Transformative pedagogical models propose new paradigms for inclusive digital learning environments in post-pandemic education systems

Abstract

This theoretical paper introduces the concept of transformative pedagogical approaches, which encourage the creation of inclusive digital learning environments in education systems transformed by the COVID-19 pandemic. It integrates the existing theories of education and digital inclusion concepts to offer new paradigms that tackle issues of equity, accessibility, and engagement in online learning. The study adopts a conceptual approach based on constructivist and sociocultural theories to theorize the development of digital pedagogies for students from diverse backgrounds in remote and hybrid contexts. Integrative practices are indicated by key outcomes, which include technology access, personalized learning, and involvement in the community. This paper adds to the current debates on resilience in education systems facing global crises, and provides guidance for educators, policymakers, and researchers seeking to promote inclusivity in digital learning..