Hershey, Pennsylvania
New York, New YorkBeijing, China

Call for Chapters: Developing Teaching Competencies for Pedagogical and Curricular Innovation

Editors

Mário Cruz, Polytechnic Institute of Porto, Portugal
Ricardo Queirós, Polytechnic Institute of Porto, Portugal
Daniela Mascarenhas, Polytechnic Institute of Porto, Portugal

Call for Chapters

Proposals Submission Deadline: April 27, 2025
Full Chapters Due: June 29, 2025
Submission Date: June 29, 2025

Introduction

The rapid evolution of educational landscapes, driven through technology, competency-based learning, and new digital tools, has reshaped the role of the teacher. In order to prepare for the 21st-century complexities, teaching needs to consider new approaches and curricular models that correspond with digital transformation and new learning paradigms. The book touches upon well-founded teaching competencies, technology-enhanced learning, and curriculum development in relation to each other, while providing a range of best practices, case studies, and evidence-based strategies. It is intended for teachers, instructional designers, and policymakers to help them become informed and take decisions to harness the recent developments in educational technology.

Objective

This book attempts to further research and practice concerning teaching and learning by putting the spotlight on the development of pedagogical competencies in the digital age. It will: A) Discuss the changing role of teachers in technology-enhanced learning environments. B) Talk on the best practice for embedding AI and digital tools into the curricula with innovative methodologies. C) Assist evidence-based decision-making in higher education and K-12 entities. D) Explore competency-based education models and frameworks for future-prepared curricula. E) Provide a space for researchers and practitioners to share insights, case studies, and creative approaches to the pedagogy and curriculum design.

Target Audience

The audience of this book comprises the following categories: • University faculty and researchers in education and technology. • Teachers from basic and secondary education seeking to integrate innovative pedagogical approaches and digital tools into their practice. • Instructional designers and curriculum developers. • Policymakers and educational leaders shaping future learning strategies. • Graduate students in education, pedagogy, and educational technology.

Recommended Topics

This book accepts contributions dealing with pedagogical transformation, competency-based education, and digital tools for curriculum innovation. Suggested topics include, but are not limited to: A) Competency-Based Education and Digital Skills Development • Designing competency-based curricula for 21st-century learning. • The role of micro-credentials and digital badges in assessing learning outcomes. • Integrating transversal skills (e.g., critical thinking, problem-solving, digital literacy) in curricula. • Lifelong learning and upskilling strategies in formal and informal education. • Developing AI literacy and digital competencies for educators and students. B) Curricular Innovation for Future-Ready Education • Redesigning curricula to integrate emerging technologies with interdisciplinary learning. • Data-driven curriculum design: How learning analytics inform curricular decisions. • Personalized and adaptive learning approaches in curriculum development. • Open Educational Resources and their impact on curriculum flexibility and accessibility. • The role of project-based and experiential learning in competency-driven curricula. • Digital and competency-based education models: Processing assessment. C) Learning Enhanced by Technology and AI in Education • AI-driven personalized learning and curriculum design. • Adaptive learning system and its contribution to flexibility in a curriculum. • Learning management systems use for curriculum innovation. • Generative AI in creating content and designing instruction. • Chatbots, virtual tutors, and AI-driven learning environment feedback systems. • Ethical implications of AI in education and curriculum design. D) Innovative Pedagogical Approaches and Teacher Professional Development • Blended learning and hybrid teaching models in higher education and K-12. • Gamification and immersive learning (VR/AR) as tools for curricular innovation. • Flipped-classroom methodologies and their impact on active learning. • Collaborative and peer-learning strategies in virtual and hybrid classrooms. • Teacher training and professional development for AI-integrated teaching. • Strategies to engage learners in the online and remote learning context. E) Assessment, learning analytics, and evidence-based decision making • Teaching analysis in the Software as a Service (SaaS) to follow student progress and determine curriculum effectiveness. • Competency-based assessment models: Beyond standardized testing. • AI-assisted formative and summative assessments in education. • The use of blockchain in credentialing and academic record-keeping. • Credentialing-based digital portfolios as the apparatus of verified competence learning outcomes. F) Policy, Ethics, and Frameworks for Digital and Competency-Based Education • National and international policies for computer-aided learning. • Frameworks supporting AI literacy and digital competence in teacher training. • Ethics and data privacy associated with AI-driven learning environments. • Accreditation and quality assurance for competency-based education. • Government and institutional strategies for digital learning transformation.

Submission Procedure

Researchers and practitioners are invited to submit on or before April 27, 2025, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 11, 2025 about the status of their proposals and sent chapter guidelines.Full chapters of a minimum of 10,000 words (word count includes references and related readings) are expected to be submitted by June 29, 2025, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-anonymized review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Developing Teaching Competencies for Pedagogical and Curricular Innovation. All manuscripts are accepted based on a double-anonymized peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.



Publisher

This book is scheduled to be published by IGI Global Scientific Publishing (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global Scientific Publishing specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2026.



Important Dates

April 27, 2025: Proposal Submission Deadline
May 11, 2025: Notification of Acceptance
June 29, 2025: Full Chapter Submission
August 3, 2025: Review Results Returned
August 31, 2025: Final Acceptance Notification
September 7, 2025: Final Chapter Submission



Inquiries

Mário Cruz Polytechnic Institute of Porto mariocruz@ese.ipp.pt Ricardo Queirós Polytechnic Institute of Porto ricardoqueiros@esmad.ipp.pt Daniela Mascarenhas Polytechnic Institute of Porto daniela@ese.ipp.pt

Classifications


Computer Science and Information Technology; Education; Media and Communications; Social Sciences and Humanities
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