Document Type : Original Research
Author
Assistant professor, Department of Educational Administration, Farhangian University,P.O.Box1466-889,Tehran,Iran
10.48310/itt.2025.20400.1172
Abstract
Background and Objectives:Nano-learning, as an innovative and technology-driven approach in the field of education, has gained a significant position in response to the evolving learning environments and emerging needs of pre-service teachers. This method delivers micro, concise, sequential, and goal-oriented educational content, offering a learner-centered and personalized experience that is implementable in digital and technology-based environments.Methods:This study employs an analytical review approach, grounded in current theoretical and empirical sources, to explore the conceptual, theoretical, and practical dimensions of nano-learning in the professional development of pre-service teachers. The theoretical framework is informed by four foundational theories: Ausubel’s Meaningful Learning Theory, Sweller’s Cognitive Load Theory, Novak’s Active Learning Theory, and Vygotsky’s Social Interaction and Zone of Proximal Development.Findings:The findings indicate that nano-learning can simultaneously achieve five key educational outcomes: enhancement of meaningful learning, facilitation of learner self-regulation, reduction of cognitive load, promotion of active engagement, and improvement of instructional interactions. Additionally, its capacity to incorporate immediate feedback, personalized support, and design tailored to diverse learning styles positions nano-learning as an effective approach to empowering the professional capabilities of future educators.Conclusion:Although challenges such as the digital divide and resistance to technology persist, the flexibility, adaptability, and continuity of this model render it a leading option in instructional design for a new generation of teacher education.
Keywords
Main Subjects
)