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Orit Avidov-Ungar

Achva Academic College Israel

Prof. Orit Avidov-Ungar is the Dean of the Faculty of Education and Leadership, at Achva Academic College, Israel, and a senior researcher specializing in teachers’ professional development and educational technologies. She has developed innovative theoretical frameworks for organizational empowerment and professional development patterns. Her latest book introduces a multidimensional model for personalized continuing professional learning. With more than seventy-five peer-reviewed publications and five books to her credit, Prof. Avidov-Ungar leads international collaborations with Columbia University, USA, and institutions in Singapore and Taiwan. She serves on Israel’s Ministry of Education steering committee for “Digital Transformation toward Personalized Education.” As an award-winning lecturer, she implements innovative technologies in teaching. Her research focuses on professional development, teacher motivation, organizational structures, and technology integration in education. Her work has significantly influenced educational practices worldwide.

1books edited

3chapters authored

Latest work with IntechOpen by Orit Avidov-Ungar

This book explores the transformative potential of personalized learning in the digital era, presenting a comprehensive global perspective on innovative educational approaches across diverse settings—from early childhood and K-12 education to higher education. Through a combination of case studies and theoretical frameworks, contributors examine essential themes, including technological integration for personalized learning, the crucial role of school leadership in advancing individualized approaches, and the effects of personalization in higher education and teacher preparation programs. Written for educators, policymakers, and researchers, this book delivers practical strategies, multifaceted perspectives, and essential tools for creating effective individualized learning environments. It empowers readers with valuable insights for implementing personalization across various pedagogical contexts within both education systems and higher education institutions.

Personalization in Pedagogical Landscapes in the Digital Age

Personalization in Pedagogical Landscapes in the Digital Age

Edited by Orit Avidov-Ungar

Chapters authored

Education and Games: Teachers’ Professional Knowledge in Integrating Digital Games into Instruction in School

By Orit Avidov-Ungar and Merav Hayak

This chapter addresses the integration of digital games in the education arena. It presents findings from research investigating the perceptions of teachers at different stages of their career regarding digital game integration in teaching and relates to the perceptions of school principals in this context as well. The findings show that teachers at different stages of their careers integrate digital games in different ways and with varying scopes. It was found that school principals hold positive perceptions of integrating digital games into teaching and encourage, leading teachers to disseminate the new idea of incorporating digital games in instruction.

Part of the book: Game Theory

Personalization in Education

By Orit Avidov-Ungar and Sara Zamir

In today’s increasingly competitive world, the concept of “one-size-fits-all” has become anachronistic and unproductive. Today’s reality requires educational organizations to rethink the services they give to meet students’ individual needs, as well as the ways available to enable them to reach their full potential. The current review aims to examine the most recent studies on the subject including the doubts, tensions, and ambiguities they raise.

Part of the book: Metacognition in Learning

Personalization in Higher Education: Exploring Learning Experiences and Implications in an Entrepreneurship and Innovation Space in Teacher Training

By Hayak Merav and Orit Avidov-Ungar

This study investigates the impact of personalization in teacher training through an intensive “Entrepreneurship and Innovation Space in Education” week for first year pre-service teachers (PSTs). Employing a qualitative approach, the research analyzes PSTs’ experiences during this week, focusing on learning gains, perceived personalization aspects, and professional identity development. Findings reveal that personalization elements were generally viewed favorably and contributed to a positive learning environment. Notably, PSTs’ professional identities strengthened with innovative tendencies, with sub-identities emerging as pedagogical/didactic experts, disciplinary experts, and inclusive educators. The study’s findings hold implications for both teacher training program enhancement and future academic campus design. At the micro level, the results can inform decisions on incorporating personalized, innovative learning experiences. At the macro level, they suggest characteristics needed in future academic campuses, where entrepreneurial and innovative features are integrated into the personalization processes for PSTs, emphasizing choice, customization, and professional meaning-making.

Part of the book: Personalization in Pedagogical Landscapes in the Digital Age

Related collaborators

Branislav Sobota

Technical University of Košice , Slovakia

Emília Pietriková

Technical University of Košice , Slovakia

Ian Robinson

Hearts of Oak, North Yorks, UK

Mark Flanagan

NHS Business Service Authority

Trevor C. Lipscombe

Catholic University of America , United States of America

Adrian Northey

a.anser4u Ltd

Matheus Cezarotto

New Mexico State University , United States of America

Yasuo Nakayama

Graduate School of Human Sciences, Osaka University, Osaka, Japan

Pamela Martinez

New Mexico State University , United States of America

Barbara Chamberlin

New Mexico State University , United States of America