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The impact of Covid-19 on students and teachers, on courses and programs, and on schools and universities is unparalleled in the history of education. Indeed, many authors have gone as far as to contend that the pandemic resulted in a paradigm shift in education. This chapter explores this contention by first looking at the history of paradigm shifts in education writ large, and then the implication of those shifts on teacher education, in general, and on practicum mentoring, specifically.

This paper seeks to discuss past and present paradigm shifts in education and then to explore possible future learning paradigms in the light of the knowledge explosion in the knowledge era that is currently being entered.

New learning paradigms and paradigm shifts are explored.

Learning processes and learning paradigms are still very much founded in a content‐driven and knowledge production paradigm. The rapid developments in information and communication technologies already have and will continue to have a profound impact on information processing, knowledge production and learning paradigms. One needs to acknowledge the increasing role and impact of technology on education and training. One has already experienced enormous challenges in coping with the current overflow of available information. It is difficult to imagine what it will be like when the knowledge economy is in its prime.

Institutions should move away from providing content per se to learners. It is necessary to focus on how to enable learners to find, identify, manipulate and evaluate information and knowledge, to integrate this knowledge in their world of work and life, to solve problems and to communicate this knowledge to others. Teachers and trainers should become coaches and mentors within the knowledge era – the source of how to navigate in the ocean of available information and knowledge – and learners should acquire navigating skills for a navigationist learning paradigm.

This paper stimulates out‐of‐the‐box thinking about current learning paradigms and educational and training practices. It provides a basis to identify the impact of the new knowledge economy on the way one deals with information and knowledge and how one deals with learning content and content production. It emphasizes that the focus should not be on the creation of knowledge per se, but on how to navigate in the ocean of available knowledge and information. It urges readers to anticipate the on future and to explore alternative and appropriate learning paradigms.

This paper aims to report empirical research investigating how school‐based management (SBM) and paradigm shift (PS) in education are closely related to teachers' student‐centered teaching and students' active learning in a sample of Hong Kong secondary schools.

It is a cross‐sectional survey research involving 31 secondary schools, 1,119 teachers and 7,063 students with seven sets of questionnaires: three for students, three for teachers and one for principals.

The results of analysis indicate the following findings. The greater tendency towards SBM of a school associates with the greater extent of PS from the site‐bounded paradigm towards the triplization paradigm in education. Both the measures of SBM and PS in education are closed related to teachers' student‐centered teaching (in terms of facilitating student learning, facilitating student thinking and facilitating student self‐reflection and assessment) and students' active learning (in terms of positive learning attitudes, application of various learning methods, learning effectiveness, multiple thinking in learning and satisfaction in learning). The profiles of “high SBM and high‐PS” schools are much more preferable than “low SBM and low‐PS” schools in terms of various measures of teachers' teaching and students' learning.

Even though SBM and PS in education are strongly emphasized in ongoing educational reforms in different parts of the world, there is lack of empirical study to show how they are related to teachers' teaching and students' learning in practice. The findings of the research contribute to filling this research gap and advancing theoretical and practical understanding in such a frontier area.

The purpose of this study is to analyse the potential impact of the Internet of Things (IoT) on education. IoT is more than just novel educational arrangements with new technology and networked computing devices. Taking a systems design perspective, the author argues that IoT represents a paradigm shift in the key drivers of education systems.

The paper uses a conceptual analysis based on the systems thinking framework. The paper relies on a literature review as informed by prior studies in the field, social media analysis and research database articles of IoT in education.

The paper finds that systems thinking is a useful framework for examining IoT in education. It finds that writers on IoT in education use a number of lenses at looking at how IoT will affect education. All of these can be refined. Findings suggest that IoT technology has the potential to impact how education systems are reimagined and redesigned; that logistics of educational management and the design of learning facilities can become more responsive to student learning needs because of IoT technology; and instructional delivery systems will be reconstituted by IoT technology. This study is of most value to educators, administrators and information systems professionals. Industries of focus include K-12 education, higher education and specialized training fields.

The research is a conceptual analysis based on social media content and research studies. This is a new line of inquiry; therefore, the sources and data rapidly change.

The study is practical for educational policymakers and educators to plan for the shift in modes of instructional design, curriculum development and school leadership and organization.

The research will inform the basis for new educational and schooling arrangements; IoT will change the way all of us learn and engage with learning activities.

The paper is highly original and very valuable for education policymakers as well as educators at all levels.

This paper aims to point out that the world‐wide education reforms for education quality are experiencing three waves based on different paradigms and theories of education quality and school effectiveness, and they result in different strategies and approaches to education assurance. The first wave of school reforms and initiatives focuses mainly on internal quality assurance and makes an effort to improve internal school performance, particularly the methods and processes of teaching and learning. The second wave emphasizes interface quality assurance in terms of organizational effectiveness, stakeholders’ satisfaction and market competitiveness and makes an effort to ensure satisfaction and accountability to the internal and external stakeholders. The coming improvement initiatives should be moving towards the third wave, which emphasizes strongly future quality assurance in terms of relevance to the new paradigm of education concerning contextualized multiple intelligences (CMI), globalization, localization and individualization.

The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.

Based on a review of international studies and the findings of the Programme for International Student Assessment (PISA) and the Teaching and Learning International Study (TALIS), the conceptual limitations of and gaps in traditional research on school autonomy in relation to leadership and learning are discussed, and their implications for the development of a new framework are outlined.

The conceptual limitations of traditional research on school autonomy are as follows: internal school autonomy is insufficiently differentiated; too little attention is paid to cultural autonomy and internal structural autonomy at individual and group levels; autonomy is measured only as perceived by principals, with no attention to the perspectives of other key stakeholders; and conceptual links between school autonomy and learning outcomes are missing, leading to inconsistent findings on the effects of school autonomy on student learning. To redress these limitations, a new framework for research is developed. School autonomy is reconceptualised as a combination of functional autonomy, structural autonomy and cultural autonomy. Leadership is also reconceptualised by categorising three types of leadership activity: leadership for functional initiatives, leadership for structural initiatives and leadership for cultural initiatives. This categorisation may help to strengthen conceptions of the relevance of leadership to autonomy and performance in future research.

A typology of research strategies is developed to broaden the possibilities for implementing the reconceptualisation framework. A single-component strategy, a two-component strategy, an interaction strategy and a holistic case-study strategy are presented. Depending on the research purposes and the available resources, one or a combination of these strategies can be used to conceptualise the study of school autonomy, leadership and performance.

The new ideas and perspectives associated with the reconceptualisation framework will contribute to future research in this area on an international scale. Future PISA, TALIS and similar studies will also benefit from this reconceptualisation.

In this chapter, I will draw upon East-Asian wisdom traditions, quantum, transpersonal, and integral theory to posit consciousness as fundamental. In doing so, the relationship between Self and reality will be articulated as nondual. I will argue that knowledge about the nature of Self is both an educational entitlement and learning process. Such understanding is generally thwarted by the impact of scientific materialism and behaviorism on educational orthodoxy, which instead promulgate a separate sense of self with destructive individual and collective consequences. Moving from philosophical theorization to application to teacher education, I will argue that a massive program of deconditioning and unlearning is necessary within education and show how a module I teach, “Responding Mindfully to Challenging Behavior,” attempts to do some of this work via a focus on “discipline.” The focus of the module invites us to question the nature of Self when difficulties arise. As explored, this is often a conditioned self with automatic reactions that can shift toward a “witnessing consciousness” when experiential learning and contemplative practices are integrated with theories of human flourishing.

Canada's population is becoming increasingly diverse and the recent recognition of the need for inclusivity and diversity has led to conversations in undergraduate and graduate medical programs across the country. The intended outcomes of these conversations around representation are actions that better prepare medical graduates to meet the needs related to caring for a diverse Canadian population. It is paramount that learners see this progress toward equity, inclusivity, and diversity reflected in the leadership of their medical training programs. Actions toward this goal may be more impactful from a new understanding of leadership. This chapter focuses on a postcolonial reimagining of leadership that expands qualities that are valued, resulting in a natural diversification and increased inclusion among medical leaders. The authors write from their personal viewpoints and provide suggestions on revisioning leadership and curriculum, throughout. It is hoped that a paradigm shift in the way leaders are identified, recognized, and supported will address current challenges in medical culture and subsequent socialization of learners that influence their professional identities and ideas about who and what makes good leaders.

The paper seeks to present and assess a conceptual framework and methodology used by schools for engaging with change and determining the scope of change implementation.

The approach employs theories of paradigm change, border pedagogy, and border crossing to frame a school's engagement with the constructs of practice that represent its program of innovation. Documentary, survey, interview, and observation methods are used to gather data about four types of engagement with the constructs: aspiring, reporting, understanding, and practicing. The study applied the methodology to four schools recognized for their technological innovation and broader representativeness of the US educational establishment.

The methodology established the differential engagement of schools with change and identified a stable relative position of each school on a trajectory from aspiration to practice. These outcomes stand in contrast with findings derived from prevailing methodologies in terms of consistency of stakeholders' perspective within schools.

The discussion of findings occurs within the context of existing literature about site‐based school reform and the potential of the framework and methodology as a way to engage with change and innovation as well as account for its progress within schools. Limitations include the need for more widespread application of the approach in order to extend its generalizability.

The paper builds on the existing research in the area. It provides new theory and practice for engaging with site‐based innovation. A methodology is provided to assist school leaders and schools to engage, enhance, and evaluate their change processes.