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Generation Z students are avid gamers and are always on social media. Smart like their phones, they must be educated in a smart manner, which involves the use of digital tools. Transformative Digital Technology for Disruptive Teaching and Learning provides smart education solutions and details ways in which Gen Z learners can be educated. It covers such digital learning strategies as blended learning, flipped learning, mobile learning, and gamification. It examines creative teaching-learning strategies to encourage modern learners to learn more quickly. The book discusses ways to accelerate the capabilities of teaching and learning transactions. It also covers innovative teaching and learning processes to meet the challenges of digital learners. Starting with an overview of digital learning resources and processes as well as their advantages and disadvantages, the book then discusses such approaches and strategies as follows: Learner-oriented and learner-friendly approaches Blended learning Active learning Experiential learning Virtual learning Applications of Cloud Computing and Artificial Intelligence Gamification LMS challenges and techno-pedagogical issues for modern life As digital technology is disrupting teaching and learning, especially the skill development of students in the era of Industry 4.0 and 5.0, this is a timely book. It provides methods, approaches, strategies, and techniques for innovative learning and teaching. It discusses how to leverage new technology to enhance educators' and learners' abilities and performance. A comprehensive reference guide for educational researchers and technology developers, the book also helps educators embrace the digital transformation of teaching and learning.

Purpose
The purpose of this study is to argue for the need for more critical-reflective teaching-learning experiences in finance teaching, capable of promoting changes in students' frames of reference toward sustainability. The aim was to evaluate the levels of reflection and the transformative learning experiences perceived by undergraduate students enrolled in three finance disciplines at a Business Administration course of a Brazilian business school. This course has been the object of pedagogical experience toward sustainability teaching-learning for some years.


Design/methodology/approach
The authors used mixed data. For quantitative data, the authors collected 188 questionnaires, as well as 160 student-written reports for qualitative data.


Findings
Incorporating sustainability topics into finance disciplines, longitudinally, stimulates critical reflection and transformations in students' mindsets toward sustainable rationality in finance. Despite the high number of agreements with reflection and critical reflection levels, emphasis only on the theoretical discussion of sustainability presuppositions does little to contribute to the practical application of concepts.


Research limitations/implications
Although the study was conducted in a particular Business School, the authors expect that the results can be replicated and improved in comparative studies, encouraging transformative learning in the teaching-learning of finance.


Practical implications
The results show the potential and limitations of the experiences studied and its implications for theoretical and didactics in finance teaching. The discussions and the examples of practical activities presented can bring contributions to educators, professors and researchers.


Originality/value
Few studies in finance seeks to evaluate pedagogical experiences from the point of view of students' learning, especially in relation to the development of a new rationality.

In this chapter, a decade on from the financial crisis that heralded the introduction of austerity measures in the UK, we will outline our perspective on the impact of cuts on adult participation in further education. Then, through reference to the FE in England: Transforming Lives and Communities research project – a study that set out to identify and celebrate examples of transformative teaching and learning in further education – we will illustrate how further education still transcends its reductive and instrumentalist neoliberal purposing by providing a counter-hegemonic and 'differential' space for adult learners. Evidence from the project shows how despite straitened finances and the constraints of a constantly-changing annual funding methodology that incentivises college self-interest and gaming, further education providers continue to empower people and their communities. In doing so, they challenge intergenerational inequality and enhance agency and hope. Since Prime Minister Jim Callaghan's Great Debate speech of 1976, the policy agenda in the UK has placed an increasingly instrumentalist onus on compulsory education to connect with the needs of industry. The Further and Higher Education Act of 1992 incorporated further education colleges, thereby laying the ground for a transformation of their role away from being historically rooted, organic expressions of local and municipal industrial need and into agents of national economic and skills policy (Smith 2013). The Act restructured educational provision for adults and young people over the age of 16 and connected the new further education 'sector' through the umbilicus of a newly devised funding methodology to central government. Apart from the erosion of further education teachers' working conditions and a series of disruptive re-regulations of their professional status, the last quarter century has been characterised by a string of policy interventions (for example, General National Vocational Qualification (1994), Modern Apprenticeships (2001), Train to Gain (2006), Entry to Employment (2003), the 14–19 diploma (2008) and the launch of 'New' Apprenticeships (2017), see Smith and O'Leary 2015: 176) many of these having a significant impact on college teachers' work and students' learning experiences. While there was a policy commitment to lifelong learning during this period, since 2009 this has increasingly fallen by the wayside. The focus instead has been on 16-19 provision, the recent setting of a target for the recruitment of 3 million apprentices by 2020 being the latest example in a line of 'new' vocational qualifications.

"This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education. Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole"--

This book describes some of the core challenges to interreligious teaching and learning, particularly in a Christian institution. It then makes the case for why this practice is both necessary and felicitous, promoting greater understanding and respect for others and engendering a deeper appreciation of one's own faith tradition. The concluding sections of the book offer both pedagogical and practical suggestions for implementing interreligious study in a variety of contexts. Largen's synopsis of interreligious education and suggested action includes contributions by Mary Hess and Christy Lo

As contemporary culture is constantly inundated with visual information, the imperative need arises to educate young individuals in the proper processing and beneficial utilization of this information. This article attempts to integrate the concept of transformative learning with the methodological tool of analyzing visual representations from the Grammar of Visual Design. The primary aim is to propose a new approach to the visual material used in the learning applicative, present results and discussions, as well as implications and suggestions for the scientific community. Using the painting «Landscape with the Fall of Icarus» by Peter Bruegel as an example, this article attempts to present a new teaching proposition, highlighting the semiotics of the image as a transformative dilemma.

Sustainable consumption (SC) is a growing area of research, practice and policy-making that has been gaining momentum in teaching programs among higher education institutions. Understanding how, in what way, and what we consume, in relation to environmental integrity and intra/inter-generational equity, is a complex question, all the more so when tied up with questions of social change, justice and citizenship. To understand and address (un)sustainable consumption, different disciplines and related methodologies are often brought together, ranging from sociology, economics and psychology, to political science, history and environmental engineering. Combining and indeed transcending disciplinary approaches is necessary, and what better place to explore these approaches than in the classroom? In this article, a review of sustainable consumption teaching is presented in relation to learning competencies, with discussions around emerging topics related to this theme, as well as promising approaches towards transdisciplinary learning. Examples of how action-oriented, learner-cantered and transformative approaches can be put into practice are also provided. In the conclusion, emerging trends are discussed, along with challenges and opportunities for teaching sustainable consumption in the future.

There is an important difference between the phenomena we study and the names we call them or theories we use to explain them. Transformative learning theory is a human construction designed to describe a phenomenon, but it is imperfect at best. The author advocates a delineation of the terms. Namely, the term perspective transformation should be used to refer to Mezirow's theory because it has only ever been used for his specific theory. The term transformative learning should be used to refer to the broad range of theories (including Mezirow's) that attempt to describe and explain dramatic changes in how people experience, conceptualize, and interact with the world. The author uses transformative learning in adult education investigations to understand the experiences of military veterans transitioning from combat to civilian life, of breast cancer survivors navigating the psycho-social transition of their disease, of students from backgrounds of poverty attending community college, and even the negative transformation of people becoming radicalized into violent terrorism. There are many more situations that cause people to change, and those specific situations shape the processes that lead to change and therefore shape the eventual outcomes of that change. All of the theories and constructs in the transformative learning literature are nothing more than human creations designed to explain the phenomena associatedwith dramatic learning and change in adulthood. The value of transformative learning as a metatheory is to provide constructs in the form of analytic tools that scholars from disparate disciplines can use in working together to create better, more useful constructs for understanding that phenomena. There are identified and presented the analytic tools (definition, criteria, typology) to provide a framework for scholars to think carefully and with clarity about what they mean when using the word "transformation". The need in more holistic, interdisciplinary understandings of transformative learning is substantiated, thus promoting the use of transformative learning as a metatheory.