Edusemiotics: From theoretical foundations to emerging learning applications

Abstract

This article explores the evolution of ‘edusemiotics’ in the literature on philosophy of education and semiotics and leads to a research proposal for constructive and dynamic learning inspired by this notion. The study aims to synthesize current literature on edusemiotics, highlighting its foundational concepts and their implications for pedagogical practices. It is structured into three main sections. In the section on the theoretical background, key principles of edusemiotics are examined, providing a transdisciplinary view for understanding the interplay between signs and learning processes. The second section is concerned with the current state of edusemiotics and evaluates contemporary models for pedagogy, providing examples that are designed to offer applications of edusemiotics, assessing its integration into various educational contexts and its impact on teaching and learning methodologies. In the final section, the paper discusses the potential of semiosis activities in shaping the future of learning, emphasizing how learning-as-semiosis can foster student-centred approaches in constructive learning. The paper clarifies the role of edusemiotics in advancing educational approaches and enhancing teaching and learning outcomes.