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From Inherited Learning to Dual-Stage Learning: A Conceptual Perspective

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Bibliographic Details
Title: From Inherited Learning to Dual-Stage Learning: A Conceptual Perspective
Language: English
Authors: Xiaojun Zhang (ORCID 0000-0002-6738-7399), Na Li (ORCID 0000-0003-2395-3499), Gurpinder Singh Lalli (ORCID 0000-0002-7493-4813)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 4
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Opinion Papers
Descriptors: Role of Education, Foundations of Education, Educational Change, Social Change, Artificial Intelligence, Technological Advancement
DOI: 10.1111/ejed.70431
ISSN: 0141-8211
1465-3435
Abstract: Education has long been a cornerstone of societal development, a structured system designed to transmit knowledge, foster growth, and prepare individuals for societal roles (Vega Chica & Valle Lituma, 2024). However, the traditional knowledge-transmission-based model faces big challenges in an era with rapid technological advancements (Li et al., 2024), particularly in artificial intelligence (AI). This perspective article discusses the foundational premises of contemporary education, its evolving challenges, and a visionary path forward, emphasizing a blend of personal opinion and reflection.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497899
Database: ERIC
Description
Abstract:Education has long been a cornerstone of societal development, a structured system designed to transmit knowledge, foster growth, and prepare individuals for societal roles (Vega Chica & Valle Lituma, 2024). However, the traditional knowledge-transmission-based model faces big challenges in an era with rapid technological advancements (Li et al., 2024), particularly in artificial intelligence (AI). This perspective article discusses the foundational premises of contemporary education, its evolving challenges, and a visionary path forward, emphasizing a blend of personal opinion and reflection.
ISSN:0141-8211
1465-3435
DOI:10.1111/ejed.70431