Active and Engaged Learning Journal 2026

Table of Contents

Introduction

Hava Vidergor

Interview with Prof. Anastasia Efklides on Self-Regulated Learning

Hadas Shelly-Huber and Hava Vidergor

The Triangular Dialogue: Heutagogy and Artificial Intelligence in Future Learning Environments

Tom Hagiladi and Amnon Glassner

Viability and the viability check—an important issue in constructivism and constructivist teaching and learning

Jean-Luc Patry

Real Engagement in Active Problem Solving (REAPS): An Effective Teaching Model for Talent Discovery and Development in Varied Settings

June Maker and Robert Zimmerman

Incorporating Self-Assessment in Clinical Training

Fani Alezra and Sylvia Saba-Sa’di

Cultivating active and engaged learning among teacher training students in Israel in times of crisis

Mirit Sharon

Editorial Board Members

Editor in-Chief:

Hava Vidergor

Editor:

Hadas Shelly-Huber

Editorial Advisory Board

Roxana Reichman

Gordon Academic College of Education, Israel

Eliezer Yariv

Washington Academic College, Israel

Amnon Glasnner

Kay Academic College of Education, Israel

Introduction

In the era of AI there is great importance and value in looking at the term ‘active and engaged learning’. It is a human lab for companionship, collaboration and connection of digital and technological tools to independent thinking, critical thinking, and dialogue versus AI, inner dialogue, and dialogue between people. Therefore, the team of active and engaged learning center contends that application of methods of learning in combination with AI will raise awareness of the need to combine humaneness and technology.  These will alter the world of teaching and learning from traditional passive lecturing to guidance and mentoring and will enhance learning.

The purpose of this first issue of Active and Engaged Learning is to provide new research on different aspects in the world of practice. As such, this issue opens with an interview with a world-renowned expert in the field, thus setting a conceptual framework for this unique journal, followed by five studies that have examined the issue from various perspectives.

As editor, I have decided to share a short precis of each study, a synthesis of data across the studies and some observations about how they contribute to our understanding of the state of instructional practices. While the studies varied in many respects, we also felt they offered some general insights elicited from their context, results, and implications.

• The interview with Prof. Anastasia Efklides on Self-Regulated Learning by Hadas Shelly-Huber and Hava Vidergor opens the first issue of this international journal. It provides an overview of the conceptual framework of active and engaged learning. It relates to and defines important terms such as cognition, metacognition and self-regulated learning. It elaborates on the Metacognitive and Affective Self-Regulated Learning model designed by Efklides and discusses current and further research in the field.
  
  

On a personal note, we would like to thank Prof. Efkelides, who is world-renowned expert in her field for collaborating with us and answering all our questions, setting the conceptual framework for this journal.

• The Triangular Dialogue: Heutagogy and Artificial Intelligence in Future Learning Environments by Tom Hagiladi and Amnon Glassner presents a multilayered model which provides a response to the key challenge of learning with AI. The model links heutagogy (self-determined learning) with the use of generative AI (GenAI) and is analyzed from different aspects. The authors aim to identify and conceptualize the potential properties of this triangular interaction, exploring how it could contribute to meaningful, authentic, and deep learning in the digital age. They assert that the triangular dialogue between learner, human facilitator, and GenAI creates new opportunities for developing intrinsic motivation for learning, critical thinking and reflective tendencies and skills.

• Viability and the viability check—an Important Issue in Constructivism and

Constructivist Teaching and Learning by Jean-Luc Patry discusses the viability of constructivist teaching and learning. The author presents a tentative taxonomy of types of viability checks in classrooms applied in three examples of constructivist teaching-learning models: inquiry-based teaching, development of moral judgment competence, and Values and Knowledge Education (VaKE) – a method that combines these two approaches. Finally, the author contends that the suggested framework based on viability checks permits formulating hypotheses for further research.

• Real Engagement in Active Problem Solving (REAPS): An Effective Teaching Model for Talent Discovery and Development in Varied Settings by June Maker and Robert Zimmerman shares research on the effectiveness of a model that has been conducted in several countries (e.g., Australia, New Zealand, UAE, and USA) and at various levels of education. The modelfocuses on Real Problems, Student Engagement, Active Learning, and Solving Problems effectively and creatively. Examples of implementation of the model in special programs for gifted students and in inclusive classrooms in different countries and at different levels of education are reported, along with research results and conclusions regarding talent development.

• Incorporating Self-Assessment in Clinical Training by Fani Alezra and Sylvia Saba-Sa’di addresses incorporating self-assessment in clinical training of preservice teachers. The authors present a case study of an ongoing implementation of formative assessment at the Early Education Department within clinical training. Their main conclusion is that self-assessment methods should be designed in a way that motivates students to conduct them and allows them to develop their capability to appraise their performance. The article is followed by appendices presenting multiple assessment tools used in the current study.

• Cultivating Active and Engaged Learning among Teacher Training Students in Israel in Times of Crisis by Mirit Sharon presents a case study which examines the contribution of broad thinking based on Edward de Bono’s concept of six thinking hats as a teaching method for increasing student engagement and involvement, especially in times of crisis. Findings indicate that the six thinking hats method contributed to participants’ engagement and involvement both cognitively and emotionally. The author provides further information and insights on the use of the six thinking hats regarding preservice teachers and teacher training.

Across study implications and observations

Providing effective instruction for learners and teachers requires (a) revisiting theories and looking for best practices (b) certain curriculum models and programs designed to help students engage and learn actively and (c) thoughtful and consistent training of teachers in materials and strategy use. Two studies focusing on theories and their applications examined them from different angles. Findings from one study showed that a  curriculum offered to students based on certain a multimodal model could help gifted and regular students develop their talents through active learning, finding and solving problems. Two studies that focused on teacher education stressed the need for integrating assessment and thinking tools in preservice courses to develop the capabilities of in-service teachers to appraise their performance and experience engagement and involvement practices for their own benefit and to be transferred to teaching practice.

The interview and studies in this issue focused on different aspects of active and engaged learning. In the spirit of what these studies collectively represent, it seems appropriate to render a few final thoughts to practitioners nationally and internationally:

• Design curriculum using constructivist researched based models that have been proven effective to develop students' cognitive and metacognitive abilities.
• Invite and support integration of models with innovative tools such as generative AI for further learning engagement.
• Integrate active and engaged learning into preservice teacher education, modelling thinking and assessment tools for better transfer into the classroom.

Prof. Hava Vidergor

Chief editor

Active and Engaged Learning Journal 

 Active & Engaged Learning Journal

Published by Gordon College of Education, Haifa, Israel

Active & Engaged Learning Journal is the international edition of Gordon college's Center for Engaged and Active Learning dedicated to showcasing research and discussions of issues related to innovative learning strategies involving theory and practice.

Editor in chief: Prof. Hava Vidergor

Mail address: 73 Tchernichowski street, Haifa, Israel
Email: [email protected]

Journal ISSN 

Description and Information

Active & Engaged Learning: The International Journal offers an open arena for reporting and discussing recent research outcomes, theory and practice in the field of education, learning and teaching. 

Active & Engaged Learning Journal focuses on a broad range of subjects revolving around the basic concepts of education, learning and teaching with an emphasis on active and engaged learning. Related topics may be: Constructivism, self-regulated learning, project and problem based learning, entrepreneurship, values education, social justice, engagement with community, alternative assessment and reflection.

Discussions of different views of education, active learning and teaching are especially welcome: through diverse perspectives (e.g.: developmental, sociological, psychological, pedagogical and so on) and points of view (e.g.: cross cultural, comparative, etc.). 

Contributions may include empirical (quantitative or qualitative) research, and case studies. Each contribution must be submitted in compliance with the instructions for authors. Each contribution will be subject to peer review. The Reviewers’ comments and the editorial decisions will be forwarded to the authors along with any of the following instructions: Accept publication, minor revisions required, major revisions required, or rejection.  This peer-reviewed journal is accepting manuscripts for review toward publication in an ongoing manner (see instructions for authors). 

We encourage authors from all disciplines to submit manuscripts relates to our core concepts of interest.  We truly hope the journal will provide a high quality, yet accessible platform for academicians, practitioners and students of education.

Sincerely,

Prof. Hava Vidergor, PhD                                         

Instructions for Authors

Active & Engaged Learning Journal

 The journal welcomes submissions that fall into any of the following categories:

1. Research papers: up to 7000 words in length, following the latest edition of the APA format (for details see: https://www.apastyle.org/). These may describe in detail quantitative or qualitative studies. Emphasis should be given to the added value of the study, and what it adds to existing knowledge in the relevant field of research.
2. Case studies: up to 6000 words in length, these papers should describe in detail a project, or a practice implemented and studies within a limited scope setting. Authors should highlight the background, explicitly noting the need or lacuna with which the case study deals, the goals of the project, a detailed method section allowing readers to comprehend what was done and the instruments used, as well as clearly described outcome measures used to assess the implemented project or practice. Discussion and conclusions should be limited in scope.

 Manuscript Submission: Papers should be submitted as Word documents sent as attachments to the following email addresses: [email protected]

The message title should read “submission to Active & Engaged Learning Journal". Manuscripts that are not submitted in accordance with the instructions and submission guidelines will be returned to the authors without reading.

1. Writing and Formatting

File format

Please provide editable Word files of up to 7000 words for your entire submission (including figures, tables and text graphics). Use size 12 Times New Roman font, double spaced, and justified. Divide your article into clearly defined sections and subsections using headings. Headings should appear on a separate line in bold. Do not use abbreviations and footnotes.

Double anonymized peer review

This journal follows a double anonymized review process which means author identities are concealed from reviewers and vice versa. Therefore, we ask that you provide your title page (including author details) and anonymized manuscript (excluding author details) separately in your submission. It is important that your anonymized manuscript does not contain any identifying information such as author names or affiliations, and author citations and references.

Title page

The title page should include article title, author name(s), affiliation(s), corresponding author full address, corresponding author email address, and acknowledgements.

Abstract

You are required to provide a concise abstract of 200 words. The abstract should briefly state the purpose of study, participants, method, principal results, and major conclusions.

Keywords

You are required to provide 1 to 6 keywords for indexing purposes. Keywords should appear at the bottom of abstract page using semicolons between them.

Tables

Tables must be submitted as editable text, not as images. Place tables next to/under the relevant text. Cite all tables in the manuscript text. Number tables consecutively according to their appearance in the text. Provide captions with the tables. Place table notes below the table body.

Figures, images and artwork

Figures, images, artwork, diagrams and other graphical media must be supplied as separate files along with the manuscript. All images must have a caption. A caption should consist of a brief title (not displayed on the figure itself) and a description of the image.

2. Article structure
   
   

Theoretical Background

The introduction should clearly state the objectives of your work. We recommend that you provide an adequate background to your work using citations of current studies.

Method and Tools

The method and tools section should provide sufficient details about your method and research tool/s to allow your work to be reproduced by an independent researcher. The section should include the research method applied, participants, tool/s, procedure and ethics, and data analysis.

Results

Results should be clear and concise. Divide the results into logical subsections using headings.

Discussion

The discussion section should explore the significance of your results but not repeat them. We recommend that you use adequate citations of currently published literature in the discussion section.

Conclusion

The conclusion section should present the main conclusions of your study. You may have a stand-alone conclusion section or include your conclusions in a subsection of your discussion section.

Limitations and suggestions for further research

You should state the limitations of your work followed by suggestions for further research that relate to the stated limitations. You may have a stand-alone limitations section or include them in a subsection of your discussion section.

References

References should follow APA latest style.

Appendices

Identify individual appendices within your article using the format: A, B, etc. Place appendices at the end, after references.

3. Ethics
   
   

Ethics in publishing

Authors must follow ethical guidelines for conducting and reporting a study.

Submission declaration

When authors submit an article to the journal it is implied that:1. The work described has not been published previously except in the form of a preprint, an abstract, a published lecture, academic thesis or registered report. 2. The article is not under consideration for publication elsewhere. 3. The article's publication is approved by all authors and by the responsible authorities where the work was carried out. 4. If accepted, the article will not be published elsewhere in the same form, in English or in any other language, including electronically without the written consent of the copyright-holder.

Authorship

All persons listed as authors should make substantial contributions to the article and agree to be accountable for all aspects of the work.

Declaration of interests

All authors must disclose financial and personal relationships with other people or organizations that could inappropriately influence or bias their work.

Funding sources

Authors must disclose any funding sources that provided financial support for the conduct of the research and/or preparation of the article.

Declaration of generative AI in scientific writing

Authors must declare the use of generative AI in scientific writing upon submission of the paper. This refers only to the writing process, and not to the use of AI tools to analyses and insights from data as part of the research process.

The use of generative AI and AI-assisted technologies in scientific writing must be declared by adding a statement at the end of the manuscript in the first submission. It should be placed in a new section before the references list. The statement will appear in the published work.

The international edition of the Center for Engaged and Active Learning at Gordon Academic College of Education, dedicated to showcasing research and discussions of issues related to innovative learning strategies involving theory and practice.

Active & Engaged Learning Journal focuses on a broad range of subjects revolving around the basic concepts of education, learning and teaching with an emphasis on active and engaged learning.

We are seeking submissions related to the following themes:

1. Constructivism
2. self-regulated learning
3. project and problem-based learning
4. entrepreneurship
5. values education
6. social justice
7. engagement with community
8. alternative assessment and
9. reflection
   
   

The journal welcomes submissions that fall into any of the following categories:

1. Research papers
2. Case studies
   
   

Manuscript Submission: Original papers (not published before) should be submitted as Word documents sent as attachments to the following email addresses: [email protected] The message title should read “submission to Active & Engaged Learning Journal".

For detailed guidelines relating to writing and submission please go to https://en.gordon.ac.il/ContentPage/Active_Journal