EDU800 – Week 8 – Additional Articles

#1  

Huang, R., Adarkwah, M. A., Liu, M., Hu, Y., Zhuang, R., & Chang, T. (2024). Digital pedagogy for sustainable education transformation: Enhancing learner-centred learning in the digital era. Frontiers of Digital Education, 1(4), 279–294. https://doi.org/10.1007/s44366-024-0031-x

Summary
  This article examines how higher education must evolve to integrate technology more effectively into learning environments. The authors argue that traditional pedagogical theories such as Dewey, Piaget, and Vygotsky do not fully address the challenges of digital-era learning. They introduce the DP4SET (Digital Pedagogy for Sustainable Education Transformation) framework, which includes four key components: (1) digital competence that supports deep learning, (2) evidence-based practice using high-quality digital resources, (3) learning environments enriched with appropriate technology, and (4) synergy between human teachers and trustworthy AI. The authors apply this framework within Chinese higher-education contexts, showing how it fosters more learner-centered and sustainable digital instruction.

Evaluation
  I found this study to be both theoretically strong and practically applicable. The DP4SET framework provides a clear structure for designing, implementing, and sustaining technology-enhanced education. What stands out most is the focus on balancing human teaching with AI-assisted tools, which mirrors the growing realities of online and hybrid instruction. Although the case studies come from Chinese universities, the principles can be adapted to my own U.S.-based teaching environment at DeVry University. The article could have been strengthened by including longitudinal results showing the long-term effects of implementing DP4SET, but it nonetheless provides a powerful framework for reflection and practice.

Reflection
  This article connects closely with my own professional and academic journey. As an instructor at DeVry University and a doctoral student in the Doctorate in Educational Technology (DET) program at Central Michigan University, I am focused on creating engaging, meaningful, and technology-supported learning environments. The DP4SET framework aligns with my goal of teaching beyond technical tools to emphasize learner motivation and sustained engagement. It also supports my desire to blend my IT project management background with research-based instructional design. Reading this article reinforced my belief that effective online teaching requires both intentional design and continuous reflection on how digital tools support human learning. I plan to incorporate several ideas from this framework into my ongoing work, especially in developing more interactive, learner-driven online courses that embody sustainable digital pedagogy.