Preface

Chapter 8 **Strategies for Digital Creative Pedagogies in Today's**

Chapter 9 **Social and Ethical Dilemmas in Working with School**

Mario Barajas, Frédérique Frossard and Anna Trifonova

**Counselors in Secondary Schools for Students with Learning**

**Education 107**

**Disabilities 123** Saied Bishara

Chapter 10 **Women Entrepreneurs as Employers 141** Emete Toros and Mehmet Altinay

**Section 3 Related Trends 121**

**VI** Contents

Active learning is a powerful tool that consists of a way to dominate many aspects of knowl‐ edge and has become an incredible strategy that transverses to different areas of life. We can see some examples such as teaching students to develop attitudes and build tools to achieve a successful score, filling a gap in the signature school curriculum by addressing new kinds of thinking and new learning contexts, motivating and training to obtain research behavior, developing curiosity, and contributing to competencies to be more successful (Cooper, 2019). Promoting active learning is a way of improving the competitiveness of people to dis‐ cover employment opportunities (Spolter et al., 2019).

In front of such reality active learning must have a necessity to be divulgated The realityopportunity conjugation represents a reflection for future research on techniques, helping researchers to find new active ways to work in several areas to achieve further success with active work, namely during student times .

As a transversal discipline, active learning points to many advances that are more interac‐ tive than ever before. Making a research approach to artificial intelligence challenges the need to empower people and increase learning through new techniques such as e-learning, uncertainty and information, lateral thinking, improvisation and argumentation, social mo‐ tivations, and open mind incentives. This offers starting points and insights for active learn‐ ing work (Gubaev et al., 2019) and provides the necessary impetus and intellectual techniques for human tasks (Nikolakis et al., 2019).

Therefore, active learning can be a future model for new students and researchers, increas‐ ing dynamism in schools, innovating pedagogical and experiential learning procedures, and approaching generations, organizations, and communities for change (Han et al., 2019).

Turning from classic learning to active learning opens new opportunities for universities. Teaching models become more strategic and more effective for students' activities and en‐ tice other types of researchers to redesign learning and teaching systems and create joining tools for transfer knowledge (Vlajecic et al., 2018, 2019).

Active learning enhances the opportunities and qualities of students for global challenges (Wu et al., 2019). It expands in an explosive global manner the fact that learners involved in innovative techniques are more adaptable to growth expectations, with subjective values playing a direct and indirect role in academic expectations in organizations' growth (Brand et al., 2019). This promotes investment and technological growth, increasing mobility and academic alliances and enhancing all kinds of knowledge (Gone, 2019).

Active learning has also been a motive for people who have either learning difficulties or are excellent learners because it brings together in equal opportunities positioning and social

justice throughout "World Education" through value to the people. It also encourages them to help each other, to find out how to develop society, and acquire competencies by discour‐ aging laziness (Handayani et al., 2019).

Also, active learning has become increasingly technological. Many organizations use artifi‐ cial intelligence databases, strongly supported on knowledge capital, for become growth through innovation and creativity processes often evaluated in a competencies and talents (Eris & Kimiçoglu, 2019).

#### **So, active learning is an active mind.**

**Sílvio Manuel Brito** Polytechnic Institute of Tomar, Portugal **Active Learning**

**Section 1**

**Section 1**
