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Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]

This document is an editorial that explores the relationship between technology and education in promoting sustainable development. It emphasizes the importance of education for sustainable development (ESD) in addressing sustainability challenges and highlights the potential of emerging technologies such as blockchain, artificial intelligence, big data analytics, and 3D printing in enhancing educational access and promoting sustainable practices. The editorial showcases four research articles that examine the adoption and impact of these technologies in different educational contexts. Overall, the document emphasizes the role of technology in achieving sustainable development goals and creating inclusive and resilient learning environments. It also emphasizes the need for critical reflection and careful implementation to ensure that technology promotes equity, inclusion, and responsible development. This document provides a valuable resource for researchers, educators, policymakers, and practitioners interested in using emerging technologies to promote inclusive and equitable quality education. [Extracted from the article]

Transgenic learning is a disruptive approach in education. It encourages modification of moving parts of the educational chain. This article provides a view of transgenic learning focused on the delivery of enriched learning contents in STEAM areas. It discusses the mutagenic role that the virtual containers may play in current distance education. We focus on the containers' technology and how it can bridge students, computing resources, teachers and specific IT needs. We also present an experiment carried out at UNIR University where we describe the transition from using conventional software distribution methods to the use of containers. Thanks to this virtualization approach, it is possible to deliver the necessary software-based lab scenarios. The results show that the participation and satisfaction of the students increased over time. Our experience shows that the combination of open educational resources, containers, and modern distribution channels can play a significant role in STEAM education.

Many initiatives exist to increase the adoption of open educational practices (OEP) within universities, but few initiatives start by exploring the capacity of educators to adopt open approaches. This paper addresses this challenge, suggesting that in order to build OEP capacity, universities should build on the existing skills of local champions who are familiar with open approaches. The paper builds on the "Open Educators' Factory" methodology to map the capacities of university teachers across four areas: open design, open content, open teaching and open assessment and presents the results of its application to a case study within an Italian university. The pilot demonstrates that by using this approach, it is possible to map universities' existing OEP and connect them with the capability of local educators. This enables university managers to build on the expertise of open education practitioners to raise the overall capacity of their staff to adopt open approaches.

The paper describes a classification system for adaptive methods developed in the area of adaptive educational hypermedia based on four dimensions: What components of the educational system are adapted? To what features of the user and the current context does the system adapt? Why does the system adapt? How does the system get the necessary information? Based on this taxonomy several classical methods of adaptive educational hypermedia are classified. In a second step the paper gives an overview of key features in IMS-LD for implementing adaptive educational methods and gives some examples. In the last section the work is integrated and IMS-LD features are identified which can be used for the four dimensions of the classification system. (Contains 3 tables and 1 figure.)