A persistent gap exists between curriculum policy and instructional practice, highlighting the need for targeted teacher training to effectively implement student-centered learning. This study aims to examine whether observed teaching practices align with intended curriculum objectives and how power relations shape classroom interactions, specifically in relation to the sociopolitical context. A qualitative case study approach was employed. Video recordings from an Indonesian teacher education institution were analyzed using Qualitative Content Analysis (QCA) and Critical Discourse Analysis (CDA) to examine the distribution of teacher and student talking time. In addition, interviews were conducted to support the identification and selection of video materials and clips as a preparatory stage and to explore teaching practices within classroom interactions in greater depth. The findings indicate that teachers exert authority over classroom discourse through teacher-centered instruction, using questioning primarily to check understanding, manage transitions, and maintain control rather than fostering student inquiry. The analysis was based on three selected video clips, which may not fully represent broader instructional practices. The findings suggest that policy reforms must be supported by pedagogical and institutional changes to ensure meaningful classroom transformation.
The integration of augmented reality (AR) into Life Sciences education has the potential to enhance interactive teaching and strengthen learners’ conceptual understanding. Although AR is increasingly adopted in education systems in many developed countries, its use in developing contexts, including South Africa, remains limited, a finding supported by this study involving thirty Life Sciences teachers before and after a professional development intervention. As an interactive platform that overlays virtual elements onto real-world environments, AR offers significant pedagogical value, particularly for visualizing abstract scientific concepts. However, limited empirical evidence exists on teachers’ capacity to effectively utilize AR affordances to foster interactive learning. This study, therefore, examined Life Sciences teachers’ perceptions of AR affordances for promoting interactive learning. The study was guided by social constructivist theory, which emphasizes knowledge co-construction through social interaction, and distributed cognition theory, which highlights the interaction between individuals and technological artifacts in cognitive processes. Quantitative design was employed, and data were collected from thirty Life Sciences teachers using questionnaires administered before and after a professional development intervention on AR integration. The pre- and post-intervention comparison enabled an assessment of changes in perceptions of AR affordances. Findings revealed a shift from initially negative perceptions to more positive attitudes following training, indicating increased recognition of AR’s potential to support interactive learning. Overall, the results underscore the need for sustained professional development to equip Science, Technology, Engineering, and Mathematics (STEM) teachers with the skills required for meaningful AR integration.
The integration of twenty-first-century competencies into civic education necessitates instructional innovations that foster both critical thinking and self-regulated learning. This study developed and validated the FLIPPOBAL model, an integrated approach combining flipped classroom and problem-based learning (PBL), to enhance these competencies among senior high school students in Indonesian Pancasila Education (Pendidikan Pancasila). Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design framework, the research involved 120 students from two schools in West Sumatra representing urban and semi-rural contexts, using a quasi-experimental pretest–posttest control group design. Five expert validators assessed the model products using Aiken’s V and Intraclass Correlation Coefficients (ICC), confirming strong validity and reliability across all instruments. Both instruments demonstrated satisfactory internal consistency. Practicality assessments from teachers and students indicated a high level of practical usability across both urban and semi-rural schools. Effectiveness analyses revealed that experimental groups made substantially greater gains than controls on both critical thinking and self-regulated learning, with large effect sizes. The two outcome constructs, while positively related, were confirmed as empirically distinguishable. These findings demonstrate that systematically integrating flipped and problem-based approaches, grounded in Vygotsky’s Zone of Proximal Development, produce meaningful benefits for cultivating twenty-first-century competencies in civic education contexts. The FLIPPOBAL model, thus, offers a structured, replicable framework for implementing student-centered learning within the Indonesian Merdeka Curriculum.
This study examines how Education for Sustainable Development (ESD) is integrated into four current mathematics textbook series for Grades 1–12 in Vietnam: Creative Horizon, Connecting Knowledge with Life, Kite, and Discovering Together. Using a mixed-methods approach, we analyzed ninety-four textbooks. The results show that ESD content appears throughout, mainly in the areas of number, algebra, and some elements of analysis, and statistics and probability, with a strong focus on the economic dimension, especially market economic mechanisms. This points to a shift toward financial education. At the microlevel, most activities use ESD as a fixed context for math procedures, offering few chances for deep reflection or practical solutions. The study also finds a lack of geometry content in safety and survival education and almost no mention of gender equality. Based on these findings, we suggest strategies for educators and textbook authors to move from teaching mathematics “about” sustainable development to teaching mathematics “for” sustainable development.
The main focus of this research is to empirically evaluate the effectiveness of the Discovery-Based Collaborative Framework (DBCF) model compared to teacher-centered learning. The research design used is a quasi-experimental design with a non-equivalent control group design. The research sample consisted of two classes of seventh-grade students at SMPK Adisucipto Kupang-Indonesia, divided into an experimental group (n = 30) using the DBCF model and a control group (n = 30) using the conventional method. Data was collected through validated pre-test and post-test instruments. Statistical analysis was performed using the independent samples t test and calculation of the N-gain score to determine the significance of the difference in learning outcomes between the two groups. The findings indicate that the DBCF model is significantly superior to conventional methods. Statistical analysis revealed a p value of 0.003 (p < 0.05), which confirms a highly significant difference in academic achievement between the two groups. Furthermore, the experimental group achieved an average N-gain score of 0.61, which was categorized as “moderate” effectiveness, substantially higher than the control group’s score of 0.37. Qualitative observations support these findings, showing a 30% increase in student engagement and collaborative interaction during the intervention. This finding suggests that the DBCF provides a strong empirical foundation for improving student performance in religious education. This model encourages students to actively inquire and interact with their peers. This research recommends adopting this framework as a measurable alternative to improve the quality of religious education in secondary schools.
This study aims to examine the impact of the Driving Teacher Program (DTP) on teachers’ pedagogical development and beliefs in implementing an emancipated curriculum. This study uses an interpretive paradigm to uncover the complex realities of elementary school teachers and the meaning of their curriculum experiences. Therefore, a qualitative approach underpins this study at ontological, epistemological, and methodological levels. Six teachers from six schools participated in the study. The findings reveal that DTP impacts teachers’ pedagogical development and beliefs in implementing an emancipated curriculum. However, not all teachers became active curriculum developers; only two teachers from upper economic school backgrounds became full-fledged curriculum developers. Four teachers continued to play the role of curriculum transmitters despite being willing to be developers. In addition, teachers’ beliefs about the emancipated curriculum were positive and they were enthusiastic and proactive in implementing it. Moreover, this study reports that the quality of training and school background affect teachers’ competence and beliefs about curriculum reform.
Home economics (HE) plays a critical role in developing practical life skills, employability competencies, and social responsibility among learners in basic education. While prior research has largely focused on curriculum design and policy standards, limited studies have examined how teachers experience the implementation of the HE curriculum in resource-variable public-school contexts. Addressing this gap, this qualitative hermeneutic phenomenological study explored the experiences of four public basic education teachers in the Philippines implementing the HE curriculum. Participants were selected through purposive sampling to ensure direct involvement in curriculum delivery. Data were collected through semi-structured interviews via Zoom after informed consent had been obtained. Thematic analysis revealed five core themes: (1) alignment of the HE curriculum with the vision and mission of the Department of Education (DepED) in the Philippines, (2) teacher roles and pedagogical practices, (3) adequacy of resources and support systems, (4) professional development and training, and (5) stakeholder engagement and collaboration. Findings reveal that teachers act as adaptive agents who translate curriculum intentions into meaningful learning experiences through inclusive, experiential, and context-responsive practices. However, disparities in resources and uneven access to professional development shape the depth of implementation. Stakeholder collaboration emerges as a critical enabling factor that supplements institutional limitations and sustains program delivery. The study concludes that the effectiveness of HE curriculum implementation depends on the dynamic interplay between teacher agency, pedagogical practice, material conditions, professional learning opportunities, and social support systems. Strengthening resource provision, expanding targeted training, and institutionalizing stakeholder engagement are essential to sustaining inclusive and practice-oriented HE education in Philippine public schools.
In today’s rapidly evolving technological landscape, traditional pedagogical approaches often fall short in preparing engineering students for real-world challenges. This article examines a novel experiential learning (EL) initiative implemented for third-year BTech computer engineering students in a computer graphics and gaming (CGG) course. Unlike conventional instruction methods, our approach immersed students in the complete lifecycle of game development—from conceptualization through implementation to public presentation. Working in collaborative teams, participants developed original 2D games and animation narratives while mastering graphics programming techniques, animation tools, and appropriate AI resources. The culmination was a public exhibition where eighty-one student developers showcased their creations to peers, faculty, school students, and industry professionals. We gathered comprehensive feedback from fifty-four school student visitors and external evaluators, employing both qualitative and quantitative metrics to assess project quality and learning impact. Notably, several exceptional projects attracted industry attention, resulting in museum deployment opportunities and two-month internships for selected students. This article details our methodological framework, implementation process, outcome analysis, and the initiative’s tangible real-world impact, demonstrating how immersive, project-based learning (PBL) significantly enhances student engagement, technical proficiency, and professional readiness in engineering education.
Writing proficiency is foundational to academic success, yet sentence structure and orthographic errors in Palestinian primary students’ writing remain inadequately addressed. This cross-sectional study investigates these errors in Grades 5–10 using Error Analysis (EA) methodology and the Corder Model. A descriptive-analytical approach was employed, with sit-in exams administered to 150 students from Palestinian public schools. Students completed forty-five-minute writing tasks on grade-appropriate topics; data were analyzed using SPSS, with strong inter-rater reliability (κ = 0.84). Findings revealed that sentence structure errors dominated; run-on sentences affected 77% of students, comma splices affected 53%, and fragments affected 51%. In contrast, orthographic errors were less frequent; omission affected 35% of students, substitution affected 21%, insertion affected 13%, and transposition affected 2%. Critically, error frequencies varied significantly: Grade 9 students had the highest incidence of run-on sentences (96%), and Grade 8 students had the lowest (48%). Root causes included poor understanding of punctuation rules, rushed writing, incomplete knowledge of sentence structure, and interference from Arabic. The proposed framework recommends (1) annual diagnostic writing assessments to identify grade-specific patterns; (2) targeted, grade-differentiated lesson plans; (3) explicit comparison of Arabic-English structures; (4) regular writing practice with feedback; (5) structured peer review; and (6) ongoing teacher professional development. Implementation follows a twelve-month timeline with assessment, intervention, and evaluation phases. Future research should experimentally test whether this framework improves writing proficiency outcomes.
This tracer study employed a sequential explanatory mixed-methods design to examine the profile of PhD graduates in Language Education, evaluate the relevance of the program to their professional roles, and identify perceived strengths and weaknesses. Quantitative data were collected through a survey questionnaire and were further explored through follow-up interviews with selected respondents. Findings revealed that graduates came from diverse regions and age groups, with motivations for enrollment primarily rooted in career advancement and personal interest. Respondents consistently rated the curriculum as highly relevant to their work in teaching, research, and extension. Quality teaching emerged as the program’s most notable strength, attributed to faculty expertise and well-structured academic processes. However, areas for improvement were also highlighted, particularly the need to upgrade physical facilities and strengthen linkages with industry and external institutions. These findings underscore the importance of aligning curricular offerings with both theoretical and practical demands. For future curriculum development, the study recommends increased exposure to applied research, extension activities, and improved institutional support for faculty and infrastructure. The results contribute to ongoing efforts to ensure that doctoral programs remain relevant and responsive to evolving professional and academic landscapes.
This study explores the integration of traditional Malay games into Project-Based Learning (PjBL) to strengthen social values like gotong royong (cooperation, empathy, and mutual respect) in primary education. Addressing the erosion of communal values due to digital individualism, the research aims to develop a cultural-pedagogical model that bridges indigenous practices with modern pedagogy. Using a mixed-methods design, the study involved 312 students and eighteen teachers across six schools in Riau, Indonesia, comparing experimental groups (PjBL with traditional games) and control groups (standard PjBL). Results demonstrated significant improvements in cooperative behaviors and value internalization, particularly in rural settings, with collaborative challenge design and reflective practice emerging as key components. The findings highlight the model’s efficacy in fostering social values while preserving cultural heritage, offering practical insights for culturally responsive education. Implications suggest policy and curricular reforms to leverage traditional games as pedagogical tools, promoting both academic and social-emotional learning in diverse contexts.
Environmental education (EE) in primary schools faces implementation challenges because many schools lack effective mechanisms for planning, monitoring, and improving environmental education activities (EEA). This study aimed to propose and evaluate a Plan–Do–Check–Act (PDCA) model for implementation of EEA in primary school settings in Vietnam. A cross-sectional study was conducted with 511 teachers in primary schools in Vietnam. A teaching support tool, a questionnaire, was developed based on the Integrated Evaluation Model for Environmental Education (IEMEE) criteria and integrated with provisions of Vietnamese law on environmental protection and school quality assurance criteria. The study data were divided into two groups: (1) exploratory factor analysis (EFA), n = 277; (2) confirmatory factor analysis/structural equation modeling (CFA/SEM), n = 234. The measurement model demonstrated excellent psychometric properties. All factor loadings were above .74. All Cronbach’s alphas were from .91 to .97, and all AVEs were from .64 to .82. The structural model explained 51.6% of the variance in EEA. Of the four components of PDCA, Do and Check had significant positive effects on EEA (β = .47, p < .001; β = .24, p < .001, respectively). Plan and Act had no significant effects on EEA (β = .12, p = .11; β = .02, p = .39, respectively). This indicates that EE management in Vietnamese primary schools is stronger in implementation and monitoring than in strategic planning and effective use of feedback for improvement. This study presents a model for evaluating the quality of EE management from a unique Vietnamese school–based perspective. The implications of the findings point to the need to enhance all components of the PDCA cycle to support the ongoing improvement of school-based EE practices.
School closures due to COVID-19 forced educational institutions to resort to technologies to ensure learning. This led to an unexpected digital transformation, calling into action the educational potential of technologies. Research shows that to benefit from the digital, we must embed it in innovative curriculum and methodology principles: meaningful learning, student-centered, more personalized, and flexible. To study how online teaching and learning was pedagogically and technologically accomplished in Portugal during emergency remote teaching (ERT), a survey was conducted with teachers nationwide. This article draws upon the part of the data regarding the language teachers who participated, and it aims to describe their language teaching practices and to identify emergent innovative pedagogical aspects. To accomplish it, quantitative descriptive analysis and content analysis were performed. Findings highlight that it is with younger students at lower education levels that learning tasks and interaction patterns tend to be more collaborative and diverse. Results also reveal a positive assessment of this teaching period, with several teachers describing it as an enriching challenge that, despite some drawbacks, led them to learn more and innovate their practices. Therefore, these online teaching experiences bring useful tips on how to stimulate innovative digital pedagogy in the language classroom.
The need to produce graduates who are responsible global citizens endowed with values, skills, knowledge, and competencies has increased recently. This qualitative study examined strategies for enhancing the teaching of history for global citizenship education (GCED) by Zimbabwean high school history teachers, using a single-case study design. Drawing from transformative learning theory (TLT), the study was conducted in five high schools in Zimbabwe, selected through purposive sampling, with ten teachers conveniently sampled. The study gathered data through document analysis, lesson observations, and semi-structured interviews, and analyzed it using a thematic approach based on Braun and Clarke’s six steps. Key findings of this study reveal that teachers are using several strategies to enhance the teaching of history for GCED, including an experiential and participatory approach that involves learners actively in the learning process, such as through dramatization, interactive teaching, and facilitation. The study highlights an urgent need for policymakers, particularly in Zimbabwe and those responsible for the GCED framework, to develop tools that protect teachers, enabling them to teach GCED concepts despite sensitivities or controversies effectively. Furthermore, it recommends that the Zimbabwean government and other similar contexts provide more support to teachers, as the learner-centered teaching approaches require modern teaching equipment, which is more effective than just question-and-answer techniques. The study offers insights into how to adopt the GCED framework and effective GCED teaching strategies.
Humanitarian logistics is an emerging field that requires specialized training frameworks, particularly in military contexts where forces increasingly assume responsibility for crisis and disaster response. This research designed an educational curriculum model for training in humanitarian logistics based on the mission of the Colombian National Army. A qualitative approach was used through semistructured interviews with thirty-one key actors from the humanitarian and military sectors, representing various institutions of the National Disaster Risk Management System. The findings revealed essential curricular elements organized into four training areas: basic, professional, research, and sociohumanistic. The required competencies include technical dimensions (specialized logistics management and humanitarian inventory administration), operational dimensions (interinstitutional coordination and adaptive leadership), and ethical dimensions (solidarity, humanitarian professionalism, and transparency). The proposed model integrates theoretical–practical methodologies, crisis simulations, and interinstitutional training as central pedagogical strategies. The results establish a conceptual framework that articulates existing military capabilities with contemporary humanitarian demands, optimizing institutional resources to generate social impact. This research contributes to the development of an academic subdiscipline at the intersection of military studies and humanitarian management, providing a foundation for specialized training programs in the Latin American context. Higher education institutions and military training schools should adopt this curriculum model to design academic programs that respond to humanitarian emergencies, while ensuring interinstitutional coordination between military forces and civilian agencies for effective disaster response.
The faculty of the School of Architecture, Design, and the Built Environment (ADBE) at Nottingham Trent University recognized the need to enhance teaching and learning resources on “research methods.” This initiative responds to the fragmented and discipline-specific nature of research methods instruction in built environment education, which often leads to inconsistent learning experiences and redundant resource development across departments. To address this, the school developed an online platform for Flexible Research Methods Learning, integrating “research methods” as a core objective for undergraduate and postgraduate students. These online resources have been shared among students across various courses. To develop and adopt these digital resources, the project employed the Delphi technique, an iterative method for gathering expert opinions and reaching a consensus among ADBE faculty involved in research teaching and supervision. Their input was crucial in shaping the platform’s content and structure to meet diverse faculty and student needs. After two rounds, participants reached a consensus on fifteen learning units. The project influenced fifteen modules shared across thirty-one courses, with the new resources introduced in the 2022–2023 academic year. The Delphi technique was valued for its efficiency and flexibility, though concerns arose about anonymity limiting discussions. Its non-linearity and reliance on facilitator collaboration raised questions on scalability and sustainability. A critical assessment of these limitations could offer deeper insights into its effectiveness.
This study investigated the cultural impact on the perception of the effectiveness of Online Problem-Based Learning (OPBL) by Bahraini finance undergraduate students. Employing a mixed-methods approach, the study analyzed forty-three questionnaire responses, eight interviews, and sixty-six reflective writings. The findings highlight that collectivist cultural values, hierarchical expectations, and the perceived authenticity of problems strongly shaped students’ perceptions. The facilitator’s intervention was essential for sustaining collaboration, as direct confrontation is normally avoided in a collective society like Bahrain. Furthermore, while autonomy, when unsupported, could overwhelm learners, students showed a significant adaptation over time. Despite initial uncertainty about the absence of a single correct answer, the OPBL approach ultimately helped students embrace ambiguity as a realistic feature of financial decision-making. The study suggests a focus on evaluating students’ prior knowledge, actively managing group dynamics, using appropriate technology, and ensuring stakeholder buy-in when designing university courses that employ OPBL.
Gamification is the integration of game elements into non-game contexts like education. This research evaluates the effectiveness of digital escape rooms (DERs) as an instructional aid to enhance technical vocabulary acquisition among engineering students in a rural classroom in Tamil Nadu. The researchers employed a quasi-experimental mixed-method research design to evaluate the effectiveness of escape rooms. The study is grounded in gamification and flow theories, which provide a robust theoretical framework for thematic analysis and interpretation. The samples of the study (n = 50) are further divided into experimental and control groups to measure the effectiveness of the escape room intervention. Quantitative analysis after pre- and post-tests revealed a significant improvement in the mean score of the experimental group over the control group. Qualitative analysis also showed that participants belonging to the experimental group exhibited intrinsic motivation, active involvement, and sustained vocabulary development. The findings of this study suggest that DERs can serve as a bridge between conventional classrooms and technology-driven instruction, along with other new instructional techniques.
This study emphasizes integrating cultural and social sustainability into architectural education, addressing the gap often overshadowed by environmental and ecological dimensions. It proposes a framework based on Bloom’s Revised Taxonomy to assess and enhance students’ cognitive understanding of these critical aspects. The research employs a descriptive design to develop a structured taxonomy that categorizes learning outcomes into cognitive complexity levels, fostering skills from basic recall to advanced analysis and application. Aligned with Outcome-Based Education (OBE), the framework emphasizes higher-order thinking, preparing students to navigate the intricacies of cultural and social sustainability in practice. It highlights the significance of recognizing historical and cultural legacies, particularly in India’s post-colonial context, advocating for a curriculum that respects local traditions and histories. This approach is not only technically proficient but also culturally sensitive and socially responsible. By promoting a holistic understanding of sustainability, the study aims to prepare architects to design built environments that are sustainable, culturally resonant, and socially inclusive. Further research is recommended to extend the taxonomy to affective and psychomotor domains, enhancing its applicability and impact in architectural education.
In the context of the Fourth Industrial Revolution, computational thinking (CT) is championed as an essential skill for mitigating digital exclusion and fostering adaptive problem-solving abilities. While its cognitive benefits are promoted, the differential impact of disciplinary training on the development of CT and associated dynamic intelligence remains poorly understood. This research employed a five-year longitudinal qualitative case study design. It tracked four students, two in STEM (software engineering, telematics) and two in humanities (law, primary education), from their final year of secondary school (baccalaureate) through their university graduation. Data from semi-structured interviews and reflective journals were analyzed using thematic analysis in ATLAS.ti. The findings confirm that CT is a powerful vehicle for developing dynamic intelligence. However, the pedagogical model—implicit versus explicit—is crucial. The study argues for the intentional integration of metacognitive reflection and explicit strategy instruction within STEM curricula to fully realize CT’s potential as a tool for cognitive empowerment and equitable educational development.
