Teachers' perspectives on the roles of pragmatism in innovative and digital education: a mixed-method study
Abstract
The rapid growth of digital technologies has transformed contemporary education and increased the demand for innovative, learner-centered pedagogies. Traditional teacher-centered approaches are no longer sufficient to meet the needs of digital learning environments. In this context, pragmatism offers a relevant philosophical framework, emphasizing experience, problem-solving, and practical outcomes. This study aims to examine the role of pragmatism in shaping innovative and digital education. It explores how pragmatic principles influence teaching practices, curriculum design, and learner engagement in technology-enhanced environments. The study adopts a mixed-method research design, combining quantitative and qualitative approaches. Quantitative data were collected through structured surveys administered to students, while qualitative insights were obtained through interviews. The data were analyzed using descriptive statistics and thematic analysis to provide a comprehensive understanding of the research problem. The findings reveal that pragmatist principles significantly support learner-centered instruction, experiential learning, curriculum flexibility, and authentic assessment in digital education. The results also indicate improved learner engagement and more meaningful learning experiences in technology-supported environments. The study concludes that pragmatism provides a strong theoretical and practical foundation for innovative digital education. It offers important implications for educators, curriculum designers, and policymakers. However, challenges related to implementation and contextual differences remain. Future research should focus on comparative and empirical studies across diverse educational settings.