Innovations in Creative Education for Tertiary Sector in Australia: Present and Future Challenges

Autor/inn/en	Nguyen, Hiep Duc; Mai, Le Thi; Anh Do, Duc
Titel	Innovations in Creative Education for Tertiary Sector in Australia: Present and Future Challenges
Quelle	In: Educational Philosophy and Theory, 52 (2020) 11, S.1149-1161 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1752190
Schlagwörter	Foreign Countries; Technological Advancement; Creativity; Thinking Skills; Adjustment (to Environment); Educational Change; Educational Innovation; Educational Philosophy; Sustainable Development; Economic Development; Curriculum Development; Social Change; Economic Change; Teaching Methods; Outcomes of Education; Student Centered Learning; Skill Development; Knowledge Economy; Independent Study; Kindergarten; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Technological development; Technologische Entwicklung; Kreativität; Denkfähigkeit; Bildungsreform; Instructional innovation; Bildungsinnovation; Bildungsphilosophie; Erziehungsphilosophie; Nachhaltige Entwicklung; Wirtschaftsentwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sozialer Wandel; Ökonomischer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kompetenzentwicklung; Qualifikationsentwicklung; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Selbststudium; Australien
Abstract	Recent significant changes in technology such as Artificial Intelligence (AI) and big data analysis have a wide impact in many areas of human societies, not least in education. Advances in efficiency of new technologies, with impacts in renewable energy and transport affected by environmental concerns and climate change mitigation, demand a reassessment and adjustment of the industrial structure of the economy. Technological advances enhancing creativity and analytical skills mean people must learn and adapt to a fast-changing economic environment. This paper presents some key changes in Australian educational areas in recent years that are important and relevant to the subject of education innovation and philosophy to achieve outcomes in training and sustainable economic development, as anticipated by the community and government. Education courses and curricula in many countries have been transformed by technological advance. It is the swift incorporation of new technologies that best prepares students for the dynamics of economic and social change. Even though technological responsiveness is not a new phenomenon, it is established that the teaching methods found to be most successful include complementary and supplemental courses producing multi-skilled and creative graduates. These courses are delivered with significant emphasis upon self-development skills and are less focused upon traditional content. A move toward horizontal focus and a student-centric balance is the current trend, displacing vertical over-specialisation of learning. Yet, the central role of educator is seen as still appropriate and necessary where the aim is to equip graduates with creative and adaptive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01