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The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.

Active and transformative learning (ATL) challenges the new era of teaching and learning in higher education. In this chapter a systematic approach to ATL theories and methodologies is provided. Authors provide a unique methodological framework for the integration of active learning practices in modern higher education curricula. This chapter also provides an integrated context for the overall discussion of the phenomenon in the volume. The recent arrivals of new disruptive artificial intelligence-enabled technologies such as OpenAI, ChatGPT, DeepAI and others are only few aspects of a new challenging era for the teaching, learning, innovation and sustainability in the higher education.

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

This study was designed to assess the efficacy of pedagogical and relationship-building strategies employed to foster student engagement and success. Also, it was meant to demonstrate the importance of faculty to engagement and success, and emphasize a faculty member's role in lessening the power divide that can exist in classrooms.

First, archival survey data were explored that provide a baseline for student perceptions of the interactions with faculty that have been shown to impact student engagement. Second, an in-depth description of the course taught by this author is provided, along with the relationship-building and pedagogical strategies employed to promote student engagement and learning. Finally, a mixed-methods approach was utilized to capture whether improved engagement and learning occurred. Both qualitative data, in the form of student opinionnaires, and quantitative data gathered from the institution's assessment instrument were reviewed.

A review of the qualitative survey data found that students believe faculty should be very intentional about building relationships with them. Student opinionnaires confirmed the efficacy of the relationship-building tactics employed by the instructor. Additionally, data analysis of the learning assessment tool yielded an 18% increase in performance, lending further support to the classroom strategies utilized during this time.

The results of this study add to the body of literature addressing the impact faculty have on student engagement. Additionally, these results can be used to help inform institutional strategies, such as faculty development seminars, to improve retention as a result of an engaged student body.

Some educators and teachers, when seeking to adopt a new pedagogy or technology, neglect to search for motivation. What will motivate the learner to accept and participate in any new method or technology offered by others? Based on personal experience, realistic observations, and literature reviews, we find that many educators and teachers suggest new pedagogy or technology for different purposes without consulting the ultimate beneficiary, who is the learner. Such behavior often creates resistance on the part of learners that negatively affects the desired outcomes.

From the lessons learned, for teachers in higher education (HE) to succeed in introducing or adopting a new pedagogy, such as active learning or modern technology, the learners' opinions must be explored, their points of view recognized, and their involvement in decision-making encouraged. We start by telling them what they should learn (curriculum, objectives, and content), then suggesting new pedagogy and technology and searching for consensus with the majority to get the required motivation. Active learning pedagogy is no exception here.

This chapter contributes to highlighting the importance of motivation for the success of active learning practices. Aiming to encourage educators and teachers to search for motivation before adopting a new project, pedagogy, or technology. This study offers a strategy to guide active learning practices in HE. We expect a positive impact of active learning practices in (HE) when such strategy (i.e., seeking motivation) is not neglected. The content analysis approach was adopted to collect data, and the data was analyzed by Excel. Finally, some recommendations were made.

Active and transformative learning is a holistic strategy for the enhancement of the unique value proposition of education and learning. In Chapter 1 of this edited volume we introduced a unique value proposition on the impact of ATL in higher education and we communicated a five-tier value framework including pillars related to ATL, higher education, industry, entrepreneurship, research& development, and innovation. In this concluding chapter we move the discussion on another context. With emphasis on the robust and resilient strategy of the Vision 2030 in the Kingdom of Saudi Arabia we comment on the capacity of the ATL to facilitate, to enable and to transform positively the added value of the Vision 2030 implementation. The chapter is organized as follows. At the beginning, we provide a short overview of the Vision 2030 mandate, and then based on the ATL metaphors we presented in Chapter 1 of this edited volume, we strategize the ATL framework towards the implementation and the resilience of the Vision 2030.

Health profession education has evolved to incorporate didactic instruction and experiential learning opportunities over time. Constructivism and interprofessional education are essential theoretical concepts that have shaped modern health profession education. However, transformative active learning is an approach that is particularly well suited to the needs of healthcare professionals. By integrating theoretical knowledge with practical skills, transformative active learning helps prepare students for the complex challenges they will face in their future careers and encourages them to become agents of change committed to improving healthcare practice. Saudi National Institute of Health (Saudi NIH) is one of the Ministry of Health's initiatives in the National Transformation Program 2020 to achieve the Kingdom's Vision 2030, as it supports biomedical research in the health sector in Saudi Arabia. One of the mandates of Saudi NIH is to build the research capacity through well-designed educational and training programs through the directory of education and research skills adopting active learning strategies. This chapter aims to communicate the methodological framework of the Education and Research Skills Directory of the SNIH for integrating active learning in the various training programs and initiatives aiming to promote the core learning capabilities with excellence, diversity, diversity, uniqueness, competency, and efficiency values.

This study analyzes the effect of the techniques of active teaching and learning as a way of delivery on the outcomes of quality learning. Focusing on the courses of architectural science taught in a nontraditional method using various active learning strategies, the study takes the case study of the course Building Illumination and Acoustics (BIA) delivered in the academic year 2019–2020 at the University of Sharjah (UoS)'s Architectural Engineering Department (AED).

Utilizing both quantitative and qualitative research approaches, the study applied a case study and survey as methods. A questionnaire was designed and performed to assess the level of students' satisfaction with the implemented active teaching method.

The vibrant learning setting made the students actively engaged and more motivated and enthusiastic. The active learning practices used, including employing senses as in sight and hearing, reasoning rationally and intuitively, reflecting and acting, working steadily and in fits and starts, creating mathematical models, visualizing and memorizing and drawing analogies, were efficient in boosting their ability to comprehend theoretical concepts more effectively. The delivery style effectively enhances quality learning when various active techniques are used pedagogically beyond being merely a utilitarian instrument to prepare novice students of architectural engineering to fulfill practical challenges.

This article focuses specifically on a theoretical, scientific non-studio course in a particular program of architectural engineering in a particular semester before the dramatic changes in styles of teaching delivery that happened due to the COVID-19 pandemic. Future research could further highlight its results by comparing them to statistical evidence of the development of the course, especially for the duration of online teaching during the pandemic and the hybrid teaching period after it.

This article contributes to the development of teaching and learning of architectural engineering in the local Emirati context by putting original theories of teaching into practice. This paper further contributes to the field of architectural pedagogy in terms of the effect of active learning in the architecture field in the non-studio courses in higher education in the United Arab Emirates.

The chapter argues that implementing a professional writing program in universities can help students build expertise, confidence, and a strong professional portfolio that can advance their future careers to greater heights. This is achieved through a curriculum directly connected to the industry of the students' disciplines, expert instructors providing extensive feedback, and tips to transform ideas and knowledge into professional writing pieces. Additionally, the chapter highlights the importance of students gaining a comprehensive understanding of communication, being aware of the benefits of professional writing, and having hands-on experience through active engagement in the learning process to improve their craft. The chapter emphasizes that transformative learning implemented through strong writing and communication skills are highly valued by all industries seeking job candidates.

Finally, the chapter provides a strategy for improving students' employability by implementing a professional writing program in universities, which is based on the understanding of the changing career demands and the importance of communication and writing skills in all industries seeking job candidates.