About the Journal

ISSN: 3093-7175

Innovations in Pedagogy and Technology is an international, peer-reviewed, open-access journal committed to advancing research on innovative teaching methodologies, educational management strategies, and the informed integration of technology in education. By fostering scholarly dialogue among educators, researchers, and institutional leaders, the journal aims to contribute to the continuous improvement of teaching and learning practices. Upholding rigorous peer review and an open-access publishing model, Innovations in Pedagogy and Technology ensures the wide dissemination of high-quality research to the global academic and educational community. View full aims and scope

Frequency: Quarterly (March, June, September, December)

Current Issue

Vol. 2 No. 3 (2026): In Progress

Review Article ID: 100932 1–18

A Scoping Review of Grading Practices in Health Professions Education

by Kasey Edwardson, Alexis Carpenter, Eric Walradth, Karmen Chenoweth

229 (Abstract) 133 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.367

Abstract:Health sciences, or health professions, education aims to develop students into competent professionals. This responsibility necessitates examination of the training and assessment of these future professionals to improve programs and patient care. However, grading can be fraught with issues, leading to misunderstanding, and grading health professions students comes with its own unique challenges,... More >>

Position Paper Article ID: 101057 19–41

Foundations for Post-Disciplinary and Transdisciplinary Education for Next-Generation Cyber-Physical Systems

by Imre Horváth

198 (Abstract) 143 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.502

Abstract:Post-disciplinary and transdisciplinary knowledge synthesis facilitates extensive intellectualization, socialization, personalization, and naturalization of next-generation cyber-physical systems (NG-CPSs). However, it makes learning and teaching NG-CPSs more challenging and calls for new educational methods. These challenges arise because (i) conceptual familiarization with these systems must sta... More >>

Article Article ID: 101084 42–53

Educators’ Discussion with a Generative Artificial Intelligence Trainer

by Amanda Gantt Sawyer, Devin Maxwell Christian, Pierre Sutherland

120 (Abstract) 87 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.101084

Abstract:Educators have investigated the impact of generative Artificial Intelligence (genAI) tools, such as ChatGPT and Large Language Models (LLMs), on curriculum development in K-12 schools. Still, little is known about the development of these tools and their impact on the future of education. Therefore, a teacher educator conducted a duoethnography to investigate these problems with a genAI trainer, s... More >>

Position Paper Article ID: 101058 54–79

Approaches to Post-Disciplinary and Transdisciplinary Education for Next-Generation Cyber-Physical Systems

by Imre Horvath

109 (Abstract) 74 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.101058

Abstract:This position paper explores educational topics, methodological issues, and near-future prospects of learning approaches for next-generation cyber-physical systems (NG-CPSs). It first reviews major epistemic and methodological innovations and discusses a move toward post-disciplinary and transdisciplinary education. NG-CPSs are considered both as objects of education and as enablers of education. ... More >>

Article Article ID: 101068 80–99

Beyond Deterministic Design: Engineering Education for AI-Enabled Heterogeneous Systems

by Ilya Levin, Aharon Gero

279 (Abstract) 100 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.101068

Abstract:As generative artificial intelligence (AI) automates engineering design, a fundamental reconceptualization of engineering education becomes necessary. This constructive position paper proposes the “vibe-designer”—a new professional paradigm that strategically compresses the traditional middle phase of the engineering curriculum to focus on high-level specification, adversarial evaluation, and syst... More >>

Article Article ID: 100989 100–110

“I Don’t Know How to Help Them”: Teaching Reading Comprehension in a Teacher Education Programme in South Africa

by Karan Vickers-Hulse, Jane Carter, Tessa Podpadec, Ben Knight, Paul Matthews, Pravina Pillay, Jethro Gina, Lindiwe Mthethwa

99 (Abstract) 44 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.100989

Abstract:South Africa faces challenges in improving reading levels, including teacher shortages and outdated teacher education. This collaborative study piloted a mobile app developed by universities in South Africa and England to support pre-service teachers with reading comprehension strategies. Participants from a KwaZulu-Natal university engaged in a mixed methods study using questionnaires and focus g... More >>

Article Article ID: 101075 111–122

Critique of the Subject Advisor’s Contribution to the Poor Academic Performance of Learners in Selected Schools of Alfred Nzo West District

by Jeremia Lepheana

118 (Abstract) 50 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.101075

Abstract:The topic of Subject Education Specialists (SESs) to assist subject teachers in the Alfred Nzo West District (Maluti Circuit Management Center and Matatiele Circuit Management Center) is a cause for concern. This study aimed to investigate and elucidate the disparity between policy directives for teacher support and their actual implementation in schools, where SESs struggle to fulfill their oblig... More >>

Article Article ID: 101101 123–145

The Use of Didactic Models in the Teaching of Cytology: A Case Study at Nioce General Secondary School (2023–2024)

by Suzana Amábile Rafael Taimo

111 (Abstract) 61 (Download) PDF

September 2026, DOI: 10.63385/ipt.v2i3.101101

Abstract:In many educational contexts constrained by limited material resources and a predominance of expository teaching practices, the teaching of cytology remains particularly challenging. Within this setting, the present study examines the impact of didactic models on students’ conceptual understanding, addressing persistent difficulties in core topics such as organelle identification, differentiation ... More >>

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