This study examines student achievement using different teaching methods, including the flipped classroom, instructor-led exercises, and self-study, and seeks to identify the most effective approach for learning. This study focuses on mathematical calculations in daily life within the course Intelligent Thinking during the second semester of the 2024 academic year. A total of 202 students were randomly selected using simple random sampling, and descriptive statistics and hypothesis testing. The research instruments included an online test and an open-ended opinion questionnaire. The findings revealed that: a) students demonstrated the most significant improvement in calculation skills through instructor-led exercises; b) for complex content, instructor-led exercises proved to be the most effective; and c) approximately 60% of students preferred an integrated approach combining self-study with instructor explanations. Therefore, an integrated approach that incorporates all three methods is recommended to enhance the effectiveness of teaching mathematical calculations in daily life and improve students’ computational skills.
Increasing critical thinking skills, problem-solving, and environmental awareness are the main goals of modern education, especially in Natural Sciences (Science) based learning. Through a systematic literature review, this research analyzes the effectiveness of guided inquiry integrated with local wisdom in improving these three aspects through a systematic literature review. Data was obtained from 517 articles identified through various Scopus databases and registers, then selected using the PRISMA diagram to leave 102 articles that met the inclusion criteria. Inclusion criteria include articles that discuss the application of guided inquiry with the integration of local wisdom, written in English, available in open access, and published within a specific time frame. The results of the analysis show that guided inquiry integrated with local wisdom is effective in creating contextual learning experiences that are relevant to students' lives. This approach improves critical thinking and problem-solving skills, strengthening environmental awareness by introducing local values. Most research focuses on the secondary education level and uses quasi-experimental methods with a control group as the dominant design. However, there is a research gap in implementing this approach that integrates local wisdom and long-term analysis regarding its sustainability impacts. Thus, it is hoped that this research can support the transformation of local wisdom-based learning, which is academically relevant and environmentally and culturally sustainable.
This study offers a comprehensive bibliometric analysis of research on the flipped classroom model in higher education from 2014 to 2024 using the Scopus database. By reviewing scholarly articles, conference papers, and reviews, the study identifies key publication trends, influential authors, leading journals, and collaborative networks. The analysis highlights major thematic areas such as technology integration, learner motivation, and instructional design, which have shaped the discourse on flipped classrooms. Findings show a significant increase in research output, reflecting growing interest and recognition of the flipped classroom as an effective pedagogical approach. Geographic analysis reveals dominant contributions from specific regions, indicating both global adoption and localized implementation. These results provide valuable insights for educators and policymakers to support the use and further study of flipped classrooms. Additionally, the review helps identify research gaps and guides future investigations to enhance pedagogical innovation. Overall, the study emphasizes the flipped classroom’s potential to foster active learning and critical thinking, encouraging ongoing empirical research to improve its application across various disciplines and cultural contexts.
Feminist pedagogy, grounded in feminist theory and critical pedagogy, aims to problematize power inequalities and promote justice, thereby guiding our pedagogical practices. Educators in the field seek an equitable education that honours experiential knowledge while empowering and liberating marginalized groups. Traditionally, feminist scholars have focused on political goals; however, their application in peer-reviewed journals is sparse. This paper advocates actionable strategies for implementing feminist pedagogy, particularly in traditionally male-dominated fields such as economics. With an emphasis on adult learners in Canadian polytechnic economics courses, we begin with a literature review of feminist pedagogy in practice. This quantitative study then examines the effectiveness of feminist pedagogical techniques through the experiences of adult learners (N = 108), particularly international students, who comprised 92.5% of participants. The findings reveal three key themes: fostering community, sharing power between students and teachers, and promoting care, which align with the core principles of feminist pedagogy. Power-sharing significantly predicts students' growth mindset, while a strong sense of community predicts future self-efficacy. Surprisingly, fostering understanding of care is associated with lower stress but not increased motivation, prompting us to integrate and test other motivating practices. Key practices for building community include honouring students' prior knowledge and creating a welcoming environment. Interestingly, teacher-specific qualities have a greater impact on students' interest in economics than the teaching techniques themselves. Overall, this study elucidates the transformative potential of feminist pedagogy in post-secondary economics education by exploring best practices needed to create inclusive, empowering education for adult learners.
Faculty with two to 35 years as professors were interviewed regarding their experience of being called to their work. I used phenomenology to discover their experiences in the wake of substantial changes to higher education in recent years. Results show that the experience of being called, while still present, is mediated by the increasing administrative demands on faculty, often referred to as managerialism, marketization, and massification. These demands have tarnished academics’ experience when compared to the historically rich path of academic life. Implications of these results suggest a changing experience for participants and the need to compartmentalize and preserve that work, which is meaningful amidst the increasing administrative requirements of the work.
