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Top1. Introduction
Pedagogy is the method of teaching with its associated educational values, justifications, evidence and theories (Subramani & Iyappan, 2018). It is an approach to be known and skills to be expertise for creating and justifying several decision types related to teaching. Pedagogy is widely employed in educational domains, although the nature and extent of its usage differs for each country (Black & Wiliam, 2018). Applying efficient pedagogical strategies assist students to accomplish better learning and understand their overall education ability. Several studies attempted to use various pedagogical approaches in varied cases. Accordingly, writing autonomous stimulus (undertaking writing activities through choice and pleasure) has been expected to improve writing skills. On the other hand, controlled motivation (undertaking writing for external possibilities) has been probable to impede them. Thus, it is significant that educators employ pedagogical practices in a way that assists the autonomous motivation of students to write rather than fostering controlled motivation. Besides, there exists few experimentally tested PD (professional development) programs for teachers concentrating on the pedagogical methods that are valuable to the autonomous motivation of students to write. A theoretical framework has been presented in writing named CASIS (collaboration autonomy support structure involvement and significant activities). It also possesses empirical indication of its efficiency for students, in-service and pre-service teachers. The analysis revealed that this program promoted high usage of pedagogical methods, but, this did not impact the translation directly to the motivational resources of students. But, few significant variations have been found between the control groups and CASIS students on controlled and identified regulations as an operation of school’s socio-economic framework where students and teachers have been sampled (Guay, Gilbert, Falardeau, Bradet, & Boulet, 2020).
Efforts have also been made to meet the global requirements of education in recent years. Educators have been dissipating conventional framework of content verification and memorisation pursuing for training reflexive and critical professionals and the ability to solve issues. In the educator’s perspective, capability of permitting students to actively involve in learning and competency skills have been expected (Santos, Figueiredo, & Vieira, 2019). Hence, strategic guidelines have been determined to develop conceptual transformations in HE (Higher Education) students especially in student centered methods for teaching. Analysis has been undertaken through PICO (Population Intervention Comparison and Outcome) technique. Four thematic divisions have been identified such as difference between approaches and concepts to teaching, digital simulation, strategies applied in huge classed and mixed methods with associating ICTs. Using new pedagogical methods advance the engagement of students, enhance creative and critical thinking, minimise apathy and subsidise to peer learning. Thus, PD chances and the colleague’s assistance have been vital for consolidating sustainable alterations about the HE teachers. Over the past few years, BME (Business Management Education) has perceived tremendous growth worldwide. Therefore, analysis has been carried out to find the perceptions of postgraduate business learners towards andragogy and pedagogy. Dataset comprising of responses from three hundred and thirteen business students from India has been used. Data collection has been gathered from participants in diverse management programmes of various HL (Higher Learning) institutes in India. Outcomes revealed that students prefer andragogy that could be satisfied only through the business educational providers transferring to learner centric teaching as well as curricula. Preferences of students for andragogy replicate the changing requirements of employers in India. Findings have considered inferences for developing student oriented teaching techniques and curricula in HE sector in India (Muduli, Kaura, & Quazi, 2018). Presently, various pedagogical strategies have been employed which is typically broken into four main categories such as behaviourism, social constructivism, liberationist and constructivism. Efficient pedagogies include diverse range of methods such as structure and whole class group activity, individual activity and guided learning. Hence, the present study attempts to explore varied kinds of innovative pedagogy for future education by comprehensive analysis of different researches.