An educational paradigm shift: Technology-enhanced adaptive and hybrid education

  • Alexandra Irina Pînzariu The University of Bucharest
Keywords: Education, Technology, Highschool, Artificial Intelligence


Barnett R. (2000) argues that educational institutions need to prepare students for "super complexity", where "the very frameworks by which we orientate ourselves to the world are themselves contested" (p. 257). Learning to think through practical methods develops critical thinking skills for dealing with super complexity since the frameworks the students use to consider when learning is contested and likely to change. There are some questions about whether educational institutions actually shape graduates prepared for practical and ethical engagement with their scholarly, professional, and personal worlds. The overall aim of this research paper is to provide the reader with insights trough the review and exploration of various current and emerging new technologies that might be adapted and used in high school education in order to help the development of a better educational system which is aligned with the requirements of the jobs market. Additionally, based on this research's results and further improvements based on new developments, a competitive business value proposition has been created, and together with several educational organizations, a proposal for a public policy on the topic will be developed in order to generate a qualitative paradigm shift and technological (r)evolution by reaching the attention of key decision-makers and stakeholders in the high school education in Romania’ environment.


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How to Cite
Pînzariu, A. I. (2020). An educational paradigm shift: Technology-enhanced adaptive and hybrid education. Review of Applied Socio-Economic Research, 20(2), 41-59. Retrieved from