Confluence of Pedagogical Frameworks: Crafting a Blueprint for Inspired Learning

For educators, a framework serves as a conceptual guide that outlines how and why learning should occur. It includes the strategies and methods we can use. Why do certain teaching methods excel in specifi c contexts? Why do students succeed with one framework and falter with another? Th ese questions defi ne the essence of pedagogical frameworks and assist educators in navigating the intricacies of teaching and learning. Historically, education focused on memorization and repetition with teachers as the primary knowledge bearers. As our understanding of learning deepened, pedagogical models have evolved. Th e 20th century, championed by progressive educators like John Dewey, Rudolph Steiner, and Maria Montessori—to name a few—transitioned toward hands-on, real-world educational approaches that emphasized holistic education and child-centered learning. However, by the 1950s, the movement declined, partly due to its associations with communism. Th e 1970s saw a resurgence of these ideas, inspired by Paulo Friere and others. By the 1980s, while innovations like David Kolb’s adaptation of experiential learning were emerging, they were still anchored in the foundational ideas of progressive education (Kolb & Kolb, 2005). In the 21st century, the landscape has shift ed. From constructivist to inquiry-based models, we now have a plethora of pedagogical frameworks. Th e introduction of digital technology has also reshaped the scene, bringing forth systems like online learning and blended classrooms, which combine both traditional and emergent techniques. Th is editorial highlights some pivotal educational frameworks discussed by authors in this issue, including culturally relevant pedagogy (CRP), participatory action research (PAR), social–emotional learning (SEL), and technological pedagogical content knowledge (TPACK), which infuses technology into pedagogical practices. I invite you to dive deeper into these frameworks, using them as a foundation to refl ect upon and build a more refl exive practice.