Deep Learning Management in Education: A Meta-Analysis of Empirical and Theoretical Studies
Keywords:
Learning, Management, Deep-Learning, Meta-Analysis.Abstract
This article discusses deep learning management in education through meta-analysis of empirical and theoretical studies with a qualitative approach based on literature studies. The urgency of this research arises from the need to improve the quality of the learning process that is able to develop students' critical understanding, creativity, and high-level thinking skills. The methods used include the collection and selection of relevant literature from various international databases, thematic analysis, and qualitative synthesis of the results of previous research that discuss the concepts, strategies, and implementation of deep learning management. The findings show that deep learning management is effective when it integrates a holistic, collaborative, and reflective approach, as well as makes adaptive use of technology. In addition, educational leadership and teacher training are key factors in optimizing the implementation of deep learning. The study also identified challenges such as resistance to change and resource constraints that need to be addressed to ensure the sustainability of these practices. In conclusion, deep learning management is an important pillar in educational transformation centered on developing learners' cognitive and affective capacities, and requires a clear framework and systemic support from all stakeholders.
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