latin America, challenging the traditionally North-centric narratives in educational research and spotlighting the region's unique strengths and perspectives. By prioritizing a South-to-South perspective and highlighting the integration of advanced technologies like artificial intelligence (AI), the proceedings broaden the scope of educational innovation discourse and empower local scholars to contribute meaningfully to the global academic landscape. This book enables readers to gain an understanding of how educational innovations are uniquely implemented and sustained in Latin America and other similar regions. It provides practical insights and evidence-based strategies adaptable to similar socio-economic contexts, empowering educators and policymakers to implement practical changes in their own settings. By highlighting successful South-to-South initiatives and integrating advanced technologies like AI, this book fosters a more inclusive and diverse dialogue on educational innovation.?

This open access book provides a comprehensive analysis of the evolution of higher education in the Arab world over the last three decades. Through a comparative approach, it examines the diverse socio-political and economic trends across 22 countries. The book explores key themes such as governance, privatization, internationalization, and digitalization, while addressing critical debates on socio-economic development, knowledge creation, and pedagogy.

Readers will gain insights into the common challenges and unique developments in higher education within the region. This book offers valuable perspectives for policymakers, educators, and researchers, emphasizing the importance of building an equitable and sustainable higher education system that contributes to socio-economic progress. As the Arab world continues to navigate the complexities of higher education, this volume serves as an essential resource for understanding and fostering future advancements.

This open access edited volume explores the evolving relationship between artificial intelligence (AI) and mathematics education, offering a comprehensive, multidisciplinary examination of how AI technologies are transforming curriculum design, student learning outcomes, assessment methods, and pedagogical practices across diverse educational contexts. In light of the rapid development and adoption of AI in educational institutions, this book addresses critical questions, shares global perspectives, and provides practical guidance on the future of mathematics instruction. Each chapter?whether theoretical, empirical, or practice-based?offers a distinct perspective on AI's impact on pedagogy, equity, inclusion, and ethics, four critical dimensions of contemporary education. Bringing together educators, researchers, and technologists from regions including India, Latin America, the United States, and Europe, this book examines both the opportunities and challenges of integrating AI into mathematics education, and serves as a valuable resource for educators, researchers, and policymakers worldwide.

This book explores the concept of Creative Music Making through three core ideas: repetition, call & response, and drone for music creation and improvisation. Retracing the history of creative music education practices and Creative Music Making in Japan and the Asian context, it carefully examines shared structures in music across global cultures that are drawn into a pedagogical arrangement of techniques.

Boasting contributions from a knowledgeable set of musician-educators experienced in the delivery of creative music making activities for teachers and their students, this edited collection introduces the Teacher-Advisor-Supporter (TAS) model and offers pedagogical examples to work with as well as thoughtful reflection on why/how things work in facilitating creative musical expressions in students. An in-depth analysis of the development of student musicality and polymusicality, this work supports learners toward a cross-cultural understanding of music’s structures and the potential of moving those structures into original creative works. It is a must-read for researchers in music pedagogy, psychology of creativity, and philosophy in arts education, as well as music teachers of primary and secondary schools.

This edited volume explores the evolving relationship between artificial intelligence (AI) and mathematics education, offering a comprehensive, multidisciplinary examination of how AI technologies are transforming curriculum design, student learning outcomes, assessment methods, and pedagogical practices across diverse educational contexts. In light of the rapid development and adoption of AI in educational institutions, this book addresses critical questions, shares global perspectives, and provides practical guidance on the future of mathematics instruction. Each chapter?whether theoretical, empirical, or practice-based?offers a distinct perspective on AI’s impact on pedagogy, equity, inclusion, and ethics, four critical dimensions of contemporary education. Bringing together educators, researchers, and technologists from regions including India, Latin America, the United States, and Europe, this book examines both the opportunities and challenges of integrating AI into mathematics education, and serves as a valuable resource for educators, researchers, and policymakers worldwide.

This two-volume set CCIS 2958?and 2959 constitutes the refereed post-conference proceedings of the 7th International Conference?on Higher Education Learning Methodologies and Technologies Online, HELMeTO 2025, held in Naples, Italy, during September 23?25, 2025.

The 66 full papers presented in these proceedings were carefully reviewed and selected from 147 submissions. The papers are organized in the following topical sections:

Part I: Digital Pedagogy, Instructional Design and Creative Practices in Higher Education; Inclusion, Accessibility and Human Rights; Formative Assessment and Innovative Feedback; and Learning Technologies e Data Analytics.

Part II: Artificial Intelligence in Education; and AI Literacy.

This book comprises selected papers presented at the 7th International Conference on Advance in Education and Information Technology 2026 ?(AEIT 2026), held in Sapporo, Japan, during January 23?25, 2026. As the worldwide use of new technologies such as artificial intelligence, augmented reality, and adaptive learning systems continues to transform educational modes, the demand for research on teaching approaches, classroom management, and the evaluation of learning effectiveness and their implementation in both academic and industrial settings continues to increase. This book serves as an invaluable resource for educators, researchers, policymakers, and entrepreneurs working in the field of new technology in education and training.

This book investigates the implementation of school closure and consolidation policies in Chinese primary education. As a major reform initiative, this policy seeks to optimize the allocation of educational resources and improve overall educational quality. In the context of declining birth rates and rapid urbanization, school closure and consolidation have emerged as a practical response to the growing challenges facing rural education. Based on an in-depth case study of Qing County in the Pearl River Delta, this book examines multiple models of consolidation?including complete consolidation, grade-specific consolidation, and deferred consolidation?as well as the function of receiving schools that absorb students from closed or consolidated institutions. Drawing on interviews and participant observation, it analyzes the policy’s effects on resource distribution and educational quality in the post-consolidation period. Aimed at policymakers, educators, and scholars, this book offers valuable insights into the transformation of rural education in China and carries implications for comparable educational reforms in other contexts.

This open access book explores the complex terrain of support systems for rural teachers' professional development. It identifies, interprets, and consolidates features of effective rural teacher support systems through case studies from Kenya, Tanzania, Uganda, and China. By examining what works and why, the book offers a compendium of policy recommendations and strategies. These are tailored not just for immediate implementation, but to also ensure the longevity and sustainability of teacher support infrastructures for years to come.

This book is the result of a collaborative endeavor between the International Research and Training Centre for Rural Education (INRULED) and the International Institute for Capacity Building in Africa (IICBA). These stalwarts, under UNESCO's auspices, have been the torchbearers of transformative rural education initiatives since 2012. This book also serves as a testament to their relentless efforts and commitment to elevating the quality and reach of rural education. By weaving together multiple case studies, it aims to distill actionable plans, share replicable practices, and provide a clarion call to policymakers, stakeholders, and educators globall

This volume explores how public participation in scientific research can transform the teaching and learning of science. It examines conceptual foundations, pedagogical implications, and practical strategies for integrating citizen science into formal and informal education. Drawing on international research, European policy frameworks, and case studies?including Portuguese initiatives such as PVC and CoASTRO?it highlights the role of citizen science in fostering inquiry-based learning, collaboration, and civic engagement.

Chapters move from theory to practice, providing clear syntheses, visual models, and actionable recommendations. By bridging science education and citizen science, the volume offers an integrated perspective for educators, researchers, and policymakers, with a distinctive focus on Lusophone contexts.

On graduating high school, many American students believe that the Middle Ages was full of knights, war, all-powerful popes, and, if their content went beyond Europe, potentially an incredibly wealthy man named Mansa Musa, and a Mesoamerican ballgame. In this version of the past, medieval people were backward, dirty, and all believed the earth was flat. While people who work within this chronological time period recognize its complexity, most students are not exposed to the history of the middle ages until they take upper level or graduate classes at universities, if they ever get that far. Given recent national and international events, it is evident that leaving this complicated and nuanced history for so late in a person’s educational journey is doing a social as well as educational disservice.
In a quest to help teachers remediate this problem, several scholars of the global Middle Ages and Medievalisms have written lesson guides to be used by teachers of World and United States history for grades six through twelve. the goal is to create a collection that a teacher would be able to implement in their classroom with minimal additional work.

This book offers selected research papers from the 2025 edition of the Cognition and Exploratory Learning in the Digital Age (CELDA) conference. In its 22nd edition, CELDA promotes the development of research that discusses and addresses the challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation in the digital context. It offers a comprehensive examination of how AI is bringing innovation into teaching and learning, transforming educational methods across different environments. It provides educators, researchers and educational technologists a roadmap for the deployment of AI tools and innovative pedagogical approaches to improve learning, assessment and teacher development.

This book addresses the urgent debate of AI growing implementation in educational settings and divides the main topics into four critical parts:

Part I?AI as a learning resource?Approaches the use of AI-based tools as resources for the development of student-centred and active learning and as supportive instruments for critical thinking and skill development.

Part II?AI-driven assessment and analytics?Focuses on assessment with the support of AI, in areas, such as automated assessment and the use of analytics to measure learning outcomes.

Part III?Pedagogical innovation and transformation?Emphasises the need for systemic and methodological innovations in educational settings to adapt to the AI age.

Part IV?Computational thinking, programming and teacher development?Addresses the technical aspects of digital skills while also exploring behaviour and the necessary tools.

This book is essential reading for anyone interested in how teaching and learning are evolving in response to ongoing technological innovation. It is directed at researchers, instructional designers, educators, graduate students and educational policy makers.

This book explores the innovative problem solving approaches and pedagogical models developed in the Innovation Learning Lab (ILL), providing educators, policy makers, and teachers with practical strategies for fostering transformative education. It reframes the emphasis from product-based outcomes toward student-centered learning, presenting ILLs as dynamic environments capable of nurturing responsible innovators.

The discussion unfolds across four interconnected contexts that shape the role of ILLs today. It considers how these laboratories address gaps in 21st century skills identified by the World Economic Forum while supporting progress toward the UN Sustainable Development Goals. It also explores new ways of reimagining teaching and learning innovation and highlights how learners can be empowered as multicompetent problem solvers. In addition, it illustrates the application of generative, design-led problem solving methods within contemporary educational settings.

Through the perspectives of students, educators, experts, and industry partners, the book investigates the physical, cultural, and organisational dimensions of ILLs and the influence these factors have on collaboration and learning. It underscores the importance of interdisciplinary skills, responsible innovation, and the human-centred integration of AI in educational models.

This volume serves as an essential resource for all those working to shape education capable of responding to climate change, complex societal challenges, and the rapidly evolving landscape of artificial intelligence.

This open access book offers the first systematic English-language account of the New Education Initiative (NEI), China’s largest and longest-running education reform, explaining its origins, core concepts, and theoretical framework. It examines teacher development, literacy, curriculum, digital education, classroom culture, and family-school partnerships as interrelated dimensions of holistic education, using practical strategies and school-based cases to demonstrate how the NEI operates in contemporary China.

This book provides a transnational history of the struggle for women's access to higher education by focusing on the International Federation of University Women (IFUW) between 1919 and 1970. It sheds light on the strategies developed by university-educated women to overcome persistent barriers in academic and professional fields. At the heart of the book lies a central question: How did a federation of national associations?led mainly by elite women from Western countries?mobilize on the international stage to promote higher education and professional opportunities for women? Drawing from rich and largely unexplored archival material, it explores the plural and evolving engagements of the IFUW, from the promotion of study abroad and international fellowships for women, to its lobbying efforts within the League of Nations and later the United Nations and UNESCO. The book also interrogates the ambivalent relationship of its members to feminism, as many refrained from using the label whilst actively contributing to what can be understood as a form of feminist expertise. By connecting the history of women’s higher education with that of international women’s movements, it contributes to a growing field at the intersection of gender history, history of education, and internationalism. This book uncovers how education was framed as a universal cause by female intellectual elites and how this framing both empowered and excluded, and enriches our understanding of how knowledge, mobility, and activism intersected in the making of transnational gender politics.

This book examines how online learning environments shape students’ daily school experiences and outcomes. Rapid advances in technology are reshaping the landscape of schooling around the world. While online learning had been a growing in popularity for years, it is becoming more prevalent than ever in a post-pandemic world. COVID-19 forced schools to provide emergency remote learning opportunities, and in most wealthy nations, that was largely accomplished through a mix of synchronous and asynchronous online learning. Online learning is now a common part of high school students’ timetables and digital pedagogy is a staple in teacher education programs. While educational psychologists and ed tech researchers are tirelessly working to establish best practices for online learning and critical scholars warn of the dangers of wholesale adoption of technology, there are few descriptive, sociological studies that take account of broad student outcomes (beyond test scores) in online environments. This study made use of the pandemic to look at students’ academic engagement and emotional well-being in online settings across school affluence and academic program type, as well as through the lenses of race and gender identity. This research digs into how students engaged differently with school at this time given their different dimensions of privilege.

This book provides a timely, comprehensive, and critically informed exploration of how Generative Artificial Intelligence (GenAI) transforms teaching practices, teacher preparation, and lifelong learning across diverse educational contexts. This book delves into how GenAI is used to enhance language teaching, improve assessment practices, foster inclusive pedagogies, and support teacher agency in navigating the ethical and practical complexities of the digital age. From personalized professional development frameworks to AI-powered instructional tools, this book addresses the opportunities and the challenges inherent in adopting GenAI in education.?This book serves as a valuable resource for various audiences. For teacher educators, it provides a roadmap for incorporating GenAI into teacher preparation programs. For teachers, it provides them with tools to enhance pedagogical creativity and efficiency while maintaining critical engagement with AI. For policymakers and administrators, it presents evidence-based strategies for navigating the ethical and practical challenges of GenAI adoption. Most importantly, this book emphasizes the importance of empowering teachers as active agents in shaping the use of AI in education, ensuring that it aligns with human-centered and justice-oriented pedagogies.

This book provides a comprehensive as well as ethically grounded framework for integrating Artificial Intelligence (AI) into K-12 education. It looks at how effective AI adoption must prioritize ethics, accessibility, transparency, and inclusive governance. It also focuses on how to ensure that technological innovations genuinely support learning, protect students, and strengthen human agency. The framework of the volume is organized into three parts: foundational concepts, a detailed presentation of the toolkit’s pillars, and real-world case practices that demonstrate how the framework can be applied in educational settings.

The authors discuss that ethical and accessible AI use varies depending on context and stakeholder. Ethical use covers areas such as data, algorithmic, pedagogical, social, and environmental considerations, while accessible AI use includes not only physical access but also accounts for cognitive, socioeconomic, cultural, and institutional dimensions. The book emphasizes that reiterating such concepts is necessary because their meaning shifts across different educational roles, for example: how ethics differs for students versus teachers, or how accessibility varies between learners with disabilities and educators seeking effective tools. It outlines four domains of AI in education: AI literacy, AI as a pedagogical tool, AI for school operations, and AI as a high?stakes decision system. Each of these domains requires specific safeguards and competencies. The proposed toolkit supports whole?system planning, includes case studies, and is aligned with global standards from UNESCO, UNICEF, and NIST.

This book explores the relationship between onward migration and its impact on language practices, multilingual repertoires, and education, examining how complex migration trajectories shape migrants’ linguistic experiences and educational pathways. It addresses a gap in research on onward migration by foregrounding its sociolinguistic and educational dimensions, which have received less attention than its social, economic, and demographic aspects.

Bringing together researchers from the UK, France, Italy, Spain, Switzerland, Germany, and Algeria, the volume examines onward migration across diverse European and international contexts. It highlights the varied roles of countries within migration trajectories: Italy, Portugal, and Spain often function as intermediate destinations, while the UK, France, Germany, Luxembourg, Belgium, and Canada more frequently serve as final destinations, although these patterns are not fixed.

Drawing on diverse theoretical and methodological approaches, the chapters examine implications for language maintenance and shift, multilingualism, education, language policies, and transnational practices. This timely volume contributes to sociolinguistics, multilingualism, migration studies, and education research.

This book explores how artificial intelligence is reshaping general education, particularly in relation to teaching practices, curriculum development, and teacher professional learning. Rather than treating AI as a purely technological tool, the chapters reflect on how it functions as a catalyst for pedagogical transformation - inviting educators to rethink how learning is designed, delivered, and experienced in everyday classrooms.

The work examines a wide range of AI applications in school settings - from the generation of didactic content and asynchronous learning support to creative integrations in storytelling, design, and the arts. At the heart of many chapters is a common concern: how to ensure that AI enhances, rather than replaces, human-centered teaching. Teacher preparation, ethical reflection, and the evolving role of the educator are all recurring themes, as is the recognition that AI implementation must be context-sensitive and pedagogically sound. By bringing together research and practice, this volume highlights how general education is not only adapting to new technologies, but also redefining itself through them. The book offers both theoretical insight and practical examples of how educators are using AI to personalize learning, foster creativity, and navigate the complex demands of contemporary schooling.

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Generative AI can now produce text, images, and video that many people cannot distinguish from human-created content. At the same time, algorithms filter what we see through business models designed to capture attention rather than deliver truth, while surveillance systems turn personal data into tools for mass persuasion. In this environment, the traditional advice to "think critically" is no longer enough.?Information Literacy in the Age of Artificial Intelligence offers a practical guide for navigating this new information landscape. It equips readers with concrete skills to evaluate sources, verify images and videos, identify AI-generated content, recognize cognitive biases, understand how algorithms shape information, protect personal privacy, work responsibly with AI, and manage knowledge across complex projects. The book also moves beyond personal defense. It argues that information literacy is a civic responsibility that helps sustain the shared foundation of verified facts, informed public dialogue, and institutional trust on which democratic societies depend. Written in clear and accessible language and requiring no technical background, this book is for anyone who consumes, creates, or shares information in a digital world.

Speak American explores how language tied together race, power, and citizenship in Territorial Hawai‘i from 1924 to 1960 via the public K?12 English Standard School System. In this segregated system, children were tested for spoken English fluency: those who passed were placed in elite classes or schools, while others remained in regular classrooms. Proposed by white mothers, the policy used language as a tool to implement de facto racial separation, privileging those who already spoke English rather than teaching it to those who didn’t. This dynamic was enabled by "listening regimes" (disciplinary practices that trained educators and the public to listen for and reward Standard English), while marginalizing Hawai‘i Creole English, the everyday language of plantation and urban life.

Drawing on archival records, interviews, and school alumni events, the book introduces the concept of the "panauricon"?a listening-based counterpart to Foucault’s visual panopticon?to describe how language surveillance reinforced and extended social hierarchies. A century later, debates over monolingualism and national identity persist, making this study of Hawai‘i’s historic linguistic politics both timely and urgent.

This book takes a holistic, interdisciplinary approach to understanding change management across management and social science, the disruptive nature of GenAI in education and other domains, and methods to enhance change success in the age of GenAI.

Change is not new to people, nor is AI or GenAI. However, how much do we know about change management failure regarding technology and methods to enhance success? The answer is not a lot. This book is designed to increase knowledge from “not a lot” to “quite a lot.” Collecting real-world data from university executives, managers, and staff, this book links these findings to gaps in the literature, bridging past failures and future success. Even though the authors built each chapter based on academic research, this book uses an approachable tone, easy-to-understand language to explain complex concepts and abstract theories, as well as developing illustrations and tables to visualize knowledge flows and linkages. In this way, this book becomes a source to provoke holistic thinking, a new method to connect multi-disciplines, tell a compelling story about change, change management, technology, and GenAI, and eventually develop a renewed change strategy to enhance success in the age of GenAI, which can be adopted by academia, industry, and government alike.

The book provides a novel and comprehensive exploration of Cambodia’s evolving educational and linguistic landscape through the lens of language policy, national identity, and global influences. Taking a critical and multidimensional approach, it addresses not only the influence of historical events such as the Khmer Rouge era and the subsequent reconstruction efforts but also contemporary issues such as the role of English in global economic mobility, the integration of digital technologies, and the need for inclusivity in a multilingual society. The first section provides historical and contemporary perspectives on language and education policies, highlighting their roles in language and literacy development, standardization, nation building, national identity, social inclusion, and globalization. The second section discusses language and education policies within the contexts of PreK-12 education, addressing issues such as educational equity, curriculum development, bilingual and multilingual education, ESL and foreign/world language instruction, content and language integrated instruction, and translanguaging. The third and final section focuses on language and education policies in higher education, dealing with issues such as medium of instruction, the teaching of English and other foreign languages, technology and innovation, language teacher education, and professional development. By integrating these multidimensional themes, the book sheds light on the ways education systems, language policies, national identity, and globalization interact to create both opportunities and challenges for Cambodia's 21st-century development. Moreover, featuring insights from a number of rising multilingual Cambodian scholars, the book provides new perspectives grounded in their own lived personal and professional experiences. This book is a useful resource for researchers and graduate students of language policy and Asian, Southeast Asian, and Cambodian education. It is also intended for undergraduate and graduate students in Cambodia in language education teacher preparation programs.

This Open Access book examines digitalisation, artificial intelligence (AI), and automation in education, with a particular focus on their implications for human agency, equity, and institutional futures. The chapters reflect a shared commitment to centring the human in conversations about educational futures, not as a moral constant, but as a provisional figure whose meaning is always under negotiation. They examine how power, inequality, and ideology shape not only the uses of technology, but also the interpretive frames through which its presence is rendered meaningful. They call not just for critique, but for ways of paying attention that remain attuned to context and responsive to the complexities of technological life.

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The topics and critical framings in this book are of particular interest to readers concerned with the sociopolitical and ethical dimensions of digital transformation in education. Rather than celebrating digitalisation and AI as inherently progressive, this book interrogates who benefits, who is marginalised, and what is lost in the rush toward automation and algorithmic governance. Readers gain a deeper, more critical understanding of how digitalisation, AI, and automation are reshaping education, not just in terms of tools and systems, but in relation to power, ethics, and the human condition.

This book presents a new educational philosophy grounded in the concepts of helplessness and individual sovereignty, arguing that all living things learn in order to move from states of helplessness toward self-governance. It proposes that helplessness is not merely a trait of infancy but a universal state of being, and that the true aim of education?for humans and all living entities?is the ongoing pursuit of sovereignty over one's own existence. Beginning with a critical examination of Western theories of sovereignty from Bodin and Hobbes to Locke, Rousseau, and Schmitt, the book then builds an original framework defining helplessness, means, identity, and natural learning. A final section applies this framework to contemporary challenges including schooling, artificial intelligence, and human development. Scholars and general readers interested in philosophy of education, autonomy, self-determination, critical pedagogy, and human flourishing will find fresh and provocative insights throughout.

his book examines the relationship between private universities and public universities in Africa, primarily to underscore the underpinning fundamental politics, systems, and mechanisms that help in the sustenance of one beyond expected outcomes. Generally, many African countries have survived from the beginning by adopting capitalism as their ideology across every stratum of human existence. That particular orientation has therefore necessitated the creation of values in nearly all areas especially their politics and economic engagements.

The implication is that the socialist approach to critical aspects of human endeavors such as education has introduced a model of development that in some way encourages a laissez-faire attitude of people toward the things that would bring them to maximize innate potential and power they have. The book utilizes updated methodologies in the gathering of data for the enhancement of quality intellection.?