The chapter describes the major guiding learning theories and paradigms, and summarizes classic and recent instruction methodologies while exploring technology's impact on learning. An interesting finding is that while methods for teaching children differed from adult ones in the past, current approaches to adult learning adopt methodologies that were developed for children, such as gamification, to make learning feasible, consistent, engaging, and motivating. The chapter also reports on the findings of a case study within a UK university setting employing the flipped classroom approach. The chapter concludes by connecting learning to career sustainability in ecosystems and providing practice recommendations.

Graduate employability, as a desirable outcome of higher education, is a concept that is widely opposed by educators who practice critical pedagogy. Employability, it is argued, reinforces capitalist expectations, exemplifying the anti-democratic hollowing out of education over the last four decades. The central argument of this essay is that employability is not a concept that educators can ignore. Indeed, inherent in the development of desirable graduate attributes and employability skills, there are opportunities for critical educators to support students in the development of their social awareness and sense of civic autonomy. This essay will further argue that educators who seek to opt out of the employability agenda are failing to live up to their own values of seeking a truly equal partnership of learning with their students.