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Research Article Open access CC BY 4.0

A Reforming Inclusive Quality Educational System for a Sustainable Glocal Learning-a Countering Paradigm to the Massive Backward Curriculum and Instruction Pedagogies

M. Ziad Hamdan

Journal of Education, Society and Behavioural Science · pp. 60–84 · Published 28 Jun 2021

10.9734/jesbs/2021/v34i430324

Abstract

Humans are different individuals by nature and have diverse personality traits, cognitive powers, thinking speeds, timelines, and live spaces for thinking, searching, and learning. Despite this psycho-educational logical approved fact, massive curriculum pedagogies are observed throughout hundreds of years of the Common Era. The Author believes ‘putting "whole" students or massive groups together in one large 'container' hall for one-way instruction with no regard to their understanding powers is in itself non-educating, non-dignifying and a gross violation of human rights and values. To understand the status quo of this everlasting schooling problem and to offer effective solutions for learning generations in the Info Digital Age; the descriptive ‘Causal Comparative/ Ex Post Facto techniques and the 'Action developmental' method’ were used. While the Author searched the accumulated massive groups’ literature since the Greek Sophists 500 BCE up to the period of Guttenberg large paper printing and the educational setbacks of the Factory Educational Model, coupled with the implications and possibilities of ICTs' integrations for reforming the concepts and methodologies of schooling and higher education. The Author concluded the article by offering a reforming paradigm "Inclusive Quality Education System for a Sustainable Glocal Learning." This 'system', when applied according to proposed descriptions and criteria, will lead to profound progressive changes, such as paradigms of learners-centered-growth, interests and hobbies needs; ICTs' non-directive 'Blend-Digit' pedagogies; learner self and collaborative peer groups; learners' torturing one other(s); and blended school personnel, e.g., Teachers and support services who are indirect leaning guide counselors and standby collaborators.

E-learners factory educational model earners-centered- growth needs multi achievement tracks self-collaborative peers inclusive quality education sustainable glocal learning massive backward pedagogies

References (7)

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Cited by 1

A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies

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