Breaking Out of Your Comfort Zone: An Archival Research on Epistemology in Inclusive Education Pedagogy for Industry 4.0

Autor/inn/en	Khandelwal, Rahul; Kolte, Ashutosh; Pawar, Prafulla; Martini, Elvira
Titel	Breaking Out of Your Comfort Zone: An Archival Research on Epistemology in Inclusive Education Pedagogy for Industry 4.0
Quelle	In: International Journal of Educational Management, 36 (2022) 4, S.364-380 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kolte, Ashutosh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-02-2020-0090
Schlagwörter	Inclusion; Epistemology; Industry; Developing Nations; Foreign Countries; Teaching Methods; Teaching Skills; Instructional Innovation; Students with Disabilities; Learning Processes; Technology Uses in Education; Social Discrimination; Web 2.0 Technologies; India + Suchen Sie Ihr Suchwort? Inklusion; Erkenntnistheorie; Industrie; Developing country; Developing countries; Entwicklungsland; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Educational Innovation; Bildungsinnovation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning process; Lernprozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Soziale Benachteiligung; Soziale Schließung; Indien
Abstract	Purpose: 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. Design/methodology/approach: 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. Findings: 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. Research limitations/implications: The study momentarily suggests an innovative pedagogy approach for stakeholders and users to be adapted in current digital arena. Originality/value: 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01