Büşra Söylemez

ABSTRACT

This study aims to examine the digital transformation in education and establish a philosophical background for the aims, pedagogy, curriculum and competences for an innovative, technology-enhanced foreign language education. Along with the advances in technology, the world has gone through major changes in society, industry and informatics, which requires a rethinking of education. The technological revolution has caused a change in the key jobs and the skills demanded, and we need to review and discuss the school structures, curriculum and the pedagogy accordingly (Thayer-Bacon, 2019). According to the Future of Jobs report, among the most important skills for 2025 are active learning and learning strategies, analytical thinking and innovation, complex problem solving, and creativity (World Economic Forum, 2020). In this context, the current society is in an evolution of “a new understanding of knowledge, learning and identity formation” for learners (Selander, 2008, p.267). Within this scope, the current study will provide an overview of the influence of technological revolution on education and its philosophical foundations. Then, it will focus on the implications for foreign language learning in terms of reinterpreting the objectives and the learning outcomes, key competences for learners, the pedagogy and the curriculum. The claim is that the technology-enhanced foreign language learning should be based on innovative approaches, but at the same time, it needs to be revised with theoretically-coherent justifications in terms of the philosophy of education.

Keywords

Philosophy of education; technological revolution; foreign language learning; digital education; innovative pedagogies.

References

1. Selander, S. (2008). Designs of learning and the formation and transformation of knowledge in an era of globalization. Studies in Philosophy and Education, 27, 267–281. doi:10.1007/s11217-007-9068-9

2. Thayer-Bacon, B. J. (2019). Redefining work and education in the technological revolution. Studies in Philosophy and Education, 38, 581–590. https://doi.org/10.1007/s11217-019-09649-0

3. World Economic Forum (2020). Future of jobs. Geneva.