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SADEQI-ARANI, ZAHRA, TAHERDOOST, HAMED. (1405). Seven Technology-Based Active Learning Models for Educational System Transformation: A Policy Brief. سامانه مدیریت نشریات علمی, 14(4), 404-410. doi: 10.30476/jamp.2026.111498.2423
ZAHRA SADEQI-ARANI; HAMED TAHERDOOST. "Seven Technology-Based Active Learning Models for Educational System Transformation: A Policy Brief". سامانه مدیریت نشریات علمی, 14, 4, 1405, 404-410. doi: 10.30476/jamp.2026.111498.2423
SADEQI-ARANI, ZAHRA, TAHERDOOST, HAMED. (1405). 'Seven Technology-Based Active Learning Models for Educational System Transformation: A Policy Brief', سامانه مدیریت نشریات علمی, 14(4), pp. 404-410. doi: 10.30476/jamp.2026.111498.2423
SADEQI-ARANI, ZAHRA, TAHERDOOST, HAMED. Seven Technology-Based Active Learning Models for Educational System Transformation: A Policy Brief. سامانه مدیریت نشریات علمی, 1405; 14(4): 404-410. doi: 10.30476/jamp.2026.111498.2423

Seven Technology-Based Active Learning Models for Educational System Transformation: A Policy Brief

Journal of Advances in Medical Education & Professionalism
دوره 14، شماره 4، دی 2026، صفحه 404-410    اصل مقاله (791.61 K)
نوع مقاله: Commentary
شناسه دیجیتال (DOI): 10.30476/jamp.2026.111498.2423
نویسندگان
ZAHRA SADEQI-ARANI* 1؛ HAMED TAHERDOOST2، 3
1Department of Marketing Management, Faculty of Financial Science, Management and Entrepreneurship, University of Kashan, Kashan, Iran
2Department of Arts, Communications, and Social Sciences, University Canada West, Vancouver, Canada
3GUS Institute, Global University Systems, London, EC1N 2LX, United Kingdom
چکیده
Introduction: With the spread of new technologies, significant changes have occurred in teaching and learning, which can be used to overcome the challenges of the traditional education system,
such as lecture-based teaching methods, limited opportunities for active learning, lack of attention to problem-solving skills such as creative and critical thinking, and rote assessment methods.
Method: The study adopts a policy analysis and conceptual synthesis approach, reviewing existing literature to propose seven technology-based educational models: gamified learning,
problem-based learning, AI-driven classrooms, IoB-based smart schools, team-based learning, lifelong learning, and flipped learning.
Results: Results indicated that these models collectively enhanced student engagement, motivation, personalization, collaboration, critical thinking, and well-being. Gamified learning increased motivation and participation; PBL strengthened problem-solving and experiential learning. Also, AI-driven classrooms enabled adaptive, personalized learning, and IoB-based smart schools supported real-time monitoring of learning behaviors and mental health. Moreover, team-based learning improved collaboration and communication skills, and lifelong learning fostered self-regulated and continuous skill development; flipped learning increased active classroom
participation and academic performance. Together, these approaches provide complementary pathways for addressing structural inefficiencies in traditional education systems and improving overall educational quality and equity.
Conclusion: Integrating these seven models offers a coherent framework for transforming traditional education into a technology-enhanced, learner-centered system. However, successful implementation requires phased adoption, infrastructure development, teacher training, and attention to ethical and equity considerations. Gradual integration, starting with low-cost pedagogical models and progressing toward advanced AI and IoB systems, can lead to sustainable and context-sensitive educational reform in developing educational contexts overall.

تازه های تحقیق
کلیدواژه‌ها
Educational technology؛ Artificial intelligence؛ Problem-based learning؛ Internet-based intervention؛ Mental health؛ Gamification
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