Abstract:

The education ecosystem is ever-changing; now add the post-COVID knowledge economy that is expansive and more ubiquitous than prior centuries. As humanity shifts, so does education in theory and practice, leading to social changes and new teaching and learning practices. Amid the fast-paced changes, learners still need the reliance of social networks in learning, in addition to technology-mediated learning. Dialogic pedagogy is a useful approach to teaching and learning since it engages learner's high-order thinking by connecting cultural relevance to the learning environment. The sociocultural aspects of dialogic pedagogy improve learning since learners access higher-order thinking, engage in community building, and experience perspectives and worldview expansion. The result is a transformative experience that can be optimized universally for all. The study's impetus is to present an overview of dialogic pedagogy as a universal teaching and learning practice grounded in the sociocultural context of learning, narrative theory, and transformative education. The purpose of the study is to explain dialogic pedagogy's definitions, uses, and outcomes achieved across diverse learning environments, modalities, and geographies; Illustrate the theoretical underpinnings of dialogic pedagogy and its impact in transformative teaching and learning and recommend it as a universal pedagogical approach; and discuss the global implications of dialogic pedagogy as the universal language for global and equitable teaching and learning. The study findings will provide a deeper understanding of dialogic pedagogy and advocate for effective teaching practices to improve the future of 21st-century teaching and learning.

Keywords:

Learner achievement, culture, critical learning, perspectives, new learning and assessment, inclusive teaching and learning.