Learning and pedagogy: Asian perspectives

Ronnel Bornasal KING

Research output: Chapter in Book/Report/Conference proceedingChapters

2 Citations (Scopus)


This chapter presents cutting-edge research on learning and pedagogy by scholars working within Asian educational systems. It presents a nuanced picture of learning and teaching approaches in Asian schools. The chapter draws on diverse theoretical approaches, such as inquiry-based learning, collaborative learning, game-based learning, interest-driven learning, and self-concept theory. Despite the diversity of their theoretical orientations, all the studies are united in their quest to understand how researchers and practitioners can help students learn better. The chapter highlights the potential implications of this novel intervention for developing students' competencies to engage in complex problem solving. Taken together, these studies show the exciting work being done within Asian school systems. The studies show how teachers in Asian contexts, far from being outmoded and didactic, are keen to apply modern pedagogical approaches that are supported by a strong research base. These studies also upend the common stereotype that Asian learners prefer rote learning to constructivist and active forms of learning. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRoutledge international handbook of schools and schooling in Asia
EditorsKerry J. KENNEDY, John Chi-Kin LEE
Place of PublicationNew York
ISBN (Electronic)9781315694382
ISBN (Print)9781138908499
Publication statusPublished - 2018


King, R. B. (2018). Learning and pedagogy: Asian perspectives. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 141-143). New York: Routledge.


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