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As skills need to be changed in a dynamic learning environment, employability depends not just on what people already know but on how well they learn, apply and adapt breaking out their comfort zone. This study explores how students from all backgrounds and teachers can engage with inclusive education without discrimination through pedagogy. The research provides a platform through implication for other international readers of developing countries to implement pedagogies of the Indian context.

This archival research focuses on the topical literature to scrutinize efficient ways to elevate the realization of all learners in inclusive settings. What inclusive pedagogy teaching approaches, focusing on the key competences and sustains learning which are effectual in elevating the academic success of all novices.

Educators need to develop their skills and competency by breaking their comfort zone, and individual recital of every faculty affiliate is a decisive feature in accomplishing quality for inclusive education. An education institution also needs to provide passable facilities to academicians and students in order to adapt and utilize technology efficiently without any discrimination. This is an important method of assisting educators to recognize and investigate using this epistemology in new innovative inclusive teaching pedagogy with technologies in industry 4.0.

The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena.

Review of the concepts can provide valuable pointers for policy makers in other jurisdictions contemplating inclusive education. The issues that are dealt with relate to how all students with and without disability can be engaged in a classroom without discrimination, and development is incentivized using Information and Communication Technology (ICT) in teaching pedagogy.

The purpose of this paper is to show the relevance of teachers’ extra role behaviour towards improving students’ learning efficacy status. This study examines the intervening role of art-based teaching pedagogies, i.e. involvement of different forms of art during the traditional teaching session between extra role behaviour and students’ learning efficacy.

The statistical test results showed that teachers’ extra role behaviour is significant for improving and strengthening students’ learning efficacy. Further, the moderation analysis showed that if art is integrated with teachers’ extra role behaviour, the effect on learning efficacy of students will increase. Art-based teaching pedagogies suggest involvement of art in teaching practices. Multiple regression analysis was conducted to evaluate the direct effect of extra role behaviour on students’ learning efficacy with the intervening role of art-based teaching pedagogies.

Results indicated a linear effect of teachers’ extra role behaviour on students’ learning efficacy and that art-based teaching pedagogies had an indirect effect (mediation) on students’ learning efficacy.

The study will bridge the gap between academic initiatives taken and its overall implementation in primary and secondary schools.

Colleges of education must do more than expose prospective educators to “best” practices for teaching and leading linguistically, culturally, and ethnically diverse students. Educators need to develop attitudes, knowledge, skills, and dispositions necessary to become competent in catering to diverse student populations in schools. In this chapter, we seek to extend this conversation using a critical pedagogical lens. We draw specifically on Paulo Freire’s concept of radical love to interrogate our ways of teaching, leading, and opening up spaces for dialogue toward educating pre-service teachers and leaders who are critically conscious. Additionally, we use Paulo Freire’s concept of radical love to explore the similarities and disjunctures in our pedagogy and positionalities as international scholars of color.

International figures on university expenditure on the development of next generation learning spaces (NGLS) are not readily available but anecdote suggests that simply retrofitting an existing classroom as an NGLS conservatively costs $AUD200,000, while developing new buildings often cost in the region of 100 million dollars and over the last five years, many universities in Australia, Europe and North America have developed new buildings. Despite this considerable investment, it appears that the full potential of these spaces is not being realised.

While researchers argue that a more student centred learning approach to teaching has inspired the design of next generation learning spaces (Tom, Voss, & Scheetz, 2008) and that changed spaces change practice (Joint Information Systems Committee, 2009) when ‘confronted’ with a next generation learning spaces for the first time, anecdotes suggest that many academics resort to teaching as they have always taught and as they were taught. This chapter highlights factors that influence teaching practices, showing that they are to be found in the external, organisational and personal domains.

We argue that in order to fully realise significant improvements in student outcomes through the sector’s investment in next generation learning spaces, universities need to provide holistic and systematic support across three domains – the external, the organisational and the personal domains, by changing policies, systems, procedures and localised practices to better facilitate changes in teaching practices that maximise the potential of next generation learning spaces.

The paper aims to examine the potential feminist politics of teaching: is there a clear connection between feminism and teaching, and is there a particular feminist way of teaching? Through notions of engaged political pedagogy (as developed by bell hooks Jacques Rancière), it proposes an intersectional and dissensual approach to teaching, as a primary way of practising feminist politics within academia.

The paper sets out to explore the possibility of a feminist pedagogy of teaching. Drawing on works by social and feminists theorists as well as by radical pedagogues, it negotiates these various standpoints, finding similarities and differences, in order to formulate ways in which we can more fruitfully conceive of teaching as politics.

The paper proposes that the classroom proves one of the most radical spaces for possibility within academia. Through an engaged, dissensual pedagogy, in which both students and teachers work together in mutual recognition of each other's knowledge, the feminist teacher can enthuse political change both within and outside of the classroom.

Teaching is often viewed as a less important part of academic work. This paper, in contrast, proposes the classroom as one of the spaces where we as feminist academics can have the most impact. Providing a theoretical methodology of a potential feminist teaching pedagogy, this paper adds a well‐needed exploration of the relation between teaching and feminism, and a defence of teaching as politics.

This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way.

The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies.

Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process.

Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery.

Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice.

The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students’ perception toward the flipped approach in context of Indian management education.

This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students’ perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students’ perception toward FCs.

The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students’ in-class involvement, comprehensive content understanding, students’ academic performance, students’ cognitive capabilities, collaborative learning environment and students’ inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model.

The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams.

The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students’ learning and understanding needs.

The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.

This chapter examines the similarities and differences in teacher education between Botswana and Lesotho to unravel “best fit” strategies specific to the needs of teacher education in different locals or populations within these two countries. We begin with an overview of the social, political, and economic contexts of each country as a lens by which to understand some of the current challenges teachers face within each country. We review the research literature to understand what teacher preparation looks like at the tertiary level and how teachers in the field maintain current knowledge and pedagogical skills in regard the content they teach. We will argue that when teaching pedagogy at the tertiary level maintains an authoritarian model of teaching with content centered, didactic instruction, and teacher-centered pedagogy there is little ability for national change in education. Likewise, if teacher education does not embed the concept of life-long learning and is not supported by both a national and local commitment to support teacher’s continued professional development the ability to sustain any change in education is thwarted.

The purpose of this case study is to reflect on the blended pedagogies applied with a second year cohort of Early Years (EY) undergraduate students. It focusses on the experiences of both learner and educator as they explore the use of blending technology and outdoor learning to support a holistic curriculum in 21st century early years practice.

A reflective case study approach was applied to practice in situ as part of an outdoor learning project within a Level 5 module. One Higher Education (HE) tutor and 24 EY students participated in the study. Three research questions informed the reflective study: an exploration around the tensions of how digital technology might be blended with the more traditional, sensory and experiential pedagogies of outdoor learning, using an app. It considers the effects of this approach on student learning and what lessons can be learnt by the tutor in attempting to model these pedagogies.

This case study reveals the advantages and discomfort of role modelling a practice as HE tutor that has not been applied before in this context and as such is considered an innovative pedagogy (Koros-Mikis, 2009). EY students engaged in the blended provision, applying digital technology for educational purposes and this resulted in enhanced collaborative learning between students and tutor, affecting attendance and motivation to try new approaches in their practice. Reflecting on this practice has revealed that pedagogical thinking can be transformed when ideas are shared in a way that appears non-judgemental and new approaches can be applied where the right environment affords such opportunities.

Limitations are around sample size, and a longer period of time for students to engage with a Personal Learning Environment (PLE), evidencing sustained engagement. The focus is one that is pertinent to the issues currently being considered as part of curriculum reform in Wales and as such may not hold the same weight in other parts of the world. As a case study, it is recognised that this is not generalizable and thus not easily replicable (Gilbert, 2008).

Issues around modelling pedagogies that depict 21st century learning are highlighted for “digital immigrant” HE teaching staff members. Understanding how to apply digital technology in a digital world within our own, often traditional practices, particularly in the field of early years outdoor learning needs further exploration in light of the new curriculum for Wales so that future practitioners are able to consider the holistic approach of blending pedagogies across areas of learning and not working in subject-specific silos.

The implications of this case study raise questions around the appropriateness of training and development for “digital immigrant” staff members, understanding student digital competency, blending pedagogical approaches, as well as the debate around digital technologies being part of young children's learning within a reformed curriculum in Wales. These challenges present questions that require social consideration as well as arguments as to why they cannot be overlooked.

This case study identifies a need to explore the ways in which blended pedagogies are applied and modelled in HE practice and to observe how it influences students learning and beliefs in their own pedagogical practices. The curriculum reform in Wales suggests that teaching and learning will need to be far more holistic in nature and these two areas currently collide as pedagogies. Thus being able to demonstrate the value of them in synergy will be most helpful to practitioners who will need to make a paradigm shift in their approaches to embrace the new curriculum.

The article aims to share the viewpoint of the author on the impact of the innovative teaching pedagogy adopted by him in teaching the accounting courses on the satisfaction of the participants in a premier Indian Business School.

The experiment was carried over by introducing an innovative teaching approach by the author among the first-year participants of the Management Program. At the end of the experiment, the participants were asked to rate the teaching approach on a five-point scale besides offering the qualitative feedback on the impact of the experiment on their learning outcomes.

The paper concludes that the participants were highly satisfied with the teaching approach adopted by the author.

The study contributes to the theory and practitioners on accounting education in many ways. First, it is offering evidence on the impact of teaching pedagogy on the satisfaction of the participants of the accounting courses of an emerging market business school. Second, the accounting educators of the emerging countries may replicate the experiment in their institutes. Third, the educators of other courses in the business schools may make an effort to measure the impact of the teaching approach on the feedback of their learners.