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Much of the literature on innovation and entrepreneurship in education focuses on how external ideas, processes, and techniques can be applied to education systems, schools, and classrooms to improve educational performance. Little research, however, addresses the ways that internal ideas, processes, and techniques within educational systems, schools, and classrooms impart innovation and entrepreneurial skills to youth worldwide. This chapter identifies ways that these skills can be developed in youth through mass education systems. Particular attention is given to the ways that youth are prepared to participate in the knowledge economy by becoming information innovators and knowledge entrepreneurs.

The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education.

A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy.

The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy.

This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.

The purpose of this paper is to shed light on changes in the Malaysian education system, with particular reference to the development of Smart Schools, and to evaluate progress with respect to knowledge management in school education.

The research is designed around questionnaires based on a knowledge management conceptual framework administered to random samples of 50 teachers in 25 Smart Schools and 25 Non‐Smart Schools so as to be able to make comparisons.

The findings provide evidence relating to a number of factors in knowledge management, its importance, the methods of managing knowledge, knowledge activities, barriers to knowledge management and factors contributing to knowledge management.

The originality of the paper lies in its Malaysian context and the lack of research into knowledge management in the field of education in general.

New technology tends to invite speculation on the future of societies, inspiring visions of both hope and horror. This chapter continues that tradition, exploring the application of emerging technology, such as artificial intelligence (AI), cloud computing, and the Internet of Things (IoT) to processes of governance and learning in education. Drawing on both utopian visions and twin nightmares of machinic-dystopias, the analysis reflects on the application of new technology designed to fulfill the UN’s post-2015 agenda in education. In highlighting divergent traditions, the analysis then shifts to the application of the same technology in China as part of the Chinese Dream, under which the Chinese government aims to become the world leader in AI while revitalizing the nation’s cultural traditions. These ambitions are explored through the introduction of Smart Cities, a system of Social Credit, and Smart Schools. Finally, the chapter reflects on these visions of twenty-first century pedagogy and possible resources for thinking about a future that cannot be fully apprehended.

Principles of cognitive psychology are considered, not primarily as they inform classroom practice, but as they inform school organization and administrative practice in schools. Theories of knowledge as distributed, social, situated, and based on prior beliefs and knowledge are applied to organizational learning within schools. Collaborative problem solving is explored as a means that schools might employ to become smarter. The study is situated within a Midwestern high school that is striving to improve itself. This school employs collaborative strategies to learn and adapt to changed expectations and circumstances. In the school examined, this collaboration is orchestrated through the creation of discourse communities among teachers and cognitive apprenticeships among teachers and administrators.

This study aims to discuss the transformational effect of the smart governance concept, which is one of the complementary elements of the smart city concept and to explain the change in governance structures according to the developments in information and communication technology.

In this study, the case study as one of the qualitative research methods is preferred, and smart city models of Barcelona, Amsterdam, Kocaeli and Ankara are examined.

In the research, scientific studies in the academic literature were evaluated according to the content analysis, and as a result of this analysis, the cities examined were grouped as “beginner,” “medium” and “advanced.” In the group, the characteristics of smart cities and the services they offer were taken into account. In this context, smart governance methods and their transformational effects are analyzed.

The most important contribution of this study to the literature is to identify the important characteristics of developed and successful smart city initiatives and to encourage their application to other developing world cities as a best practices model.

The educational process in schools involves many activities that ultimately aim at testing students' motivation, knowledge assimilation, academic performance, and teachers' productivity. How these activities are accommodated in a responsive environment is a critical issue that deserves special attention especially from users' perspective. This paper analyzes emerging understandings of learning environments. Reactions of teachers and students to classroom and cluster prototypes, among other aspects, against a number of spatial requirements and educational objectives are analyzed and discussed based on two mechanisms. The first is a comparative analysis of reactions of teachers from three elementary schools within Charlotte-Mecklenburg School District. The second part is a case study of a pre-design phase undertaken for redesigning some buildings of North Carolina School of the Arts. The results of this investigation support the assumption on how the school environment has a direct impact on the way in which teaching and learning takes place. A conclusion envisioning the need for going beyond adopting prescriptive measures to address the quality of the learning environment is conceived by highlighting the need to utilize knowledge generated from research findings into school design process, to pursue active roles in sensitizing users about the value of the school environment in reaching the desired academic performance while increasing teachers' productivity.

This study aims to present a review of topics, conceptual models and methodologies in research on Iranian school principals over the past four decades.

The study adopted a descriptive quantitative form of a systematic review of research to analyze topics, conceptual models and methodologies employed in 565 studies published by Iranian scholars in the national and international databases.

The content analysis of the studies revealed the increasing interest of the Iranian scholars in the two topical foci, namely, the school leadership models and principal profile, with a focus on the direct-effects (Model B) and the antecedent-effects (Model A). The evidence also suggests the disinclination of the researchers to study leadership concerning student learning outcomes. The most frequently used school leadership model in the Iranian schools has been transformational leadership, while the distributive/collaborative and instructional leadership studies were few. The scholars have mostly relied on a survey-based quantitative research approach, using correlation analysis techniques.

The findings suggest that despite the increasing global acceptance of school leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies.

The findings of this study strengthen the supposition that the differences in school leadership across societies are influenced by various cultural and contextual factors.

This paper is the first systematic review of the empirical studies that present insight into topics, conceptual models and methodologies in research on school principals in Iran.

Examines the rapidly changing context of educational change in Southeast Asia. In particular, it explores the impact of a changing global educational ideal, multiculturalism, and technological innovation on the purposes and practices of schooling in this region. Argues that the unprecedented pace and scope of change in the region require an approach to educational reform rather than simply the capacity to implement new reform policies. Discusses how the concept of a learning organization might inform the role of system leaders in fostering educational change in these rapidly developing nations.