Learning stylesLearning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed.
Least developed countriesThe least developed countries (LDCs) are developing countries listed by the United Nations that exhibit the lowest indicators of socioeconomic development. The concept of LDCs originated in the late 1960s and the first group of LDCs was listed by the UN in its resolution 2768 (XXVI) on 18 November 1971. A country is classified among the Least Developed Countries if it meets three criteria: Poverty – adjustable criterion based on Gross national income (GNI) per capita averaged over three years.
21st century skills21st century skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork.
VerificationismVerificationism, also known as the verification principle or the verifiability criterion of meaning, is the philosophical doctrine which asserts that a statement is meaningful only if it is either empirically verifiable (i.e. confirmed through the senses) or a truth of logic (e.g., tautologies). Verificationism rejects statements of metaphysics, theology, ethics, and aesthetics, as cognitively meaningless. Such statements may be meaningful in influencing emotions or behavior, but not in terms of conveying truth value, information, or factual content.
