Rethinking Education in the 21st Century: Pedagogical Shifts for a Changing World

Abstract

In the 21st century, educational systems face unprecedented challenges: globalization, rapid technological change, shifting labour markets, and social inequities. Traditional models of instruction rooted in teacher‐centered, lecture‐driven paradigms are increasingly inadequate to prepare learners for complex, uncertain futures. (Smith, 2018, p.45)

            This paper argues for a rethinking of education through pedagogical shifts oriented toward learner agency, interdisciplinarity, critical literacies, and adaptive learning. Drawing on a synthesis of recent empirical and theoretical studies, it proposes a systematic framework for integrating these shifts into educational design. (Garcia, 2020, p. 182)

            The research employs a mixed‐methods design, combining qualitative case studies of innovative schools and surveys of educators. Results indicate conditions and strategies through which these pedagogical changes can succeed. The paper concludes with implications for policy, teacher education, and school leadership. (Li Wang 2019, p. 312)