Student Name Thusyanth Sivarajasekaram

Module Number and Name PD50192- Innovation in Education

Date of Submission and if first 16/01/2023 – First Submission

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Table of Contents
Part 1 ........................................................................................................................................3

1. Background ...............................................................................................................3

1.1. Introduction ............................................................................................................3

1.2. Foster Innovations to Extend Education ...........................................................4

1.3. Innovative Education Opportunities for Children and Adolescents...............5

1.4. The Significance of Policy and Educational Innovation .................................6

1.5. The Educational Innovation and Relevant Theories .......................................6

1.6. Factors Influencing Innovation and Education .................................................8

1.7. The Impact of Political, Economic, Social, Cultural, and Technological

Influences on Educational Policy ..................................................................................9

1.8. An Educational Illustration of an Innovation Breakthrough ..........................10

Part 2 ......................................................................................................................................11

2. The Evaluation of Educational Innovation through Cutting-Edge Technology11

2.1. The Background and Rationale ........................................................................12

2.2. The Potential of Innovative Educational Approaches ...................................14

2.3. Conclusion ...........................................................................................................16

2.4. Recommendations..............................................................................................18

References……………………………………………………………………..………...19

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Part 1
1. Background
Educational system is complex. It requires alignment between families, educators, and
decision-makers to enroll everyone who deserve education and to provide them with
necessary support and development. Innovation in education entails more than new
technology. It is about finding a suitable strategy and a straightforward solution to an
actual situation to advance fairness and to enhance learning (Almusawi, et.al., 2021).

Any educational system requires unifying goals and national policies that prioritize
education. Data collection and continued monitoring are also essential for policymakers
to identify the most practical solution and to detect what groups are advancing or lagging.

The scope of the answer and the difficulty must correspond with innovative educational
practices. To guarantee that choices are made by people whose results will have the most
impact, education relies on the creativity and experience of communities, empowering
local communities to lead early childhood education. To find, develop, and scale potential
solutions that ensure everyone has access to education, many innovators are already
working with partners in classrooms and communities more than ever (Zhang, & Aslan,
2021).

1.1. Introduction
Equity in education refers to the idea that all people attain a minimum level of skills and
that no one's personal or societal circumstances i.e. gender, socioeconomic class, history
as a migrant, age, special needs may prevent them from reaching their educational
potential (inclusion). This definition of equity does not mean that everyone should get the
same results, but that all students should learn the subject matter in a similar scope with
equal availability of resources.

A fair and inclusive education is essential due to many reasons. Firstly, everyone has the
right to reach their potential and actively engage in society. Secondly, one's chances for
success in life, career prospects, earnings, health, and potential to make future
contributions to the community and the economy are significantly influenced by education
and the skills it imparts. Furthermore, fairness and inclusion may help prevent students

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from dropping out of school, which has significant financial and social implications.
Additionally, the broad patterns of social mobility and economic inequality are significantly
influenced by education. Most nations, especially developed countries have intensely
focused on enhancing educational equity due to above factors. Equity in education goes
hand in hand with quality and efficiency; thus, investing in equity pays off financially
(Kang, 2021).

Though several characteristics recognise the education system with significant equity,
none of the policies or practices can guarantee success. It is crucial to take a practical
and a systematic approach because there are connections among education policies and
procedures, structural elements of an educational system, resources allocated to
education and how they are distributed, the learning environment, student backgrounds,
and academic outcomes. Whether it is early childhood education and care, school,
college or adult education, countries need to consider equity problems at all phases of
lifetime learning. Equality is required for compulsory education; school graduates should
have the knowledge and abilities needed to succeed in contemporary communities. There
should be chances to catch up in subsequent phases. These may, for instance, be
learning and multi-lingual education approaches. However, participation in adult
education is heavily twisted in favour of the more privileged groups of society. Those with
better education and living circumstances often enjoy access to further education. To
prevent the possibility of expanding socioeconomic gaps, communities must encourage
the engagement of less advantaged people in adult education (Tan, 2021).

1.2. Foster Innovations to Extend Education

The global education sector is often connected with innovation because it provides
knowledge and abilities necessary for employee innovations and economic expansion. In
this way, policymakers use education to foster initiation, creativity, flexibility and problem-
solving skills. However, it is also crucial to comprehend innovations within the education
industry. The global economy demands new skills; therefore, schools must be innovative
to develop methods to address these needs. Furthermore, to access these underutilized
reservoirs of human capital and to maintain social justice, schools and higher education
institutions must develop better methods for teaching groups that are underserved or

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completely excluded by national education systems. However, innovations in academic
education may frequently increase its results without the requirement of more resources
(Guardia, Del Olmo, Roa, & Berlanga, 2019).

Therefore, policymakers would be interested in finding the best way to promote innovation
in the education sector, particularly in developing more innovative settings for teaching
and learning that enhance educational opportunities and results for all level of students.
In addition, various policy innovations are available for achieving this objective. One of
the most favourable strategies in recent years has been using the market-style
mechanisms connected to the private business sector to encourage more significant
innovation in education sectors that are frequently dominated by state provision of
services. Questions then arise about how this logic plays out within the education sector,
even while the incentives for improvement portrayed in more market-based systems
reflect a strong logic of organizational behavior and change. Additionally, when instructors
are motivated by competitive incentives, innovation rates rise. The following innovations
emerge and it is still determined how educational institutions of different types will react
to pursuing or adopting innovations. Given the many and sometimes conflicting aims of
education, it is essential to evaluate how various innovations interact to promote or
undermine these goals in the short term.

This policy approach can lead to innovations in the education sector both in terms of how
education is structured and how educational content is provided. These are crucial
considerations for the education sector to be more successful and to reach underserved
communities (Oke, & Fernandes, 2020).

1.3. Innovative Education Opportunities for Children and Adolescents

Adolescents (children between 10 and 19) grow up in transforming environments. People
worldwide are forced to adapt to unanticipated changes in their lives and employment
due to technology, migration, climate change, and various type of wars. Adolescents must
be able to seize opportunities and overcome obstacles if they aspire to succeed. During
an epidemic, they need education and skills to become lifelong learners, find paid
employment, make educated choices and actively participate in their communities.

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All adolescents, particularly the most disadvantaged, must have access to education
systems strengthened by rigorous investment and collaboration to develop the skills
necessary to reach their full potential. In humanitarian and development settings, the
effectiveness and scope of education and training programs are improved and they that
provide children and adolescents with abilities, information, and perspectives they need
to contribute significantly to society. This entails integrating skill development into the
academic curriculum while identifying and offering other routes for further education
(Rodrigues, Almeida, Figueiredo, & Lopes, 2019).

1.4. The Significance of Policy and Educational Innovation

Learning environments provide people with profound knowledge and skills they need to
participate in today's economy and society to lead fulfilling and meaningful lives. These
can be created by considering alternative perspectives on potential organisational
structures for learning that exceed current institutional arrangements. Many things may
spur innovation. ICTs (Information and Communication Technologies) can significantly
change how education is provided. Learning sciences and specific research may broaden
people's knowledge, provide fresh viewpoints on age-old problems, influence new
strategies, or support current ones. Innovation also comes from important sources such
as educational research and the creation, exchange, and efficient use of information. It
may serve as a helpful foundation for informing professional practice and policy. However,
there are few connections between research practice and policy, and it is still being
determined how innovation works. Thus, how innovation happens and how it can be
expanded upon and maintained would be some of the significant areas to be explored.
Furthermore, factors that promote and impede innovation, what governments can do to
encourage and create an environment conducive to innovation remains to be answered
(French, Imms, & Mahat, 2020).

1.5. The Educational Innovation and Relevant Theories

The process of learning, which is described as the combination of personal and
environmental experiences and consequences may be used to acquire, grow, or alter a
person's knowledge, skills, beliefs, attitudes, behavior and worldview in order to receive
continuous education and lifelong learning. However, the theories of learning explain how

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this technique works. At the beginning of the 20th century, learning began to garner great
scientific interest. The most significant learning ideas and theories include behaviorist
theories, cognitive psychology, constructivism, social constructivism, experiential
learning, multiple intelligences, contextual learning theory and communities of practice
(Young, Cleveland, & Imms, 2020).

As per behaviorism, in the early 20th century, behaviorist teaching and learning
approaches were prevalent. They were made in the first decade of the twentieth century.
The core principle of behaviorism is that learning is a change in behavior caused by the
acquisition, reinforcement, and application of links between environmental stimuli and the
learner's observable behavioral reactions which are interested in observable changes in
conduct.

However, cognitive psychology was able to assist in the demise of behaviorism in the late
1950s. People are no longer seen as collections of reactions to external stimuli, as
behaviorists formerly did, instead they are viewed as information processors. The
emergence of ICT as a tool for information processing on par with the human mind, which
behaviorists dismissed impacted cognitive psychology.

Considering constructivism, which emerged in the 1970s and 1980s has proposed that
rather than being passive information consumers, students should actively produce their
knowledge via interactions with their environment and reorganizing their mental
structures. As a result, rather than passively recording the information offered, students
are seen as interpreters who make meaning of it. This concept of learning has resulted in
the metaphor of "knowledge construction" replacing "knowledge acquisition."

According to social learning theory, the psychologist Albert Bandura was able to create
one of the well-known theories of social learning. Bandura integrates attention, memory,
and motivation into cognitive and behavioral frameworks. According to his learning theory,
imitation, observational learning, and modelling contribute to social context-based
learning (Numonjonov, 2020).

Moreover, socio-constructivism emergence of "situated cognition and learning" in the

latter half of the 20th century emphasized the role of context, especially social interaction,

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profoundly affected constructivist theories of learning. Rogoff and Lave's anthropological
and ethnographic findings and Vygotsky's foundational work were made public.
Arguments against the constructivist information-processing model of cognition and
learning were bolstered as support for it to be expanded.

Experiential learning is another approach which contrasts to social and constructivist

learning theories. Experiential learning theories place experience at the center of learning.
They attempt to appreciate how personal and acquired experiences encourage and
enhance student learning. Thus, learning entails gaining information and altering one's
behavior due to meaningful life experiences. These principles were popularized by the
psychologist Carl Rogers, who contends that individuals learn best when they are
engaged in the learning process. Experiential learning is "self-initiated learning" which
occurs as a result of people's innate desire to gain knowledge. However, continuous and
dynamic adjustment is necessary when new learning influences the learning settings.
This dynamic transformation process is frequently researched in the literature on
organizational learning.

In addition, Diversity intelligence was initially developed in 1983. Howard Gardner's

theory of "multiple intelligences" questioned the premise of many learning theories,
according to which learning is a universal human process that all people undergo
according to similar principles. In addition, his theory contradicts the notion that a single,
all-encompassing skill controls intelligence. According to Gardner, everyone has several
various "intelligences" that contribute to their overall degree of intelligence (Halász, 2018).

1.6. Factors Influencing Innovation and Education

Research consistently identifies social relationships as a significant obstacle to online
learning success. Digital media are becoming more widespread in education
administration and international collaboration. In a 2007 study, political, economic, social,
technical, and environmental aspects were investigated in connection to e-learning media
that are becoming more widespread in education administration and international
collaboration. Therefore, this conversation led to the proposal of environmental variables
for educational strategies, particularly e-learning. In this review, the literature results are

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summarized, along with the application of the now-transnational framework for challenges
during the pandemic.

Furthermore, many individuals including the young generation join the workforce (with or
without legal status) within the ages of 14 to 24 in order to learn about their ambitions for
learning and earning money. It emphasizes the potential of young people on the move to
become agents of change, company owners and innovators who can improve their local
economies and communities. It is delivered through the eyes of children and is supported
by survey results. In addition, it urges international leaders and decision makers to invest
more in the skills and potential of migrant children, especially by collaborating to develop
learning-to-earning solutions with and for youth due to the higher level of global influence
(Csikszentmihalyi, 2013).

1.7. The Impact of Political, Economic, Social, Cultural, and Technological

Influences on Educational Policy
Social, political, and economic considerations will all impact education policy. Laws and
governmental procedures make up the political component. Social factors impact a
significant portion of society, and financial difficulties impact the economy. Education is
constantly impacted by politics, whether this is visible or not. What is taught, what is not
taught, how students are taught, and how educational institutions are set up are all issues
that directly affect politics. Understanding more about the society in which education takes
place is essential to education. Therefore, maintaining the status quo and striving for
stability in the political landscape is just as crucial as aggressively promoting radical
change. Politicians' responses to trending ideas significantly influence how much policy
is focused on maintaining the status quo or changing it. This policy impacts the activities
and methods of those who work or study in educational institutions. It has a significant
influence on events at several educational institutions as well. However, it is crucial to
understand the policy's actual wording (Thomas, & Rogers, 2020).

On the other hand, public education sector plays a significant role in every society. They
serve as the foundation for knowledge and skills. At the same time, as they are given the
resources they need to develop, prosper, and contribute to society, children are also
educated and socialized. This demonstrates how factors like culture and society have an

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impact on schools. On the other side, public schools influence broader communities'
social, cultural, political, and economic settings. Since tax money is utilized to pay for
public schools, political and economic issues also play a role. Students learn to get along
and interact with others in social situations, mainly in public schools. Since it is sometimes
the only opportunity for youngsters to develop meaningful relationships with individuals
outside their families, socialization is a crucial component of education. Schools provide
children with a secure environment where they may develop social skills comparable to
those needed in society and on the job. Schools take on the role of miniature
representations of the outside world, providing pupils with a taste of what life is like
outside. Due to government funding, public schools are free to observe. Political
environments significantly impact education since they have the authority to establish and
uphold educational regulations. Public education may be altered in various ways by
different political contexts. During political elections, public schools advocate for their
student's needs, which impacts politics.

New educational concepts have replaced traditional ones in the past five, ten, or twenty
years. Educators have used technology to improve teaching and learning. Even if e-
learning and teaching techniques did not improve, this would still be vital in the "new
normal" induced by the COVID-19 outbreak. Innovative trends in educational technology
are evolving swiftly, including using SMART boards instead of whiteboards and eBooks
instead of textbooks (Hung, Lee, Toh, Y., Jamaludin, & Wu, (Eds.). (2019).

1.8. An Educational Illustration of an Innovation Breakthrough

This groundbreaking educational innovation combines neoliberal positivism with
innovative digital technologies. However, when examining the history of education, there
may be a correlation between the definition of education, the economic and social system
and the educational goals and objectives. A successful education in the era of
measurement has generated certain outputs and is compared to educational systems
throughout the globe. In the West, the concept that "if you cannot measure it, it does not
exist" is a long-standing, highly instrumental empiricism that is a current manifestation of
old-fashioned scientific positivism. Due to the union of neoliberalism and scientific
behaviorism, it has become more noticeable (Bonnaud, & Fesquet, 2018).

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In this circumstance, it is crucial to question scientific positivism's conceptual view of
reality and how it relates to digital capitalism. Innovative educational technology may
explain how to utilize an existing teaching instrument more effectively or provide a whole
new method of instruction. In essence, computer-assisted education allows instructors to
assist pupils individually. Utilizing websites and social media is a breakthrough in
educational technology that is frequently overlooked. Due to the existence of social media
and the internet, parents, educators and children are increasingly linked. This allows
instructors and parents to stay abreast of school duties and assignments.

Even though it is not the most cutting-edge technology, the XO laptop is innovative in its
accessibility to educational materials and its approach to global concerns. While the policy
gradually governs a new cultural, ecological, and "sharing" economy, an alternative
paradigm promotes education at all levels. According to this theory, education may
enhance international understanding and build social platforms for boosting intelligence
and creativity. This new model of open and social innovation, which varies from the
conventional economic strategy, emphasizes the ethics of cooperation in the service of
co-creation, peer-to-peer collaboration, and co-production that are better suited to the
digital age of social media. As schools evolve to resemble Google offices in the
information era rather than factories in the industrial period, this paradigm has the
potential to radically transform education. Social innovation may co-create public goods
and services using various intelligence-gathering technologies and internet-based
intelligence-gathering platforms today (Sh,, et.al., 2020).

Part 2
2. The Evaluation of Educational Innovation through Cutting-Edge Technology
Innovation is a new idea that transforms the way people do a certain task. Innovation
means coming up with new ways of doing things. Each new idea tries to make something
better than the last. The discovery must be crucial and transform people's lives to be
widely and efficiently used.

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Most people think innovation means introducing a new idea or a product on the market,
but there are two sides in the idea. Firstly, a person or a group may introduce a particular
idea or a thought. Secondly, the idea or concept itself changes creating innovation
(Minocha, Shiel, & Hristov, 2019). Therefore, in order for someone to be innovative, s/he
needs an idea and should be aware of the way to implement it. Innovations in education
come in the form of a particular pedagogical theory, methodological approach,
instructional tool, teaching style, learning process, or an institutional structure that
dramatically improves teaching and learning. Thus, the goal of educational innovations is
to improve the learning effectiveness (Rahmat, 2020).

2.1. The Background and Rationale

There are various kinds of new ideas in education. Accountability systems have changed
how schools and institutions are established and functioned. Using new technology in the
classroom could improve the way lessons are taught. It has changed how teachers are
hired, trained, and paid.

Innovation could be useful for the theory and practice in the education system, the
curriculum, teaching and learning, policy, technology, institutions and administration,
institutional culture and the way teachers are trained. It can be used to help students to
learn in any kind of setting.

Similar things need to be thought regarding educational innovation, which affects many
parties and needs their active participation and support. This includes students, parents,
teachers, administrators, researchers and lawmakers. When thinking about the learners,
it is essential to study the cognitive processes that the brain goes through while learning.
These processes include recognizing and acquiring abilities, skills and competencies,
communication, cooperation, and engagement, as well as learning products, such as
improving attitudes, dispositions, behaviors, motivation, self-assessment, self-efficacy,
and autonomy (Halász, 2018).

Educators try to include self-assessment, self-efficacy, creativity, responsibility and

autonomy in the classroom with the ability to come up with new ideas. They aspire
freedom from administrative pressure and public support to improve teacher education,
professional development and lifelong learning. Some parts of this process are attitudes,

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dispositions, teaching methods, motivation, skills and competencies. Because of these
aspects, it can be said that educational institutions will give each student the best possible
learning environment and the tools and resources they need to do well in school (program
content, course format, institutional culture, research, funding, resources, infrastructure,
administration and support) (Sudrajat, at.al., 2019, December).

Education is essential for a society and people in it. Thus, the success of national
education system depends on everyone's commitment and responsibility; parents need
to be involved indeed. A strong sense of community and social support are also important.
When different political, social, cultural and economic factors come together, a country's
education system becomes multi-faceted. All of its parts are connected to each other and
they work together as a whole. A change in one of the components can affect the others.
There are many ways things can go forward, such as by staying the same, changing,
getting better over time, or starting something new. Revolutionary innovations bring about
significant changes because they often replace the old with the new. Evolutionary
progress needs to be steady, which only leads to small gains. Sustaining innovation
keeps things the way they are now, while disruptive innovation like national reform
changes the sector significantly. There are two kinds of inventions: physical and mental.
Changes can be called "evolutionary" or "revolutionary," "disruptive" or "sustaining," or
"evolving" or "revolutionizing" (Bonnaud, & Fesquet, 2018).

Innovation can be evaluated on how original, creative, and essential it will be in the future.
It is crucial to figure out innovation's short-term and long-term costs and effects because
making things usually takes time and consumes money. It must be shown that both
qualitative and quantitative gains are significant. A psychologist named Mihalyi
Csikszentmihalyi stated, "Human well-being depends on two factors: the capacity to foster
creativity and the capacity to create means of assessing the effects of new creativity"
(Csikszentmihalyi, 2013, p. 322).

Educational innovations can be measured by several things, such as student self-

evaluations, instructors' formative and summative evaluations, official and informal
assessments, learning outcomes and test scores. Innovation can also be judged by how
productive it is (if it helps people learn more in a lesser amount of time), how efficient it is

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(if it takes lesser time to learn the same thing), or how cost-effective it is (producing fewer
costs per student). More research could be done on several other areas, such as how
well the school does academically, how many students continue to go to college, how
many graduates find jobs and how their careers develop. (Csikszentmihalyi, 2013, p.
322).

2.2. The Potential of Innovative Educational Approaches

Education is a social institution that meets societal demands. It is crucial to the
continuation and development of civilization. It is vital to evolve in order to face the
difficulties of a globalized, uncertain, and fast changing world to ensure it is thorough,
long-lasting and excellent. A total, scalable, and consistent transformation is required. To
guarantee that all students are prepared for life and the workplace, educators, university
professors, administrators, researchers, and legislators must innovate in all facets of this
complex organization, including teaching and learning theory and practice (Sh,, et.al.,
2020).

People often think that innovation in education only involves technological capacities, but
it goes beyond technical skills. People are naturally inclined to innovate and learn. Both
words depend on each other. Even though there is much focus on innovation, it is well
known that learning leads to innovation.

Classrooms, tests, and grades should not be the only parts of education. The current
education system is rigid, requiring students to follow a strict course structure. Tests verify
this and performance and grades indicate how well students have performed. Many
studies and people agree that giving students more control over how they are graded
increases their interest in a subject. Curiosity is sparked by interest, making people more
likely to explore and learn about a subject. However, this creates room for new ideas and
innovations (Bakker, 2018).

Since technology-based education will keep growing, it needs to be made effective and
meaningful from a pedagogical, psychological and a social point of view. At the same
time, its short-term and long-term adverse effects should be controlled as much as
possible. This shows how important it is to have a full theory of technology-based
education to perform serious research.
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Working adult students (WALs) and young people who want access to education and
connect learning into their busy lives are a big part of what drives the demand for online
learning. Its effectiveness as a learning tool is less important than its most attractive
feature: convenience, especially during the lecture. In studies of student satisfaction, most
students say that their online experiences were good. The most common reason was its
convenience. The effect of the pandemic shows that students prefer convenience as a
consumer strategy; unfortunately, this is true not just for online higher education but for
all education (Izumi, Sukhwani, Surjan, & Shaw, 2020).

Convenience helps reduce the amount of work, complexity of learning and the stress of
having to talk to the class and teacher in person. It makes them feel personal and happy
with themselves. Also, it gives people the wrong idea that learning online is more
accessible than learning in a classroom. The ease and happiness factor on the other hand
means that school is more accessible and is less demanding (Zhao, & Gallant., 2012, p.
137). Convenience can be a blessing for creative people because it frees them from
wasting time and energy on minor things. However, it can also lead to self-gratification
and laziness because people do not have to work hard to overcome obstacles and dig in
the knowledge mine.

So, it is clear as to why online learning is so popular with students as it is easy to approach
and especially it is convenient since students can study whenever they want and
wherever comfortable. "Any time, any place, any pace" is an appealing slogan for online
education. Even though several studies have shown that online learning is just as good
as traditional campus-based learning, it will take more time and work to make it as
effective as traditional face-to-face education. Productive online learning also requires
robust learning, technology, critical thinking, research, reading and writing skills, and
strong intrinsic motivation, perseverance, and self-efficacy, which many students do not
have. Lastly, substituting real-world objects and processes with virtual reality is not an
excellent way to learn how to do things in the real world. However, real-world lab and
experimental work is less effective in virtual online environments (Torres Martín, et.al.,
2021).

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2.3. Conclusion
Innovative learning creates a place where students can regularly learn about new things,
ask questions, and develop new ideas. It can involve using technology like augmented
reality, deep learning or something as familiar and helpful as the internet to help students
learn and explore. It could have more hands-on activities and do-it-yourself projects so
that students could take risks and learn by doing. It can also help with group explorations
that help people develop skills such as learning from others, growing, and getting along
with each other. These skills will help them manage a large team as a creative leader in
the future (Numonjonov, 2020).

The main idea behind educational innovations is to answer the question, "What do you
mean by education?" If learning is an art, the current curriculum should be more open for
changes. It must also encourage the use of technology and learning through exploration.
It should encourage taking risks and learners challenging themselves. Innovation in
education should guide learners to look beyond to make room for new ways of doing
things.

The sources of information are a treasure trove that can open up a world of opportunities
and spread innovation in education. The EdTech sector is booming and startups use
augmented reality and neural networks to make learning fun and interesting. Also, this
can spark curiosity and encourage innovation in education. Some open-source
communities are also becoming more popular. These communities encourage and
reward discussions about new ideas and anyone of any age can introduce themselves.

An innovative environment can change and adapt as educational practices evolve.

Moreover, this keeps the environment focused on the future. An innovative environment
helps a strengths-based approach to teaching and learning. It allows students and
teachers to be flexible and to be in charge everywhere, while being connected. Working
in an innovative learning environment where teaching and learning are done, reflections
and questions are shared and communities are involved, a community of practice is more
robust and keeps improving.

Innovation in education can also be as simple as doing things in a new way. However,
this requires different approaches, processes, products and strategies. Educational

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leaders try to redesign the idea of education all the time to meet the needs of a wide range
of students. This paves the way for relevant, personalized, and responsive innovations
for the students in the schools and classrooms today.

Innovation in education can help make schools a better place for everyone. In innovative
classrooms, many students are getting better at talking to each other and getting their
peers more involved. Innovative education practices like personalized learning and
differentiating opportunities are essential for preparing students for a global, competitive
workforce in the 21st century. In this digital age, students who learn in creative classrooms
can remember and understand more information (Tan, O2021).

However, based on the findings an innovation in education is not just limited to students
or teachers. Parents and guardians also can learn more about their child's education
through communication apps, surveys and other innovative programs. This can lead to
more involvement and engagement of students, parents and school staff.

A lot of innovative ideas and practices have developed in the field of education within the
last decade. One such salient idea is, problem-or project-based learning (PBL), in which
students are given a problem to come up with new and creative ways to solve it using
new methods while working together and involving creative thinking. Also, the PBL
method is popular because it often combines different subjects into one project. This
encourages students to be more involved to learn more and deepen their understanding.
In the end, students realize the worth of working on a problem from start to end and of
generating new and unique solutions to help the group affected by the problem or
challenge.

Professional Learning Communities (PLCs) are the next innovative idea. As teachers try
to improve their practices and methods, the PLC model lets them to get helpful feedback,
advice and ideas from people not just in their schools but all over the country and the
world.

The PLC model is made possible by technological innovations. Google and Microsoft
have made it possible to share resources through their different learning management
systems. Increase in virtual and hybrid learning due to COVID-19 led to more interaction

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between teachers through tools such as Zoom and Google Meet and professional
learning networks on social media sites such as Facebook and Twitter. Teachers today
have access to a world of information and connections and these PLC communities are
being used to help them serve the students better.

2.4. Recommendations
Innovative teaching methods are essential if stakeholders need an educated society to
have the skills they need in order to be successful in a global society that is constantly
changing. Students need to learn things of high quality and exposing them to innovative
ways of learning can only help them be better prepared.

As the society moves towards more technological advances, the schools or higher
education institutes must create environments that encourage and help innovators and
educational entrepreneurs. Innovation in education is essential because it can improve
education, including the quality of teaching and convenience for the learner, teacher,
parents, community and society to use innovative tools.

Even though technology is a massive part of innovation, it is also essential to remember

that the students have varied learning styles. Even though innovative tools are helpful,
their effectiveness depends on the learner. Giving learners the right amount of exposure
to innovative tools can help them learn to use them correctly. When integrating different
technological innovations, the possible benefits and problems need to be considered.
How to convert these innovations into successful ways of teaching and learning should
also be thought of.

According to a review, the higher education system lacks creativity and innovation, even
though there are numerous benefits of being creative in any country, despite other factors.
Today, the goal is not just to teach students what they need to know. It is also essential
that higher-innovation environments encourage creative and innovative cultures for them
as a policy of education.

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