FUTURE-ORIENTED LEARNING MODELS: A SYSTEMATIC REVIEW OF INNOVATION, TECHNOLOGY, AND VALUE INTEGRATION IN EDUCATION
DOI:
https://doi.org/10.36456/inventa.10.2.a11764Keywords:
Future oriented learning, pedagogical innovation, technology integration, value-based education, systematic literature reviewAbstract
This review examines future-oriented learning by considering the interrelationship among pedagogical innovation, technology integration, and educational values. The study used a qualitative systematic literature review approach, drawing on publications dated 2021–2026 and searches of Scopus, Web of Science, Google Scholar, and SINTA. The thematic synthesis focuses on Project-Based Learning, the Flipped Classroom, and Challenge-Based Learning; artificial intelligence, virtual reality, and learning analytics; and the place of character, ethics, and human development in instructional design. The discussion indicates that active pedagogies and digital technologies can offer opportunities for inquiry, personalization, and collaboration, but that benefits depend on instructional quality and institutional conditions. Digital inequality, teacher preparedness, and the responsible handling of student information remain important constraints. The review proposes a conceptual interpretation in which innovation, technology, and values inform one another, without claiming an experimentally validated model or quantified effects. This perspective may inform context-sensitive teaching and policy decisions concerning inclusive, student-centered learning.
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