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Volume 2 Issue 3 cover

Open Access · 2026

Volume 2 Issue 3


Innovations in Pedagogy and Technology

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Table of Contents

10 articles
ReviewOpen AccessPublished: 28 April 2026

A Scoping Review of Grading Practices in Health Professions Education

Karmen Chenoweth, Eric Walradth, Alexis Carpenter, Kasey Edwardson

Innovations in Pedagogy and Technology · 1–18 · 10.63385/ipt.v2i3.367

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 gra

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Position PaperOpen AccessPublished: 22 May 2026

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

Imre Horváth

Innovations in Pedagogy and Technology · 19–41 · 10.63385/ipt.v2i3.502

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 ar

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ArticleOpen AccessPublished: 2 July 2026

Educators’ Discussion with a Generative Artificial Intelligence Trainer

Amanda Gantt Sawyer, Devin Maxwell Christian, Pierre Sutherland

Innovations in Pedagogy and Technology · 42–53 · 10.63385/ipt.v2i3.101084

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

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Position PaperOpen AccessPublished: 4 July 2026

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

Imre Horvath

Innovations in Pedagogy and Technology · 54–79 · 10.63385/ipt.v2i3.101058

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

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ArticleOpen AccessPublished: 7 July 2026

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

Ilya Levin, Aharon Gero

Innovations in Pedagogy and Technology · 80–99 · 10.63385/ipt.v2i3.101068

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

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ArticleOpen AccessPublished: 15 July 2026

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

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

Innovations in Pedagogy and Technology · 100–110 · 10.63385/ipt.v2i3.100989

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 univer

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ArticleOpen AccessPublished: 16 July 2026

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

Jeremia Lepheana

Innovations in Pedagogy and Technology · 111–122 · 10.63385/ipt.v2i3.101075

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

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ArticleOpen AccessPublished: 18 July 2026

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

Suzana Amábile Rafael Taimo

Innovations in Pedagogy and Technology · 123–145 · 10.63385/ipt.v2i3.101101

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 difficul

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ArticleOpen AccessPublished: 29 July 2026

Technology Integration in National Education Policy of India and Its Impact on Enhanced Engagement and Student Learning Outcomes

Dheerendra Singh Gangwar, Sanjeev Tyagi, Sanjay Gangwar

Innovations in Pedagogy and Technology · 146–159 · 10.63385/ipt.v2i3.101070

The prime objective of education is the advancement and dissemination of truth through scientific methods of inquiry. It helps develop the right understanding as well as cognitive, social, ethical, and emotional competence for personal and societal well-being. Recognizing the importance of these objectives, the National Educatio

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ArticleOpen AccessPublished: 30 July 2026

Curriculum Reform and Competency-Based Education in the Medical Surgery Subject

Agussalim

Innovations in Pedagogy and Technology · 160–172 · 10.63385/ipt.v2i3.100740

Recent advances in medical education emphasize competency-based education (CBE) as a strategic response to the limitations of traditional time-based curricula. This is particularly relevant in surgical education, where mastery of procedural skills, clinical reasoning, and intraoperative decision-making are essential for patient

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