The widespread use of innovative pedagogies at all educational levels, from early childhood to higher education, has signaled a significant change in educational practice in the twenty-first century. Emerging pedagogical strategies such as gamification, play-based learning, flipped classrooms, blended and hybrid models, and AI-driven adaptive systems are all thoroughly analyzed in this review. The reviewed literature also reveals enduring structural challenges, including gaps in teacher preparation, digital inequities, curriculum misalignment, exclusion of marginalized learners, and ethical concerns regarding student data, even though these approaches have raised opportunities for personalized learning, learner engagement, and skill development. This review incorporates details about health-related consequences that are frequently only briefly discussed in pedagogical research, in addition to instructional results. Screen fatigue, cognitive overload in younger pupils, psychological anguish, digital burnout, and social isolation are among the reported results the effect both students and teachers. The review shows that the health effects of innovative pedagogies differ significantly by educational level and instructional design by combining evidence from various foreign contexts and developmental stages. The paper stresses how important it is to match technology advancement with human-centered teaching methods and design concepts that prioritize health. In order to promote fair, sustainable, and health-promoting learning environments across the educational lifecycle, it ends with specific suggestions for educators, educational technology developers, legislators, and medical professionals.
Yerunkar et al. (Mon,) studied this question.