Overview

In the face of an increasingly complex and interconnected world, education systems are fundamentally transforming. The traditional paradigms, centered on passive knowledge transmission, time-bound curricula, and standardized assessments, are proving inadequate for preparing learners to navigate the multifaceted challenges of the 21st century. To meet the evolving needs of modern students, educators are embracing more holistic, learner-centered approaches such as Project-Based Learning (PBL), Competency-Based Assessments (CBA), and Experiential Education. These models represent not just pedagogical shifts but deeper philosophical commitments to cultivating critical thinking, creativity, adaptability, and real-world problem-solving across all disciplines. Project-Based Learning, Competency-Based Assessments, and Experiential Education for Modern Learners explores and articulates how PBL, CBA, and experiential education can be integrated across all disciplines to meet the needs of diverse, modern learners in an increasingly complex world. By grounding these pedagogical approaches in both established educational theory and contemporary classroom practice, this book offers a comprehensive framework for transformative, learner-centered education. Covering topics such as learning systems, higher education, and curriculum, this book is an excellent resource for educators, policymakers, higher education institutions, technology developers, and industry professionals.

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Maria Athanasekou is an Art Historian, a graduate of the School of Philosophy of the National and Kapodistrian University of Athens, with postgraduate studies in Art History at the University of London, and a PhD holder from the School of Architecture of the National Technical University of Athens (NTUA). She currently teaches at the Hellenic Open University and Frederick University, and has taught at the Department of Early Childhood Education (TEAPI) at NUA, the Faculty of Philosophy (Department of History and Archaeology) at NUA, the University of the Aegean, the University of Western Macedonia, the Alexander Technological Educational Institute of Thessaloniki, among others. She is a member of the European research team COST Action, representing Greece on the “Perinatal Mental Health and Birth-Related Trauma: Maximising Best Practice and Optimal Outcomes” (DEVoTION) CA18211, serving on its Management Committee. She regularly gives public lectures on topics related to Art History for a range of institutions and is a frequent collaborator with the Open Foundation of Education. She participates actively in international conferences, and her academic work includes peer-reviewed journal articles, book chapters, and published monographs in both print and digital form. Her research interests are interdisciplinary, always oriented toward the intersection of art, therapy, and education. She has received advanced training in Art Therapy, Children's Drawing Interpretation, Intercultural Education, Digital Education, Special Education, Psychology, Neuropsychology, Folklore Studies, and more, and is a certified adult educator. Her approach to art is deeply interdisciplinary, drawing insights from related fields such as Anthropology, Psychology, Folklore, and Sociology, with the aim of fostering a meaningful connection between students and art. She is passionate about telling the stories of art, sharing them, and engaging with others through the visual image. She believes that art holds immense power and a wealth of stories—many, if not all, of which concern us or will concern us at some point in our lives, as our existential field of experience continues to expand. Her teaching invites reflection, emotional connection, and critical thinking, highlighting the transformative and therapeutic dimensions of art in education and beyond. Dr. Antonis Zagorianakos holds a degree in Mathematics from the National and Kapodistrian University of Athens (NTUA), as well as a Master's in the Epistemology and Didactics of Mathematics from the same institution. He completed his PhD at Manchester Metropolitan University with a full tuition scholarship, focusing on the emergence of intuition and supervision in students during mathematical activities. He currently teaches Mathematics in Secondary Education and has also taught for six years at the Department of Early Childhood Education (TEAPI, NKUA). His research has expanded to include young children in preschool and early primary school settings. His academic interests involve authoring scientific articles presented at both international and Greek conferences. He is currently finalizing his book, which explores methodologies and hands-on practices using materials based on the theories of influential mathematics educators such as Cuisenaire-Gattegno, Montessori, Dienes, Stern, Vygotsky, and others, particularly for use in early childhood education. In addition to his teaching and writing, Dr. Zagorianakos is actively engaged in designing educational interventions that integrate creative, tactile, and conceptual approaches to mathematics learning. His work is deeply rooted in the belief that mathematical understanding is not only cognitive but also embodied and intuitive. He collaborates with interdisciplinary teams in research projects focused on educational innovation and has organized workshops for educators aiming to enhance mathematical thinking through play, storytelling, and artistic expression.

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