Informal Digital Learning of English (IDLE) as an Innovative Pedagogy: A Catalyst for Holistic Language Development and Sustainable Global Impact.
Contributions in This Special Issue: The contributions to this special issue collectively demonstrate the conceptual breadth, methodological diversity, and global relevance of IDLE as an innovative pedagogy. Across diverse educational and sociocultural contexts, the included studies extend current u...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 3; pp. 1 - 11 |
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| Autores principales: | , , |
| Formato: | editorial pictorial tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194050881&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194050881 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2026 vid: 42 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 194050881 194050881 194050881 10.1002/jcal.70237 194050881 ppf: 1 ppct: 10 formats: tig: atl: Informal Digital Learning of English (IDLE) as an Innovative Pedagogy: A Catalyst for Holistic Language Development and Sustainable Global Impact. aug: au: Soyoof, Ali Lee, Ju Seong Liu, Guangxiang Leon affil: The Education University of Hong Kong, Tai Po, Hong Kong sug: subj: Language Development Education Health Literacy Education, Non-Traditional Sustainable Growth Educational Technology Teaching Methods Diffusion of Innovation English Language Education Artificial Intelligence Utilization Social Media Learning Self-Efficacy Communication Health Promotion Social Inclusion Linguistics Computer-Assisted Instruction Serial Publications Conceptual Framework Poverty Quality of Life Gender Equality Community Role Goals and Objectives Collaboration ab: Contributions in This Special Issue: The contributions to this special issue collectively demonstrate the conceptual breadth, methodological diversity, and global relevance of IDLE as an innovative pedagogy. Across diverse educational and sociocultural contexts, the included studies extend current understandings of IDLE by examining its intersections with learner psychology, digital equity, pedagogy, identity, and emerging forms of AI‐mediated language learning beyond formal classrooms. Rather than reviewing individual articles in detail, this editorial synthesizes the shared intellectual directions that emerge across the collection, highlighting IDLE as a dynamic and context‐sensitive form of learning that both complements and challenges traditional instructional paradigms. Positioning IDLE Within the Sustainable Development Agenda: Building on the contributions, this editorial further positions IDLE within the broader framework of the United Nations Sustainable Development Goals (SDGs). Specifically, it conceptualizes IDLE as a micro‐level, learner‐driven practice with potential macro‐level implications for sustainable development. Through its capacity to foster linguistic competence, digital literacy, and learner agency, IDLE may contribute to advancing key SDG priorities, including equitable access to quality education, social inclusion, and lifelong learning. In this sense, the special issue not only advances scholarship on IDLE but also foregrounds its relevance as a pedagogical and societal resource in addressing global challenges in an increasingly digitalized world. pubtype: Academic Journal doctype: editorial pictorial tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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