Vol. 2 No. 1 (2026): Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and Digital Pedagogy

View Vol. 2 No. 1 (2026): Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and Digital Pedagogy

Transforming Beauty and Wellness Education: Learning Theory, Ethnobeauty, and Digital Pedagogy

This special issue focuses on the transformation of beauty and wellness education in response to evolving pedagogical paradigms and digital advancement. It brings together scholarly discussions on learning theories—such as behaviorism, cognitivism, constructivism, humanistic theory, and self-regulated learning—and their application within cosmetology, ethnobeauty, and wellness education contexts.

The issue highlights how contemporary educational practices in beauty and wellness are shifting from traditional teacher-centered approaches toward more holistic, student-centered, and experience-based learning models. It also explores the integration of ethnobeauty principles, emphasizing cultural heritage, traditional knowledge, and sustainable beauty practices as essential dimensions of modern beauty education.

In addition, this issue addresses the role of digital pedagogy, including artificial intelligence, digital learning environments, and technology-mediated instruction, in shaping student motivation, participation, authenticity of learning, and professional competence in the beauty and wellness field. The contributions in this issue collectively aim to advance an understanding of how education in cosmetology and wellness can be reimagined to foster reflective, culturally aware, ethically responsible, and professionally skilled graduated.

Overall, this issue positions beauty and wellness education as a dynamic interdisciplinary field where theory, culture, practice, and technology intersect to support meaningful and sustainable learning experiences

DOI: https://doi.org/10.26740/adornata.v2i1
Published: 2026-07-02

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