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Toward the construction of a new paradigm in teacher education in a globalized and digitalized society where it is intended to value knowledge and teacher professional development sustained by collaboration and cooperation, training policies and models based on technology-enhanced active learning will be required. This chapter aims to analyze the dimensions that can affect these training models within a new educational paradigm, at the level of professional development and increase of technological skills, collaborative processes for the creation of communities of practice, and promotion of active learning that contribute to innovative hybrid environments and transformative learning. In the Covid-19 post-pandemic, it is crucial to study and mobilize the experiences developed in the educational field exploring how these can be harnessed to build this new educational paradigm. This work aims to contribute with a reasoned reflection and insights concerning learning models and methodologies in teacher education that contribute to transformative active learning. Focusing on the link between preservice and in-service teacher education, the interrelation among teacher education and evaluation, and the construction of innovative technology-enhanced learning environments, for instance through the active training model.

The challenges facing 21st-century society are becoming increasingly complex, requiring the development of new citizen competencies. This study aims to validate an educational model focused on developing complex thinking in higher education students. Current educational models lack future-ready competencies, necessitating the emergence of new models to guide future generations toward the common good.

This was an adaptation of the causal-layered analysis (CLA) applied to 415 participants from higher education institutions in Mexico, Panama and Spain. Sessions were designed to present the proposed educational model and explore participants’ perceptions of its significance and contributions to future education.

Key findings include the following: participants perceived complexity as difficult and challenging; causes of problems were linked to outdated educational models requiring replacement by those that develop students’ competencies; participants envisioned changes that would develop individuals capable of understanding and transforming society; and participants recognized the model’s transformative potential, offering a novel proposal for 21st-century education.

This research sought to gather opinions from different stakeholders using the CLA methodology, providing a deep understanding of participants’ perspectives on the proposed solution.

Suggests that it is reasonable to expect researchers in the field of educational administration to establish the relative value of the knowledge they propound. Draws on the branch of philosophy devoted to the study of the nature of knowledge; epistemology. Argues for new forms of awareness, criteria and processes to help with the growth of trustworthy knowledge. Concludes that there is a need for a post‐paradigm approach that celebrates coherence and multi‐perspectivism.

Starting with the premise that the industrial age has ended, the paper seeks to examine how the underlying principles of sustainability will guide the creation of new economic and educational paradigms.

The paper utilizes classical economics, the principles of sustainability, and social capital as its theoretical framework.

Based on the neoclassical economic concept of free‐market capitalism, it does not make economic sense to invest in economic, environmental, or social renewal. However, social and environmental indicators demonstrate that a neoclassical capitalist model simply is not sustainable. There is a need for a new paradigm for a sustainable future that is based on biological, living systems as opposed to mechanistic systems. The new paradigm will also rely on the principles of classical economics, civic and social responsibility for its foundation. Service‐learning, as an educational model that is intimately integrated with society, is poised to respond to the global transformations that are taking place. It is a responsive and responsible pedagogy that promotes the core values that will be essential for success in the future.

This paper provides guidance on how the principles of sustainability will affect future economic development and will inform education in the field of service‐learning.

The book has generated a passionate dialogue-disagreement (mostly but not entirely) with the book. Dialogue-disagreement is based on challenges, disagreements and rebuttals between opponents, often belonging to different, even irreconcilable, paradigms. The goal of dialogue-disagreement is not so much to convince the opponent to change their mind but rather to critically examine and problematize the two involved paradigms: the authors’ and the reviewer’s. By taking the generated challenges and disagreements seriously, both irreconcilable paradigms can grow through their replies. Dialogue-disagreement gives the participants–opponents the gift of revealing their own paradigmatic blind spots, which are often invisible from within their paradigms. Dialogue-disagreement is exploratory and based on an agnostic relationship between frenemies, i.e. “friendly enemies.”

This is a critical book review essay of Self Managed Learning and the New Educational Paradigm (Cunningham, 2021).

The reviewer views Ian Cunningham’s Self Managed Learning educational paradigm as a hybrid of Progressive and Democratic Education, while the reviewer sees his/her Self-Education paradigm as entirely Democratic (and Dialogic). Elsewhere, the reviewer discussed and critically analyzed the Progressive Education paradigm, which generally involves channeling the student’s learning activism and subjectivity toward learning outcomes desired by an educator. It uses the educator’s manipulation of the student’s subjectivity to make them study what the educator wants them to study. In contrast, the paradigm of Democratic Education assumes that the educatee is the final authority of their own education. The educatee decides whether to study, when to study, what to study, how to study, with whom to study, where to study, for what purpose to study and so on. The educatee makes these decisions by themselves or with the help of other people at the educatee’s discretion and conditions. The reviewer charges that Ian’s Self Managed Learning paradigm is a hybrid of both paradigms, with the Progressive Education paradigm taking the lead and exploiting the Democratic Education paradigm.

The book presented a unique, innovative practice worth a critical analysis. The reviewer’s dialogue-disagreement with the book reveals a particular hybrid of Progressive and Democratic Education which is common to some innovative self-directed learning.

Networked educational management has emerged as an effective, distributed management approach for managing educational technologies and e‐learning in educational institutions. This management model has been developed during the writer’s doctorate research and implementation of e‐learning (also referred to as networked education) at Massey University, New Zealand, as well as on consulting assignments over the last six years including a five‐month consulting engagement at Cape Technikon, South Africa. Networked educational management has found its widest syntagmatic expression or manifestation at the University of Botswana where the writer has been leading the university‐wide implementation of modern educational technologies and e‐learning since early 2001. This paper describes this syntagm or practical manifestation of networked educational management and concludes that networked educational management, as a new educational management paradigm, has promising features for addressing the need for client satisfaction within higher education while also ensuring that strategic imperatives of the institution are being fulfilled.

Transformation of academic, student and administrative management is a key element in the institutionalisation of Internet/intranet‐based (networked) education in higher education. The distributed nature of networked education demands distributed models of academic, student and administrative management. Some argue that networked education is essentially an alternative delivery mode and its management is thus no different from that of other modes. Others posit that networked education is a new educational paradigm and a response to the educational needs of the emerging information society, in the same way that the traditional class was a response to the educational needs of the industrial society. Management of networked education is therefore fundamentally different from conventional educational management and correlates with new forms of private enterprise management including management of the learning organization, the information‐based organisation and the networked organisation. Proposes a new form of higher educational management for the operations of networked education: networked educational management. Discusses the following dimensions of networked educational management: its distributed nature, managing convergence, its adaptability and transitory character.

The purpose of this paper is to critically examine the impact of 9/11 on education in the Kingdom of Saudi Arabia. The authors take a historical approach in order to speak more broadly about higher education policy in Saudi Arabia and show how the post 9/11 context of education in Saudi Arabia has led to a new paradigm in educational policy, which has moved away from what McCarthy et al. call “safe harbors” in schooling and education.

The authors first define neoliberalism and then describe its manifestations and impact on the Saudi Arabian educational context, particularly post‐9/11. The authors also describe the arguments against adopting a neoliberal approach and suggest a new neoliberalism that addresses the needs of a glocalized Saudi higher educational community.

A neoliberalism paradigm has been adopted by education policy writers and university academics. In addition, the university learners have enthusiastically embraced neoliberalism and globalization. However, the authors argue that the local conditions make a complete transformation to neoliberalism inappropriate and that, instead, a glocalized form of neoliberalism is required to meet national and individual needs and to ensure the buy‐in of local teachers/lecturers.

This paper has implications both locally and internationally. It provides insight into the changes that occurred in the educational policy of Saudi Arabia post 9/11. This in turn explains how Saudi Arabia's sudden shift in education gears towards the local market needs. Hence, this “glocalized” neoliberalism could hopefully address the needs of local learners and teachers to operate in a globally competitive environment, as well as address the fears of local critics.

This is the first paper in the context of Saudi Arabia that deals with a “Neoliberalism approach” in unpacking the educational policy paradigm shift post 9/11.

Practical wisdom (PW; phronesis), as one of the human virtues, is experiencing a renewal in the contemporary management literature. The aim of this conceptual paper is first, to explore the core practices of managers and leaders in the literature and second, to demonstrate how PW can manifest itself in these practices.

The research follows the interpretivist research philosophy, inductive approach, qualitative method and the theory-building research strategy. The data collection method is a literature review. The practice ecosystem framework is applied to demonstrate the presence of PW in the core practices of managers and leaders.

The paper proposes a practice-based paradigm of management and leadership. From the literature study, envisioning, enabling, energizing, engaging and executing as five fundamental practices are identified.

The most significant literature was selected based on decisions of the author. Therefore, it might be that important sources were overlooked. The paper proposes future research questions, and it calls for an empirical validation of the proposed conceptual model in management and leadership practices context.

The practical implications for managers and leaders are in applying the framework developed in this paper as a tool or guidelines to cultivate PW in their practices. The paper offers implications for management education, traditional educational institutions and educational practitioners because they are the key influencers of wise thinking and actions of future managers and leaders.

The novelty of this paper is in making explicit how the eight features of PW can manifest themselves in the everyday actions of managers and leaders. Applying the practice ecosystem framework for this purpose is an original contribution.

This paper calls for a New Educational Paradigm in which young people are supported through an educational process that assists them to take charge of their own learning. A process in which they choose what they want to learn and how rather than the current system that requires them to regurgitate facts in order to pass tests/exams.

A viewpoint based on the author's experience of running the Self Managed Learning College in the UK for the past 20 years and his forthcoming book detailing the research evidence that highlights the need for change.

Businesses complain that the education system does not currently equip young people with the skills they need to thrive in the ever-changing world of work. The system needs to change and business leaders need to get involved. The College is one example of many around the world where people are deciding to get away from the rigidities, inappropriateness and waste of the current system.

The College is a unique environment which has been successfully operating for 20 years. The operating processes of the College match the outcomes needed in the working world and wider society. It provides an exemplar of how to help young people take responsibility for their own learning in order for them to lead a good life in the future.