This paper is presented by authors Rogers and Nichele who have carried out their well-established collaborative research, internationally for over a decade (2014-todate) with their research Conference Proceedings contributing to the International Academy of Technology, Education and Development (IATED), attending conferences in Spain i.e. (i) Valencia, INTED, The International Conference for Technology, Education and Development (ii) Palma Mallorca, EDULEARN and (iii) Seville, iCERi, International Conference in Education, Research, and Innovation. These international events underpin their enthusiastic co-operation in bringing institutions, bodies and organizations together in collaboration with like-minded researchers from different countries around the world evaluating the application of The Pedagogical Variation Model (PVM, Rogers 2013) in a variety of research areas; for example, with:
(i) Professor Fayiz Aldhafeeri, University of Kuwait (2013-14) regarding “work-based” learning
(ii) Federal Institute of Education, Science and Technology of Rio Grande do Sul. Brazil for “Pre-service Professional and Teacher Training” in the Natural Sciences (2014-todate)
(iii) Professor Olga Burukina, Moscow State Institute for Tourism Industry n.a. Yu.A.Senkevich (Russian Federation) (2016) for Professional Training in Tourism Industry
(iv) Rector, Shestakov Alexander Leonidovich, Institute of Sports, Tourism and Services, South Ural State University, Chelíabinsk, (2018) for “Sports’ Coaching”
(v) Professor Mustafa Hebebci, ISRES, International Society for Education and Science 2024, Antalya, Turkey for “Leadership in Change-Management for Green Prescribing- Climate Change”
(vi) Rector, Dr Peter Galambos - Obuda University, Budapest, Hungary,(2025) for “Leadership in Change-Management in Understanding Artificial Intelligence”.

This paper examines the PVM also shown by a graphical design known as a Boston Matrix (PVM, Rogers 2013) through the eyes of a sample population of High School Students, who can be seen as ‘digital natives’ (Prensky 2001) at Federal Institute of Education, Science and Technology of Rio Grande do Sul., This sample population included n=28 first year High School Students, average age of 15.7 years studying their subject discipline in Chemistry. The methodology of this innovative international collaborative research is survey-based involving the distribution of a specific Evaluation Questionnaire (PVM, Rogers, 2013) regarding the identification of four learning styles to match with four teaching strategies, based on pedagogical leadership i.e. transactional and transformational.

The PVM gives learners a choice as to whether they (learners) are more or less ‘comfortable in a “Constructivist” learning environment (i.e. learner-centred) or vice versa “Instructivist” one (i.e. teacher-centred). The PVM reaches out to learners from all capabilities, whereby learning is made not only enjoyable but also helps to sustain their ‘cognitive reserve’ and “social capital”, also for health and well-being.

In conclusion, when the research results are analyzed and interpreted, there is evidence that indicates that retention rates increase, thus decreasing dropout and attrition rates, while pointing out that in educational environments "one size does not fit all", but rather the importance of a flexible and relevant teaching approach is vital to meet the needs of the different abilities of students, suitable for success in the 21st century.

Keywords: Innovation, collaborative research, constructivist, self-directed learning, instructivist, pedagogical leadership, transactional, transformational, high school students, Boston matrix.