A Paradigm Shift in Pedagogical Epistemology: Deconstructing the Didactic Transmission Model in Contemporary Learning Environments

Abstract

This research critically examines the outdated didactic transmission model pervasive in educational systems worldwide. Utilizing a mixed-methods approach, including ethnographic studies and meta-analysis of pedagogical outcomes, this study unveils the limitations of traditional teaching paradigms. The findings underscore the necessity for a paradigm shift towards constructivist frameworks, emphasizing learner autonomy and cognitive engagement. These findings have profound implications for policy makers, educators, and curriculum developers aiming to foster adaptive, student-centered learning environments.