Next Generation Of Learners Research Articles

Creating Teachers for the Next Generation in India: A Holistic Approach in Alignment with NEP 2020

This paper explores the imperative of creating a new generation of teachers in India equipped to meet the evolving needs of education in the 21st century. With a particular focus on aligning teacher preparation with the National Education Policy (NEP) of 2020, this paper visualises the essential competencies, values, and skills required to nurture educators who can effectively guide and inspire the next generation of learners. In addition to academic knowledge, the paper also gives importance on holistic approach places a strong emphasis on the development of socio emotional intelligence, cultural competence, and other critical 21st-century abilities. This approach recognizes that pupils have a variety of learning requirements and promotes customized and flexible teaching strategies that address each learner's unique strengths and problems. Furthermore, it emphasizes how crucial it is for teacher education to use technology in order to give educators the tools they need to use digital pedagogy and virtual learning environments. The abstract also discusses the value of lifetime learning and on-going professional development for educators in order to promote an innovative and flexible culture. The significance of mentorship, collaborative learning communities, and hands-on experience in augmenting the pragmatic comprehension of pedagogical approaches is emphasized. In conclusion, this abstract makes the argument that developing a cadre of educators who can successfully navigate the complexity of India's modern educational landscape depends on the efficient implementation of a comprehensive teacher preparation program that is in line with NEP 2020. By combining theoretical knowledge, real-world experience, and a dedication to continuous professional development, these educators are expected to significantly contribute to the intellectual, social, and emotional growth of the following generation of students.

Preparing the next generation of learners

Hannah Christini concludes the section featuring young people’s experiences of changing technology and links this to her choice of becoming a teacher. She highlights that critical literacy and critical digital skills will be important components of her teaching practice.

Reframing my practices: reconsidering post-secondary World Language education

ABSTRACT As our post-secondary landscape evolves to address the needs of the next generation of learners and future educators, it is important to explore the potential conflict between the teaching methods employed by teacher educators and what we ask our pre-service teachers to enact. Amid the challenges facing many teacher preparation programs (including World Languages) are a changing student population, declining enrollments, limited budgets, teachershortages, and overall changes in post-secondary education. Theneed for curricular change in post-secondary programs is long-standing. Publishing accounts of our classroom practices contributes to the professional dialogue and knowledge base, modeling for our future educators the application of best practices in our profession. This self-study explores the classroom practices of one experienced World Language educator, using the National Standards for Foreign Language Learning and TELL project as frameworks, and contributes to a gap in the research on post-secondary World Language teaching and teacher development.

On embracing the concept of becoming environmental problem solvers: the trainee perspective on key elements of success, essential skills, and mindset

Life in the Anthropocene is characterized by many environmental problems, and unfortunately, more continue to emerge. Although much effort is focused on identifying problems, this does not necessarily translate to solutions. This situation extends to the training environment, where students are often adept at understanding and dissecting problems but are rarely explicitly equipped with the skills and mindset to solve them. Herein, a group of undergraduate students and their instructors consider the concept of becoming environmental problem solvers. We first identified themes associated with historical and contemporary environmental successes that emerged from our reading, or more specifically, we identify the elements that underlie environmental success stories. The key elements of success involved setting clear objectives, identifying the scale of the problem, learning from failure, and consulting diverse knowledge sources. Next, we reflected on the skills and mindset that would best serve environmental problem solvers and enable future successes. Essential skills include innovative and critical thinking, ability to engage in collaborative teamwork, capacity to work across boundaries, and resilience. In terms of mindset, key attributes include the need for courage, enthusiasm and commitment, optimism, open mindedness, tenacity, and adaptability. We conclude with a brief discussion of ideas for revising training and curriculum to ensure that students are equipped with the aforementioned skills and mindset. The ideas shared here should contribute to ensuring that the next generation of learners have the ability to develop solutions that will work for the benefit of the environment, biodiversity, and humanity. Solving environmental problems will increasingly fall to the next generation, so it is time to ensure that they are prepared for that task.

Effects of Innovative and Traditional Teaching Methods on Technical College Students’ Achievement in Computer Craft Practices

Recently, global trends in technological development have brought about innovations in educational paradigms, thus giving rise to significant adoption of learner-centered and problem-centered approaches with greater potential to impart the next generation of learners compared to a more dominant teacher-centered approach. In view of this, this study presents result of the effects of innovative pedagogy integration in computer craft practices among technical college students in Enugu State, Nigeria. Result shows that innovative pedagogies applied in teaching and learning of computer craft practices were more effective in enhancing learning outcomes than the conventional teaching method. Based on this, the study concludes that computing teachers should become more creative in their day-to-day teaching activities by adopting innovative teaching approaches that can make teaching and learning of computing studies more engaging to learners.

Challenges to Health Professions Education and Strategies for Moving Forward

AbstractAs the final chapter of this special issue, we recognize there are multiple challenges to working in the health professions that impact health professions educators’ abilities to teach and support learners. We provide a broad overview of the next generation of learners, in addition to exploring teaching and learning approaches for this population. Strategies include emerging best practices, learner expectations regarding technology, and mechanisms for supporting faculty as they transition to teaching Generation Z students.

"Kids these days": Reconsidering our conversations about Millennial learners.

When feeling frustrated by the next generation of learners, Regehr suggests that exploring what values are being violated, rather than simply challenging uncomfortable behaviour, can lead to valuable learning for both the student and the preceptor.

Creative Character Education in Mathematics for Prospective Teachers

This study examines preservice teachers’ perspectives of creativity and character education in mathematics through a university-based teacher education program. We developed a curricular unit on creative character education in a mathematics methods course and investigated participants’ (n = 56) emerging perspectives of teaching creativity and character by the integration of content and process in mathematics. Data were collected through pre- and post-questionnaires and transcribed course discussion and presentation sessions. A quantitative analysis of the questionnaires through a t-test confirmed key changes in participants’ perspectives, while the qualitative context of data illustrates the participants’ emergent views on creative character education in mathematics. Overall, findings suggest that a mathematics teacher education curriculum integrating mathematical creativity and character education has the potential to prepare future educators to implement pedagogy that bridges between process and content in school mathematics for the next generation of learners.

Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection

The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal—the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature’s beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

#Class Again? How Education Faculty Engage the Disengaged College Student

ABSTRACTTechnology should play a role in the classroom, however, the gaps that currently exist between student and teacher use of technology can impede successful technology integration. While teacher education programs and faculty build courses based on foundational pedagogies in the field of curriculum and instruction, current needs, such as technology skills, may be overlooked as an essential part of the coursework for preservice teachers. This article presents a synthesized list of available websites and applications for both teacher educators and preservice teachers which can serve as a starting point for technology integration. If faculty can create an environment that honors and assesses the technological skills of their students and commit to understanding how the next generation of learners are using technology to learn, there may be a future impact on the classrooms of those preservice teachers as they start their own careers.

Cell Biology and Ethics: Knowledge, Attitudes and Practices of Anatomists in India

Most scientific discoveries and advancements have occurred in the world in the last century. Both developed and developing countries are the beneficiaries of the new scientific knowledge and its application. Advanced knowledge and the ethical issues are inseparable from research, treatment, prophylaxis and prevention involving human diseases. It is necessary to make well informed decisions about acceptance of advancements that have taken place elsewhere and also prepare systems for our research and medical education. Bioethics therefore needs to be grounded in the local socio cultural context and health care systems. Students make first contact with human biological tissue in the Anatomy department. The seeds of ethical practices and professionalism are sown here. Therefore appropriate knowledge and attitudes of anatomists and cell biologists towards human tissue is important for regular practice of medicine. A questionnaire based study of knowledge and attitudes of 300 anatomy faculty related to use of human biological materials in research and education was conducted. The items included in the questionnaire were to judge the awareness about the same i.e., laboratory handling of human material and research related to corpses, organ & whole body donation along with their use in clinical learning and research in various medical specialties like, orthopedics, surgery, ENT, anesthesia etc. for clinicians, physicians and surgeons as well as undergraduate, post graduate and allied workforce teaching. The data collected from the respondents in the form of positive and negative responses was analyzed. The study identifies the knowledge gaps and the perceptions of faculty regarding the scope and utility of understanding the role of human biological tissues in curriculum and research and transmission of message to the next generation of learners.

Use of Social Media in Dental Schools: Pluses, Perils, and Pitfalls from a Legal Perspective

One of the ways dental education is changing the way it is preparing the next generation of learners is through efficient utilization of interactive social media. Social media, which facilitates interaction and sharing of new ideas, is being utilized to educate students, residents, and faculty. Unfortunately, as with most improvements in technology, there are growing pains. Faculty, student, and patient interaction on social media platforms, such as Facebook and Twitter, can lead to inappropriate or embarrassing situations. Striking the appropriate balance between free speech rights of students and faculty and the need for colleges and universities to have efficient operations is often left to the judicial system. The concepts of free speech and contract law and how each is applied in educational settings should be understood by students, faculty, and administrators. This article provides a review of legal cases that led to current social media policies, as well as present-day cases that exemplify the application of these principles, to help dental educators gain a greater understanding of the boundaries of protected speech. It also provides a set of sample guidelines for communicating through these media.

IPRIMED's learning approach: preparing the next generation of learners and leaders

Purpose – The purpose of this paper is to highlight the perspective of Navin Kumar, founder and CEO of iPRIMED, a workforce development company in India. The paper explores core adult learning concepts to focus upon iPRIMED's approach to training the next generation of learners and leaders. This is an important topic because India is faced with talent shortages and organizations there have been experiencing difficulties in recruiting employees who have been adequately trained to lead complex projects (The Economist, 2007; Khilji, 2012). Design/methodology/approach – This paper was based on a structured interview with Navin Kumar and informed by adult learning literature. Findings – The perspective of a South Asian leader in today's globalized environment indicates that experiential and transformational learning is important in educating the next generation of learners and leaders. If successful and sustained, it can have a huge impact on India, South Asia and the global community. By incorporating adult learning concepts, iPRIMED is considering the whole learner with the hopes of developing skilled people for the world's employers. Originality/value – Khilji (2012) has argued that economic development of South Asia is truly dependent upon its ability to engage in human development priorities and ensure its younger generation is educated and capable enough for meeting needs of the global economy. This paper provides example of one skill-strengthening organization in India that has taken on the challenge of adequately preparing next generation of leaders for the global environment. The paper describes iPRIMED's learning-based approach that may be very unique in the Indian context.

Book Review: Barbara Jones-Kavalier and Suzanne L. Flannigan The Hiring Game: Reshaping Community College Practices. Washington, DC: Community College Press, 2008. 210 pp

Barbara Jones-Kavalier and Suzanne L. Flannigan Hiring Gome: Community College Practices. Washington, DC: Community College Press, 2008. 210 pp.The opening of the academic year on many community college campuses signals the first wave of job-recruiting efforts for the following year and possibly the current one. Many aspiring job applicants for faculty and administrative positions peruse the pages of Chronicle of Higher Education or other professional job listings in search of a position that they perceive as a professional and personal fit. job listing is vitally important not only for the search committee but also for the potential candidate, ideally providing a concise and accurate institutional portrait of the credentials, attitudes, and behaviors the search committee expects of its future employees. Both screening and final round interviews bring the hiring process full circle and should ensure a for both the college and candidate. Ignoring an institutional fit compromises both the college's and candidate's chances of being successful.Barbara Jones-Kavalier and Suzanne L. Flannigan, authors of Hiring Game: Community College Practices, put forward the results of their research study on hiring practices from the growth period of community colleges in the 1960s to the present day. book includes seven chapters, spanning topics that include The Hiring Game; Creating the Hiring Game; The Nature of the Game: Culture, Leadership, and Change; Evaluating the Hiring Game; Stages of the Game; Reshaping the Game; and A New Game in Town. authors evaluate both past and current components of the hiring process or through multiple means of assessment, including observations, interviews, focus groups, surveys, and reviews of the literature.Jones-Kavalier and Flannigan state that their goals are to explore current and past practices in hiring community college faculty, staff members, and administrators (p. 94), recognizing, on the one hand, that hiring practices have remained relatively the same during the past 20 to 30 years. On the other hand, the authors reveal that it is vital to change past rules and policies that have prevented innovation. Over the last 40 years, the hiring process has evolved from having no bureaucratic structure to becoming mired in application minutiae, strict credential and experience requirements, and other barriers, to the detriment of hiring any entrepreneurial educators as potential campus leaders.Jones-Kavalier and Flannigan first acknowledge that the . . community college hiring process is often driven by policy and controlled by culture and (p. 1). Moreover, culture and tradition are often firmly rooted in the system's more-than40-year history, often challenging institutional officials to balance institutional priorities against politically driven staffing needs expressed by internal and external stakeholders. During the early years of community college growth in the 1960s, the tremendous need for personnel, coupled with the urgency to fill positions quickly and judiciously, resulted in a process that was handled almost entirely by direct supervisors. There was little attention to any formal, bureaucratic process or the need to establish mutual between the institution and candidate. If there was a hiring process during the early years, it was spontaneous in nature and involved word-of-mouth referrals and acceptance of unsolicited applications and resumes. Past hiring practice emphasized credentials and experience, whereas current requirements focus on leadership potential.The authors outline valid rationales for modifying hiring practices to reinvent the game (p. 12) and meet the needs of the next generation of learners (p. 14). Community demographics, organizational culture, and diversity in enrollment and staffing needs have influenced and often resulted in hiring-process changes, many of which began to emerge when 2-year colleges transitioned from junior to community colleges. …

Teaching More Than The Discipline: Modeling Leadership In The Classroom

The educational process in higher education is much more than just the presentation of a discipline to a group of learners. Leaders in higher education are responsible to students to conduct themselves as educational leaders. Sensible leadership depends upon a variety of factors such as flexible behavior; an ability to identify specific behaviors needed at a particular time, and the ability to incorporate such behaviors at the appropriate time (Wilcox, 1997). A basic understanding of the supervisory behavioral continuum is important to the development of effective leadership skills. The continuum, adapted for use in the educational process, includes ten specific behaviors: listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing. Each behavior is clustered into the subgroups of directive, directive informational, collaborative, and nondirective. To be an effective leader one must have the ability to engage in all aspects of this continuum. To be effective in the college or university classroom, the instructor must have the knowledge about knowing when, why, and with whom to engage. Although one may have a preference or supervisory philosophy which indicates a personal preference to supervision and instruction, an understanding of the supervisory continuum is fundamental to the overall success of passing the role of leadership on to the next generation of learners.

Beyond communicative language teaching: What's ahead?

The emergence of English as a global language, technological innovation and a growing need for learner autonomy are changing the contexts of language learning rapidly and profoundly. Recognition of the current complexity and diversity of these contexts has led some to suggest that we have moved ‘beyond methods’ to a postmethod condition (Kumaravadivelu, 2002), that the quest for a better method has been or should be abandoned in favor of the identification of practices or strategies of teaching designed to reflect local needs and experiences. This paper considers the professional consequences of the challenges facing the language teaching profession in the years ahead. How will the needs and goals of the next generation of learners be met? Will applied linguists continue to assert an expert or authority status in the determination of practice? Or will a postmethod era lead to the recognition of teachers as the professional decision-makers and theory builders that they in fact could be?