Innovations in creative education for tertiary sector in Australia: present and future challenges. Issue 11 (18th September 2020)

• Record Type: Journal Article
• Authors: Nguyen, Hiep Duc; Mai, Le Thi; Anh Do, Duc
• Is Part Of: Educational philosophy and theory. Volume 52:Issue 11(2020)
• Page Start: 1149
• Page End: 1161
• Publication Date: 2020-09-18
• Subjects: Knowledge economy -- education technology -- education innovation -- creativity -- self-learning -- self-assessment; Education -- Philosophy -- Periodicals; Teaching -- Periodicals; Éducation; Philosophie de l'éducation; Théorie de l'éducation; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.1
• DOI: 10.1080/00131857.2020.1752190
• Languages: English
• ISSNs: 0013-1857

Abstract

Abstract: Recent significant changes in technology such as Artificial Intelligence (AI) and big data analysis have a wide impact in many areas of human societies, not least in education. Advances in efficiency of new technologies, with impacts in renewable energy and transport affected by environmental concerns and climate change mitigation, demand a reassessment and adjustment of the industrial structure of the economy. Technological advances enhancing creativity and analytical skills mean people must learn and adapt to a fast-changing economic environment. This paper present some key changes in Australian educational areas in recent years that are important and relevant to the subject of education innovation and philosophy to achieve outcomes in training and sustainable economic development, as anticipated by the community and government. Education courses and curricula in many countries have been transformed by technological advance. It is the swift incorporation of new technologies that best prepares students for the dynamics of economic and social change. Even though technological responsiveness is not a new phenomenon, it is established that the teaching methods found to be most successful include complementary and supplemental courses producing multi-skilled and creative graduates. These courses are delivered with significant emphasis upon self-development skills and are less focused upon traditional content. A move toward horizontal focus and a student-centric balance is the current trend, displacing vertical over-specialisation of learning. Yet, the central role of educator is seen as still appropriate and necessary where the aim is to equip graduates with creative and adaptive skills.