A new approach to assessing educational quality in teaching is discussed in the International Journal of Computational Systems Engineering. The approach improves on earlier methods by side-stepping reliance on top-down performance evaluations and instead blends traditional classroom instruction with digital tools, with the aim of building more adaptable, inclusive, and data-informed learning environments.
Central to this new approach is a dynamic feedback system that monitors not just what students learn, but how they learn. It also considers how external factors might interrupt or shape their learning. The system looks at teaching effectiveness, student adaptability, and the impact of classroom disruptions. Most importantly, though, it puts both teachers and students at the centre of attention, regarding them as being in an active partnership. Instead of the conventional one-way street of teaching, the team offers a collaborative model of responsibility for educational outcomes in what they refer to as the “school effort partnership”.
The team explains that educational success depends not simply on curriculum content, but on the interplay between the teacher’s knowledge and their students’ capabilities. In this new approach, teachers are encouraged to take on the role of facilitators, they are then guides who might adapt their methods based on real-time feedback. For their part, the students are expected to develop what the researchers term “inventive consciousness” a state of active, creative, self-directed engagement with the learning tasks presented to them.
Classroom observations and surveys have given them the empirical evidence to show that this approach can work well. It is especially successful in the education of students struggling with behavioural or attention-related challenges. When teachers adjust their approaches based on student needs and classroom dynamics, the team saw measurable improvements in participation and comprehension.
At a time when educational inequality is a persistent problem and when digital transformations continue to reshape work and life, this new approach could provide a timely, educational solution based on a more holistic view of teaching and learning that uses the very digital tools that have disrupted other areas of human endeavour.
Huang, C., Zhang, F. and Li, X. (2025) ‘A network model for a mobile learning environment to track students’ progress’, Int. J. Computational Systems Engineering, Vol. 9, No. 9, pp.1–8.