Titlebook: Educational Theory in the 21st Century; Science, Technology, Yusuf Alpaydın,Cihad Demirli Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) (if applicable) a

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https://doi.org/10.1007/978-94-009-3261-6fecting the usual flow and order of economic and social life around the world, the global COVID-19 pandemic and social isolation have generated rapid changes. The ongoing process has revealed no previous preparations to have occurred or principles to have been designed for dealing with unforeseen ci

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https://doi.org/10.1007/978-3-031-04942-2nizations has led to an array of definitions, models, and theories. Thus, changes constitute a response to values, transformations that are interpreted as opportunities to improve an organization’s resilience and increase its achievements. This chapter will further discuss the concept of change, lea

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Justyna Krzysztofik,Piotr Ponikowskiiberal paradigms such as these operate on the premise of good faith, in which sincere engagement with cultural differences promotes integration into the wider social order and aids in ameliorating racism and ethnic conflict. Critics, however, challenge policies of discursive inclusion for failing to

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Naohiro Kanayama,Toshihiko Teraoer solutions to these problems. From the nineteenth to the twenty-first century, information was given on the social models and educational systems that coincided with the turning points of industrial developments. While factory organization as characterized by mass production and nation-state citiz

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Joel R. Primack,Michael A. K. Grosse of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation.