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11 articles
ArticleOpen AccessPublished: 28 August 2026

Entrepreneurial Education as a Tool for Personal and Professional Development in Vocational Training Centers in Mozambique

Atanásio Francisco Leite, Bruno Miguel Ferreira Gonçalves

Innovations in Pedagogy and Technology · 12–21 · 10.63385/ipt.v2i4.100725

In a scenario characterized by rapid technological and economic changes, entrepreneurial education emerges as a fundamental tool for preparing students to become resilient and proactive professionals. This article explores the importance of entrepreneurial education in training individuals capable of facing the challenges of the

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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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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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Short CommunicationOpen AccessPublished: 25 January 2026

Gamifying Academic Integrity: An Inclusive, Interactive Model for Teaching Ethical Academic Practice in Higher Education

Angelos Bakogiannis, Evie Papavasiliou

Innovations in Pedagogy and Technology · 1–7 · 10.63385/ipt.v2i2.371

Academic integrity remains a key challenge in higher education. At Teesside University, increasing cases of plagiarism, collusion, and contract cheating highlighted the need for more engaging and educationally grounded interventions. In response, the English Language Centre (ELC) designed and delivered a two-part initiative inte

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ReviewOpen AccessPublished: 14 January 2026

The Evolution of Islamic Education Research in Indonesia: A Bibliometric Analysis (1990–2025)

Zafrullah Zafrullah, Muhammad Akbar Perdana Putra, Endang Wati, Vick Ainun Haq, Hasan Syukur, Anugrah Arya Bakti

Innovations in Pedagogy and Technology · 112–126 · 10.63385/ipt.v2i1.272

This study examines the development of Islamic education research in Indonesia through a bibliometric approach, focusing on publication trends, keyword evolution, thematic clustering, and research innovation. Data were collected from the Scopus database and systematically filtered using the PRISMA method, resulting in 250 releva

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ArticleOpen AccessPublished: 13 January 2026

Comparing Student Nurses’ Satisfaction with OSCE and Traditional Clinical Skill Assessment Methods

Rincy T. Issac, Julia Jose, Jency Jose, Neethu Kunjumon

Innovations in Pedagogy and Technology · 101–111 · 10.63385/ipt.v2i1.164

Assessment of clinical skills is a crucial aspect of nursing education, ensuring that students acquire the necessary competencies to provide high-quality patient care. The Objective Structured Clinical Examination (OSCE) and the Traditional Method of Clinical Skill Assessment (TMCSA) are two commonly used approaches. This study

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ArticleOpen AccessPublished: 10 January 2026

Teacher Educators’ Challenges, Opportunities and Contemplations on Self-Determined Learning: Insights from a Qualitative-Constructivist Study

Sharon Hardof-Jaffe, Ilana Dror, Eran Gusacov

Innovations in Pedagogy and Technology · 87–100 · 10.63385/ipt.v2i1.351

Following the COVID-19 pandemic, teacher education has pivoted toward self-determined learning, or heutagogy, a paradigm shift that demands increased learner autonomy and a radical redistribution of pedagogical responsibility. This qualitative-constructivist study explores how two learning communities of practice (CoPs), compris

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ArticleOpen AccessPublished: 17 December 2025

Digital Citizenship Education for Good Governance: A Character-Based Approach Rooted in Local Wisdom

Suriadi Ardiansyah, Yorman Yorman, Sultan Fakhrur Rassyi

Innovations in Pedagogy and Technology · 24–37 · 10.63385/ipt.v2i1.223

The rapid digital revolution has reshaped civic life and governance, demanding transparency, participation, and ethical responsibility. Within this context, digital citizenship education (DCE) emerges as a crucial pedagogical framework for cultivating citizens who are technologically proficient, morally grounded, and culturally

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ArticleOpen AccessPublished: 26 October 2025

Reimagining Krashen’s Input Hypothesis: The Role of AI and Multimodal Strategies in Language Acquisition

Pourya Javahery, Mohammad Javad Alizadeh

Innovations in Pedagogy and Technology · 156–168 · 10.63385/ipt.v1i3.50

Krashen’s Input Hypothesis, a foundational theory in second language acquisition (SLA), emphasizes the importance of comprehensible input slightly beyond a learner’s current proficiency level, or "i+1," as the key to language development. While the hypothesis has significantly influenced language pedagogy, its practical implemen

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ArticleOpen AccessPublished: 20 October 2025

Innovative Internationalization in Education of Civil Engineers at STU in Bratislava, the Slovak Republic

Pavla Cantarero

Innovations in Pedagogy and Technology · 125–140 · 10.63385/ipt.v1i3.112

This paper presents experiences in teaching Slovak and international civil engineering students from various countries. The English language courses focus on the technical terminology used across 20 departments at the Faculty of Civil Engineering, STU in Bratislava. The study also introduces innovative approaches to engineering

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