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The COVID-19 pandemic has compelled higher education institutions (HEI) in the United Arab Emirates (UAE) and globally to shift to a new pedagogy that is sustainable and resilient to crises and disruptions. It necessitated the integration of technologies as part of pedagogical innovation and modification of higher education practices – advancing toward a more holistic integration of physical and digital tools and methods to enable more flexible, creative, collaborative and participatory learning. In terms of pedagogy, an open approach to learning is essential, combining in-person teaching with technological tools and online learning.

This paper examines theoretical and empirical literature to define the potential benefits of utilizing open educational practices (OEP) in higher education, including better access, furthering equity and enhancing teaching, learning and assessment.

It proposes a comprehensive framework built on a continuum of open pedagogy (OP) that comprises “Emphasis”, “Essentials” and “Evolution”. Based on this framework, a set of recommendations for using OEP for successful knowledge building is provided.

The research determined the significance of increased OEP involvement for sustainable learning possibilities and the UAE’s initiatives in developing educators to support innovative pedagogies and technology-enabled teaching-learning standards. The study suggests placing more emphasis on faculty and student scaffolding while using OP for better learning experiences and outcomes, as well as more institutional support and the need for policy development to transform the UAE into a global hub for sustainable education.

The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

This paper aims to explore the key factors through which an optimum pedagogy mix can be determined towards effective teaching practice and enhanced student learning outcomes in business/management education.

An exploratory research design has been used. A sample of 310 was analyzed using exploratory factor analysis. A structured questionnaire was developed to collect data. It was pre-tested, and essential modifications were made before its final implementation.

The study has presented the idea of pedagogy mix, which refers to a set of most obvious teaching methods/tools suitable to deliver marketing education in a context-bound manner. Eight factors have been identified that help to decide and/or maintain an optimum mix of pedagogies for effective teaching. An adequate “pedagogy mix” would help achieve educational objectives and equip students with the essential competencies.

The study is particularly significant to educators who are in the initial years of their careers. The identified factors help educators decide and/or maintain an optimum mix of pedagogies by offering an understanding of different pedagogies, their strategic relevance and student needs.

An institution's academic philosophy and commitment to the learning outcomes make it excellent or poor. Present institutions have and retain a main focus on preparation for professional careers, and without a perfect blend of pedagogies, it cannot be achieved. An optimum pedagogy mix would facilitate the key learning process and proffer the intricacies of the concerned profession. In this sense, this paper is a significant attempt, particularly in management education and higher education in general, that enables the educators of higher academics to decide and utilize an idyllic blend of pedagogies towards the successful execution of an educational process of higher order and ensuring the holistic student development.

The purpose of this study is to gain a better understanding of the conditions and motivations that influence teachers to adopt innovations.

Using Diffusion of Innovation theory (Rogers, 2003) and Self-Determination theory (Ryan and Deci, 2017), data from two surveys (n = 568; n = 108) and qualitative follow-up interviews of Early Adopter teachers (n = 16) were triangulated to discern relationships among their identification as Early Adopters, satisfaction of their basic psychological needs (BPN) and their implementation of an educational innovation.

Early Adopters had a positive and statistically significant relationship with the implementation of the innovation. Satisfaction of teachers’ BPN had the largest impact on innovation.

The findings are preliminary and based on a small sample size of teachers. Reliability of the measure of BPN was not as high as the standard, but it did have the largest impact on implementation. Additional studies should explore the connections among Early Adopter teacher motivation, leadership and the satisfaction of their BPN.

School leaders should leverage the influence of Early Adopters to support innovation, and they should provide additional time, training and resources to supports teachers’ BPN.

This study examines how to identify and support Early Adopter teachers as enablers of change within schools. We know of no other studies that have used both Diffusion of Innovation theory and Self-Determination theory to understand the motivations of Early Adopter teachers.

This chapter analyses the structure, content and development trends of the system of postgraduate teacher training in Russia. It is shown that the system of postgraduate training in Russia has a long history and consists of postgraduate and doctoral levels. The trends that influenced the dynamics and essence of the modernisation processes of Russian postgraduate education are revealed. The content, logic and shortcomings of the not quite successful attempt to standardise the process of training higher-qualified personnel in postgraduate studies are substantiated. Changes in the nomenclature of scientific specialties, which are used to award academic degrees in pedagogy, are revealed.

The main part of the material is devoted to the general characteristics of the current pedagogical postgraduate programmes in Russia. It describes the peculiarities of the admission procedure and the organisation of training for graduate students, the nuances of the choice of supervisor, the definition of the thesis topic, and the current, intermediate, and final certification of graduate students. The essence of co-doctoral studies as a form of dissertation preparation is revealed. The requirements for the preparation, design and defence of candidate dissertations in pedagogy are outlined. The form of advanced training of scientific and pedagogical staff for the preparation of doctoral dissertations is briefly described.

Pedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.

A quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.

The findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.

The limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.

Literature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

External pressures, like the pandemic, influence industry and academia. ICT can assist in creating service innovations and better responses to external pressures. When higher education institutes combine service innovations with an appropriate business model, they can better understand educational transformations and marketing and aim for productivity, effectiveness, and sustainability. This paper aims to provide insights into transformations by organizing innovations and business models and creating a positive influence.

This paper uses a case study method to examine the educational transformation in its settings. The method followed is direct non-participant observation, and the selected case is a marginalized business school of an Indian public institution. Combining observation and case study provides deeper insights into individuals/groups in a social context. The direct non-participant allows the researcher to get closer to the field of research while retaining the position of an outsider.

This paper defines service innovations with four conceptualizations – ICT, socio-techno-organization, demand, and orchestration. The findings provide insights into business models and educational marketing, with three suggestions for sustainability and economic growth. The suggestions are (1) operationalization based on incremental, iterative, and spiral expansion for the first two, (2) orchestrating educational marketing and value elements for a value-driven business model, and (3) social reengineering based on human values and leadership commitment.

It uses a single marginalized negative case study and is not bereft of limitations. Selecting positive cases representing geographically dispersed units, hybrid lectures, and diverse participants provides further insights into the operationalization of ICT and socio-techno-organizational aspects.

As educational institutions decide the appropriate strategy for their institution, the findings provide practitioners with insights to create value, expansion, growth, and insights into educational marketing.

The three steps in findings and their contribution to economic growth and sustainability enhance the body of knowledge – transformations in educational institutions. It provides insights into business models and educational marketing.

From the in-group status as a former homeschool parent, the goal is to problematize the entanglement of neoliberalism within self-directed education (SDE) pedagogies. Further and importantly, this study aims to bring attention to and examine the neoliberal resistant practices found in Black homeschooling.

A narrative literature review, content analysis and autoethnographic reflection to critically examine the neoliberal subjectivity of SDE and identify neoliberal-resistant SDE practices of Black homeschooling families.

This paper identifies SDE’s vulnerability to neoliberal subjectivity despite the neoliberal oppositional ethos of many of its practices and its antiestablishment historical context and rhetoric. It analyzes conceptions of self, autonomy and freedom (the ideas that underwrite self-direction) that can inform a critical self-directed learning (SDL) approach. It explores contemporary Black homeschooling and SDE practices for evidence of these conceptions, arguing that this demographic, at the margin of the discursive homeschooling community, instantiates an authentic resistance and disruption to neoliberal subjectivity in SDE.

Very little research has been done on neoliberal subjectivity in the discursive SDE community. The vulnerability of SDE to neoliberalization is important to SDL homeschoolers, unschoolers and other SDE facilitators who want to practice alternative-to-mainstream values or social justice-oriented pedagogy. Without awareness of this vulnerability, neoliberal hegemony can be reproduced by SDE practices.

The purpose of this paper is to argue for a transformative shift towards an inclusive and socially responsible framework in accounting education. Integrating the United Nations Sustainable Development Goals (SDGs) into accounting curricula can help accountants contribute positively towards the goals’ aim. This represents not merely an educational reform but a call to action to forge a path that empowers accounting students to be technically proficient and socially conscious graduates who act as change agents working towards the public interest.

This study challenges the technical focus of accounting, conceptualising it as a multidimensional technical, social and moral practice, transcending traditional boundaries to address complex societal issues. This paper is primarily discursive, using autoethnography through presenting vignettes written by four female accounting educators across three geographical regions. These first-person narratives foster a sense of interconnectedness and shared responsibility within the accounting community, reflecting a collective commitment to integrating SDGs into accounting education. By sharing personal experiences, the authors invite readers to engage in reflective pedagogy and contribute to shaping a better world through accounting education.

The transformative potential of purposefully incorporating SDGs into accounting education is not just a theoretical concept. The vignettes in this study provide concrete evidence of how this integration can shape future accountants into socially conscious professionals driven by ethics, equity and environmental responsibility. Our collective reflection underscores the importance of collaboration and continuous learning in aligning accounting education with the SDGs, offering a hopeful vision for the future of this field.

This study builds on existing literature to encourage communication, curriculum development, collaborative teaching approaches, experiential learning opportunities, ongoing evaluation and community dialogue on reshaping accounting education by giving a rare insight into what and how people teach and from what broader motivations. It offers a practical roadmap for educators to integrate SDGs into their teaching.

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.

This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?

The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.

This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.