إستراتيجيات تدريسية مستحدثة لطلاب الجيل الرقمي : التعلم القائم على السياق
It can be argued that integrating the local and realistic environment into the educational process forms an important bridge between theory and practice; thus, motivating learners to absorb knowledge in a way that aligns with their practical and social lives. From this point of view, context-based learning has emerged to achieve maximum future educational benefits. Learners who use context-based learning can understand the material better by applying what they have learned to real-life situations and then comparing that information with what they already know. Context is not limited to defining the time and place in the classroom or lecture hall; rather, it can come from an enriching environment outside the classroom, such as visiting a heritage site or museum, or reading a good book. This research aims to provide a theoretical review of context-based learning in terms of: its definition, the philosophy upon which context-based learning is based, types of contexts, the characteristics of context-based learning, the objectives of context-based learning, the importance of context-based learning, the strategies of context-based learning, the environments of context-based learning, the challenges of implementing context-based learning, and the disadvantages of using context-based learning. (Published abstract)