Synopsis
In today's rapidly evolving world, the digital learning gap presents a significant challenge, impacting the effectiveness of education and the development of essential skills for future generations. Traditional teaching methods often fail to meet students' diverse needs, leading to a skills gap between current and future workers. Additionally, the ambiguity in defining concepts such as the "heap paradox" and the inadequacies of traditional economic measures like GDP highlights the need for more nuanced and comprehensive approaches to education, environmental psychology, and sustainable development. Inclusive Educational Practices and Technologies for Promoting Sustainability offers a multifaceted solution to these pressing issues by exploring the transformative potential of Educational Technology (EdTech), the insights of environmental psychology, and the importance of holistic measures of human welfare. By showcasing how EdTech can bridge the digital learning gap, enabling teachers to employ diverse strategies and better meet students' needs, we demonstrate its potential to revolutionize education and support the growth of the next generation. The book also delves into the paradox of the heap, where logic, vagueness, and philosophy complicate our methods of thinking. It illustrates the complexities of everyday concepts and their relevance to environmental psychology while advocating for a deeper understanding of the human-nature relationship. Furthermore, the book examines sustainable development through a comparative analysis of GDP and the OECD's Better Life Index (BLI), statistically verifying whether GDP's focus on income inadequately reflects true human welfare. This analysis underscores the need for more holistic measures of development that capture the multifaceted nature of human well-being. By integrating these diverse yet interconnected topics, the book provides a comprehensive resource for academic scholars, offering innovative solutions that can be practically applied to enhance education, promote environmental stewardship, and ensure sustainable development.
About the Authors
Santosh Kumar Behera is presently working as an Associate Professor, Department of Education, Kazi Nazrul University, Paschim Bardhaman, West Bengal, and India. After completion of Graduate Degree from Fakir Mohan University, Odisha, he got himself admitted to M.A. in Education at Vinaya Bhavana, Visva Bharati (A Central University in India) and then he done his research work leading to Ph.D. entitled “An Investigation into the Attitude of SC and ST Children of Southern Orissa towards Education” at Vinaya Bhavana, Visva-Bharati, Santiniketan. Dr. Behera has more than 14 years of teaching experience of which 12 years spent exclusively at the PG level. His research interests are related to SC and ST Education / Tribal Education, Educational Technology, Philosophy of Education, Peace Education, Teacher Education, Indian Knowledge System, Curriculum Studies, Higher Education, Measurement and Evaluation in Education. He has contributed lots of articles and edited volumes in the educational field. He is the Editor-in-Chief, EDUQUEST, An International Refereed Journal in Education (ISSN: 2277-3614) (Printed Version) and International Journal of Academic Research in Education and Review (ISSN: 2360-7866).
Atyaf Hasan Ibrahim holds an M.A Degree in English Language and Linguistics /University of Diyala and a Ph.D. in Philosophy of Language/ College of Arts/ English Department / University of Basrah/ Iraq. She is serving as an academic professor at University of Diyala/ College of Education for Human Sciences/ English Department/ Iraq since 2010, teaching undergraduate students and giving courses in English Language for the non-departmental students. She has supervised M.A theses and participated in the viva of M.A. Theses and Ph.D. Dissertations. She has certificates of (TOEFL, ICDL, Methods of Teaching, Scopus Scientific Publication) and many other training courses. She is a researcher having specialization in English language and Linguistics, specifically Semantics, Pragmatics and cross-cultural studies. She has successfully translated many M.A. and Ph.D. theses and research papers from English into Arabic and vice versa. She has also worked as a reviewer for a number of local, international and Scopus-indexed journals. She has published more than 20 research papers in local, international and Scopus indexed journals. Participated in a number of international conferences and workshops in Iraq, Russia, Turkey and United Arab Emirates. She is a member of Iraqi Translation Society/Baghdad, a member of Consultant Bureau of Languages and Translation/ Diyala, a member of IASR (International Association of Scientific Researcher) and member of Women Empowering /University of Diyala/ Iraq.
Faten Romdhani , a Tunisian ELT Professional, has been working in the field of education for 24 years. She has taught English for all levels, ranging from preparatory to adult students. To boost her creativity, she was involved in cross-disciplinary projects with educators from around the globe. Thus, experience of collaborating online has helped her to enhance her digital skills. Moreover, she conducted a great number of training sessions, both face-to-face and online to teachers from all over the world during national and international educational events. She tackled topics pertaining to tech integration, creative pedagogies and best practices. Currently, she is a Teacher trainer and ELT supervisor.
"About this title" may belong to another edition of this title.
