Abstract:

The article explores the relevance of actionable pedagogical research in the transformative context generated by digital culture, argues for an efficient way of returning to the necessary competencies for the whole curriculum. In an educational medium characterized by technological dynamism and constant need to adapt, action pedagogy offers a flexible methodological framework, oriented to reflection, collaboration and innovation. Digital culture does not assume to use technology, to contribute to the creation of our paradigm to know, to forget, to share responsibility. First intermediate action-oriented pedagogical researchers educational actors ensure balance between the humanistic/constructivist dimension of education, supporting experiential, consolidated, transferable pedagogical practice professional reflection etc. It stimulates intrinsic motivation, autonomy, collaboration, responsibility, etc. to participate in the educational process.

The conclusion highlights the value of actionable pedagogical research that bridges theory and practice, underlining the integrated importance of balanced traditional and digital tools in the process of teaching promoting educational culture based on reconfiguring educational value, creativity, innovation etc.

In the context of the scientific statements made, the implementation of the cyclical e-CPA model in university education can lead to a profound transformation of pedagogical practice and academic culture by: integrating pedagogical research into didactic activities, developing digital skills by stimulating the growth of the quality and innovation of the educational process. As a continuation, the evaluation of the model in higher education can contribute to the construction of a reflexive digital university focused on continuous innovation of university education.

Keywords: actionable pedagogy, digital culture, educational innovation, professional reflexivity.

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