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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2025
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.20228635 |
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Table of Contents:
- <div class="WordSection1"> <p class="MsoBodyText"><span>This paper interrogates the epistemic and pedagogical implications of integrating advanced communication paradigms into contemporary instructional design. Situated at the intersection of communication sciences, educational anthropology, and cognitive psychology, the study conceptualizes teaching as a multilayered communicative act mediated by cultural codes, technological affordances, and generational meaning-making practices. Employing a mixed theoretical framework informed by discourse analysis, multimodal literacy theory, and socio-constructivist learning models, the paper examineshow dialogic, narrative, and media-rich strategies recalibrate the teacher–learner dynamic in increasingly </span><span>hybrid learning environments. The analysis demonstrates that communication-centered pedagogies function as bridging mechanisms that enhance cognitive accessibility, socio-emotional connectedness, and learner agency within diverse cohorts. The findings argue that strategically curated communicative practices are not ancillary but constitutive elements of effective pedagogy for the new generation, offering a scalable model for educators seeking to align instructional methodologies with the demands of post digital, culturally plural educational ecosystems.</span></p> </div>