Performance pedagogy at the third phase of the Artificial Intelligence: the issue of time, space, and learning environment

The post-COVID 19 has culminated in the emergence of generative, multimodal and explainable artificial intelligence. At the current stage, artificial intelligence (AI) is considered the key element of digital transformations, including in education sciences. The problem consists in the need to re-focus the pedagogy of competences towards the pedagogy of performance, moving from cognition to (meta)cognition, having as an argument the eclecticism of real, digital and virtual space and time and the diversity of formal and non-formal learning environments. This paper describes performance pedagogy as a dynamic construct of individual human performance determined by genotype, phenotype, and the diversity of learning environments. Three conditions are essential: metacognition and successful learning strategies, the learning and communication ecosystem, and computerized assessment.