The academic paper titled "From Critical Pedagogy to Critical Digital Pedagogy: A Prospective Model for the EFL Classrooms" by Marwa Mohammad Masood and Md. Mahmudul Haque focuses on exploring the transition from traditional critical pedagogy (CP) to critical digital pedagogy (CDP), particularly in the context of English as a Foreign Language (EFL) classrooms. The research aims to scrutinize the origins, theoretical underpinnings, and application of CDP, proposing a model adapted to the unique demands of digital learning environments, especially in the wake of the COVID-19 pandemic.
The purpose of the study is to provide a comprehensive understanding of CDP and its relevance in the current educational landscape, where traditional face-to-face learning has been largely replaced by online education. The paper delves into the philosophical foundations of CP, which emphasizes co-constructing knowledge through dialogue and challenges existing power dynamics in the classroom. It extends this approach into the digital realm, advocating for a pedagogy that incorporates learners' cultural and political experiences while fostering critical thinking about social injustices.
The methodology of the study involves a critical review of existing literature on CP and CDP, as well as an examination of various models for implementing CDP in EFL classrooms. The authors analyze previous research studies and theoretical frameworks to construct a model that integrates key concepts of CDP, with a particular focus on collaborative learning and the role of digital tools in facilitating this process.
Key findings of the research highlight the potential of CDP to transform traditional EFL classrooms by empowering learners and promoting active participation. The study identifies the challenges and limitations of implementing CDP, such as the need for technological infrastructure and the resistance from learners and stakeholders accustomed to conventional teaching methods. However, it also emphasizes the opportunities that CDP presents for creating more equitable and inclusive educational environments, particularly in the context of the global shift towards online learning.
The conclusions of the study underscore the significance of CDP in addressing the educational needs of the present and future. The authors advocate for a flexible and adaptive approach to pedagogy that prioritizes dialogue, collaboration, and the integration of digital tools. They recommend further research and practical experimentation to refine CDP models and enhance their applicability in diverse educational contexts, particularly in underdeveloped regions where access to technology may be limited. The study contributes to the ongoing discourse on critical pedagogy by providing a forward-looking perspective on the role of digital education in promoting social justice and learner autonomy.