Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

Project-based learning and future-based pedagogy are important and effective tools for teaching and learning in the 21st century. They are especially suited to instilling social activism among students, which is extremely valuable in today’s multicultural society. This study examined the impact of such learning among Arab and Jewish students and teachers in Israel. Following a collaborative program on social activism, in which students from different sectors worked together via digital means and face-to-face encounters, the impact of the program and its pedagogical tools were examined. The program, Living in a Multicultural Society, reflects the mosaic of different people and communities, living side by side yet separated by religion, culture, language, and more. Through this program, students who may not otherwise have met, worked together to learn, research, and create. The study was conducted using the mixed method approach, whereby the qualitative data was gathered through interviews and the quantitative data was collected through questionnaires. The findings show that this project-based learning program led to significant encounters, understandings, and co-operations between the various sectors, and to meaningful end-products relating to social activism. This study enhances the concept that significant pedagogical processes increase students’ motivation, in-depth learning, and outcomes.