World Academy of Science, Engineering and Technology

Authors: Abigail Exornam Ayiglo-Kuwornu

Abstract:

Although having a language policy of education that supports the use of the first language (L1) in early grade, Ghana is faced with several challenges in implementing the policy, and this has had grave consequences on the English language proficiency of children in less deprived schools in Ghana. One of the reasons for the challenges in implementing the policy is the negative attitude of major stakeholders towards Ghanaian languages. Thus, the fallen standards of English continue to be a major problem in Ghana’s education. This study explores the role of a participatory teaching approach in shaping college students’ attitudes toward L1 usage in the early grades. The study explores the role of classroom observation in orientating students about the significance of the L1 in multilingual classrooms in Ghana. The study uses the phenomenological research approach to document students’ opinions and experiences on L1 usage during both pre and post intervention. Purposive sampling was employed to collect data from 80 college students enrolled in an Education degree (non-teaching track) who hope to work in administrative capacities within the education space. The pre-intervention strategies included open class discussion and debates while the post test data involved interviews and students’ report written on their classroom observation. Thematic content analysis of the data informed the results of the study. Results show that during the pre-intervention, the majority of the participants were of the view that L1 had a negative influence on English achievement. However, findings of the post-intervention show drastic change in their opinion about the use of English as medium of instruction in early-grade classrooms. By observing deprived schools, participants realized that the most appropriate language to use in early grade is the L1 with a slow transition to English. Thus, it is concluded that active learning strategies such as classroom observation may be more effective in changing negative attitudes students towards important issues that affect society, in this case, the language policy of education.

Keywords: mother tongue, language policy, classroom observation, bilingual education

Procedia PDF Downloads 0

Authors: Sachin K. Kamble

Abstract:

Education in design disciplines requires fostering creativity, problem-solving, and structured ideation. Design thinking is a crucial methodology for systematically addressing complex design challenges. However, conventional teaching methods may not always optimize student engagement and conceptual understanding. Consequently, educators are exploring innovative pedagogical tools like concept mapping to enhance learning experiences. Concept mapping, a cognitive tool for visually organizing and structuring information, strengthens students' grasp of complex concepts. When integrated with digital platforms, it offers a more interactive and engaging approach to knowledge acquisition and application. This study investigates the effectiveness of a blended concept mapping technique in teaching design thinking to second-year design students at the University of Mumbai, India. It compares two instructional approaches: traditional teacher-led learning and an alternative method incorporating concept maps through digital tools. Learning outcomes were assessed through a pre-test measuring baseline knowledge, followed by instructional sessions using either conventional methods or concept mapping, and a post-test to evaluate knowledge acquisition. Additionally, a student perception survey captured attitudes toward the learning methodologies. Findings reveal a significant difference between pre- and post-test scores among students using concept maps, indicating enhanced comprehension. Students also exhibited a positive inclination toward concept mapping, underscoring its potential as an effective pedagogical tool in design education.

Keywords: concept maps, meaningful learning, bloom’s taxonomy, blooms taxonomy

Procedia PDF Downloads 0

Authors: Vijaylakshmi

Abstract:

This research paper explores the importance of persuasive communication and its techniques. It highlights key elements such as understanding the audience, using evidence, and effectively utilizing rhetoric. The paper also discusses the impact of cognitive biases and emotions on persuasive communication and the importance of adapting the message to the audience and context. Strategies such as storytelling, emotional appeals, and building trust and credibility can be used to improve persuasive communication skills. The paper concludes that persuasive communication is crucial in today's world, both in personal and professional contexts, and that developing these skills can help individuals become more effective communicators and leaders. Aristotle's Rhetoric, a framework for understanding persuasion, is divided into three main parts: logos, ethos, and pathos. Understanding and applying these elements can help individuals become more effective communicators and leaders. Vivekananda believed education is the manifestation of perfection already in men. He thought it was a pity that the existing system of education did not enable a person to stand on his own feet, nor did it teach him self-confidence and self-respect. To Vivekananda, education was not only a collection of information but something more meaningful; he felt education should be man-making, life-giving and character-building. To him, education was an assimilation of noble ideas.

Keywords: education, persuasion, assimilation, ideation

Procedia PDF Downloads 0

Authors: Saba Arshad, Liz Washbrook

Abstract:

Background: Due to international commitments such as the Sustainable Development Goals (SDGs), primary and secondary enrolment rates have rapidly expanded in developing countries. However, the focus on access has come at the expense of learning outcomes. While human capital theory echoes that education drives economic development, it emphasises that learning outcomes—not just access—are crucial to realising these benefits. Since 2004, the government of Punjab has been implementing an education reform programme that has significantly increased enrolment in public schools at both the primary and middle levels (grades 1-8). However, no large-scale study has examined the trade-off between enrolment expansion and learning outcomes in Punjab. Objective: This study has a dual objective: first, to assess the association between enrolment expansion and learning outcomes, and second, to explore how this trade-off can be weakened or strengthened through the provision of school resources as a mediator. Method: The study uses a school-level dataset on enrolment, test scores, and school resources in primary and middle public schools in Punjab, with longitudinal data from 2008 to 2018. The analysis follows a three-step approach: first, a pooled OLS regression is used to examine the relationship between enrolment expansion and learning outcomes; second, a change-in-change analysis assesses how changes in enrolment over time affect changes in learning outcomes; and third, a mediator analysis explores how school resources influence this relationship, acting as a mediator between enrolment expansion and learning outcomes. Results: The OLS estimation shows a small or no positive association between pass rates and enrolment, suggesting larger schools tend to have better pass rates. However, the change-in-change model reveals an adverse effect of enrolment growth, with a 10% faster growth negatively associated with pass rates at both primary and middle levels (3.6 and 5.8 percentage points). While enrolment growth is positively linked to changes in average test scores, the effects are small. This pattern holds for both male and female schools. The mediator analysis indicates that school-level resources do not explain the trade-off between enrolment expansion and learning outcomes in Punjab's public schools. Conclusion: With the rapid expansion in enrolment in public schools of Punjab after the introduction of PESRP, there are no substantial adverse effects on learning outcomes

Keywords: enrolment, learning outcomes, school resources, Mediator analysis, change in change, gender disaggregated, Punjab education sector reform programme

Procedia PDF Downloads 0

Authors: Shan He

Abstract:

As China’s total fertility rate continues to decline, the number of enrollments in kindergartens and preschools has gradually decreased. These changes impact the quality of preschool education and create uncertainty for many preschool teachers regarding their careers. Specifically, non-permanent (NP) teachers constitute a large portion of the Chinese early childhood workforce. In the Chinese education system, bianzhi is particularly significant for teachers; preschool teachers with bianzhi are state-salaried employees who enjoy lifetime employment, work allowances, and numerous other benefits. In contrast, the social status and needs of teachers without bianzhi are not adequately protected or guaranteed, leading to their professional development being often restricted and overlooked. This research aims to explore the challenges faced by NP preschool teachers and investigate the factors influencing their professional development experiences and outcomes through a case study conducted in China. This study was conducted at X Preschool in Yinchuan, a third-tier city and the capital of Ningxia Hui Autonomous Region in north-central China. With the exception of a small percentage of administrative staff, the majority of teachers at X Preschool are non-permanent employees. An online questionnaire was distributed to faculty and staff to collect demographic information. This was followed by the collection of qualitative data through semi-structured interviews with 20 non-permanent teachers to elicit their attitudes and perspectives. X Preschool consists of 42 all-female, non-permanent staff members, 79% of whom are under the age of 30. All teachers possess post-secondary educational qualifications. The interview results indicate that: (1) many teachers exhibit a proactive attitude toward professional development (PD) and are able to engage in various forms of learning activities; (2) several common obstacles they encounter include a lack of self-confidence and self-identity, contradictory states of mind, limited forms of PD, over-dependence on external support, and insufficient experience with self-reflection; (3) various internal factors affecting the PD of non-permanent teachers include age, teaching experience, physical condition, personal character, sense of responsibility, and entrepreneurial spirit; (4) three external factors were identified as having a particularly significant impact on their PD: “people”, which encompasses family members, preschool children, parents, relationships with co-workers, and relationships with superiors; “materials”, which include salary packages, work environment, facilities, and policies regarding bonuses and penalties; and “things”—the most frequently mentioned external factor—which involves work-life conflicts, training activities, development platforms, and the ever-evolving macro environment; (5) bianzhi has complex and multifaceted influences on non-permanent teachers, which can be categorized into several circumstances. To cope with the challenges faced by novice NP preschool teachers in professional development, two primary measures can be implemented. Internally, it is essential to enhance awareness and promote positive actions among NP teachers by helping them strengthen their professional identity, boost their confidence, and maintain a positive mindset. Externally, it is important to provide supportive care, protect the legitimate rights and reasonable concerns of NP teachers, develop incentive mechanisms, and increase public understanding of their roles. This study offers implications for policymakers, PD providers, and future researchers interested in exploring the experiences of NP preschool teachers within a broader context.

Keywords: professional development, preschool teacher, non-permanent teacher, bianzhi, case study

Procedia PDF Downloads 4

Authors: Andres Matti Lembit Tomingas

Abstract:

Attracting African youths to study vocational professions in Europe is an important tool for African countries to benefit from high-quality training to bridge the industry-skills gaps as well as from diaspora remittances, investments and skills transfer of remigrating workforce. However, this approach can fail due to (re)integration challenges. This qualitative research examined such challenges. The author first consolidated scientific sources focusing on the integration of African vocational migrants in Europe (case 1) and their reintegration in their home countries (case 2), including mitigation strategies and research gaps. Secondly, the author conducted semi-structured interviews with twenty Rwandese and Ugandans, who migrated to Germany for apprenticeship and remigrated after graduation. He applied a combined inquiry strategy: (1) Case Study: The author studied the experiences of migrants for the above-mentioned cases. He analyzed how different factors influence (re)integration – causing challenges or being used to mitigate them. (2) Grounded Theory: The author developed a theory that explains the phenomenon of (re)integration in a broader context. Research participants emphasized the importance of specific preparation before and after migration to Germany, focusing most importantly on the German language, also on occupational practice, expectations, and administration. The preparation on local context, e. g. dialects for proper communication, was a distinct finding. Research participants easily reintegrated into their home countries’ labor markets, due to the learned soft and technical skills. They take responsibility through skills transfer. Prejudices of the home countries’ society are their biggest challenge. The research findings may provide guidance to relevant stakeholders to anticipate and mitigate (re)integration challenges of African migrants.

Keywords: TVET migration, East Africa, Germany, securing skilled workforce, skills transfer, youth employment

Procedia PDF Downloads 4

Authors: Dixie Friend Abernathy

Abstract:

Preparing future school leaders for their roles is of critical importance. Racial, ethnic, and language diversity makes the United States a rich mosaic of cultures, but it can often be the religious differences of students and parents that raise very unique challenges in providing acceptance for all. Part of what makes a 21st century educational leader effective is the ability to appreciate differences in culture, worldview, and ethnicity. As such, the exploration of religious pluralism and the integration of such into our education curriculum, instruction and dialogue has now become a major area of focus at a school of Education in the southeast United States. By integrating religion-centered simulations into our graduate program teaching, this research will focus on providing candidates with valuable tools through which to be prepared for diverse classrooms and schools. Included are the observations from matriculation of this work, originally started in undergraduate programs, into graduate programs and offerings.

Keywords: school leadership, educator preparation, religious pluralism, school diversity

Procedia PDF Downloads 7

Authors: Samuel Kabera

Abstract:

The rapid evolution of education in the 21st century necessitates innovative pedagogies and inclusive technologies to address diverse learning needs. This paper explores how emerging educational strategies, digital tools, and assistive technologies are transforming learning experiences across various educational settings. It highlights the role of adaptive learning systems, artificial intelligence, and digital accessibility in promoting equity and inclusion for students with disabilities and marginalized communities. Furthermore, the study examines the impact of innovative teaching methodologies such as competency-based learning, personalized instruction, and blended learning approaches in fostering engagement and academic success. By analyzing case studies and best practices from different regions, this research underscores the importance of integrating inclusive education policies with technological advancements to bridge learning gaps globally. The findings contribute to ongoing discussions on how educators, policymakers, and technologists can collaborate to create a more inclusive and future-ready education system.

Keywords: inclusive education, innovative pedagogy, global education transformation, inclusive technologies

Procedia PDF Downloads 7

Authors: Ariadni Kouzeli, Eleni Stavropoulou, Ioanna Bekiari, Stavroula Karagiannopoulou, Aikaterini-Maria Karava

Abstract:

After an extensive literature review, the researchers found that there is a gap in the literature regarding artificial intelligence and human rights in Greek preschool education. This paper focuses on a bibliographical review of the creation of Children’s Rights and Human Rights Curriculum with the implementation of AI tools in Greek Early Childhood classrooms. Researchers used bibliographical analysis as their research methodology. Bibliographic analysis is defined as the exploration of publication types suggested by researchers in a specific discipline, such as journals or conference proceedings, to comprehend significant sources for research papers on a specific topic. Major research findings are the following: with the use of AI tools researchers found that equity emerges in education, communication with the students and availability of self-services 24/7 and reduction of dropout rates of students as AI tools discover the factors that predict the dropout rate of the students. Based on Global Sustainable Development Goal 4, which concerns quality education on new digital data, the researchers propose a curriculum that will integrate human rights, children's rights and intercultural education.

Keywords: artificial intelligence, early childhood education, Greece, children's rights, human rights, curriculum

Procedia PDF Downloads 9

Authors: Charles Kwadwo Tweneboah

Abstract:

This case-based action research paper reports on an action research study undertaken to explore how integrating digital literacy activities in Religious and Moral Education (RME) can increase pupils' participation and motivation and impact pupils' attainments, including digital literacy skills through increased engagement. Initial needs assessment—pre-innovation data were analyzed using descriptive statistics and inductive analyses to identify the current situation of both RME teacher and pupil participants regarding digital literacy curriculum and instructional practices. It was found that the RME teacher rarely collaborates with school media literacy educators. Also, quantitatively, pupils' media literacy and information literacy competence are not encouraging. Therefore, this study has proposed that RME teachers and ICT instructors' innovative pedagogy to remediate the situation.

Keywords: classroom action research, collaborative teaching, creativity, digital literacy, digital religious education, integrated instruction, Ghanaian basic education curriculum

Procedia PDF Downloads 10

Authors: Mehdi Eshaghi, Armin Mahmoodi, Jeremy Laliberte

Abstract:

COVID-19 led higher education to quickly adopt hybrid learning structures which combine online elements with traditional classroom teaching. While many studies have examined this educational approach in higher education, settings this research contributes a quantitative framework that enables data-driven decisions to navigate its challenges and opportunities. The research applies a comprehensive multi-method analytical approach at Carleton University to evaluate faculty preparedness and student adaptation by using SWOT (Strengthens, Weaknesses, Opportunities, Threats) analysis, Fishbone Diagram Methodology, and Analytical Hierarchy Process (AHP) techniques. This study goes beyond traditional theoretical and survey-based research by quantifying decision-making criteria to enable structured assessment of hybrid learning implementation. The research results offer strategic recommendations based on evidence that will help with improving instructional design, while developing faculty skills and supporting sustainable hybrid learning environments. This research establishes a structured and scalable model for universities to improve their hybrid education strategies by combining qualitative insights with quantitative prioritization.

Keywords: hybrid learning, online education, face-to-face learning, swot analysis, analytical hierarchy process(AHP)

Procedia PDF Downloads 7

Authors: Yunshu-Li

Abstract:

The Professional Standards for Kindergarten Teachers in China have put forward requirements for teachers' evaluation literacy. Based on the iceberg model of teacher evaluation literacy, this study summarizes the Story-Based Evaluation experience of kindergarten teachers by analyzing 100 curriculum stories. The findings are as follows: All 100 curriculum stories reflected the concept of evaluation for development. In terms of evaluation skills and competencies, five stories described the learning objectives of guiding evaluation activities. Teachers can comprehensively use various methods to accurately collect learning information, reflecting the concept of authentic evaluation. Eight stories assessed children's development based on the standards of the Guidelines for Learning and Development of Children Aged 3–6. Although none of the 100 curriculum stories explicitly mentioned how to use the completed stories to communicate evaluation information and results with children, colleagues, and parents, some information about sharing stories can still be mined. When using evaluation results for curriculum and teaching decision-making, 34 stories mentioned future support plans. The ethical care in the curriculum stories is mainly reflected in the good evaluation purpose. It is expected to construct a model of narrative evaluation literacy for kindergarten teachers in China to guide the curriculum evaluation practice and training of kindergarten teachers.

Keywords: children’s developmental assessment, course stories, the iceberg model of teachers’ evaluation literacy, narrative assessment literacy of kindergarten teachers

Procedia PDF Downloads 10

Authors: Nuria Alonso Garcia

Abstract:

Participatory education fosters equitable collaborations, advances the decolonization of knowledge and supports building identity-affirming partnerships based on authenticity, inclusivity and trust. This project explores participatory English to Speakers of Other Languages (ESOL) teaching and learning frameworks that rest on the values of cultural humility, language participation and reflective practice. Practicing cultural humility involves intentionally learning about the other to recognize common struggles and aspirations and understanding how these shared experiences are instantiated in the many cultures and many histories. Cultural humility provides a framework for anti-bias engagement by redressing power imbalances and challenging the deficit narrative associated with less institutionally acknowledged cultural keepers. Language participation is essential in decentralizing the narrative construction of knowledge creation and nurturing cultural capital so vulnerable voices can be amplified and resist discourses that marginalize them from dominant educational realms. Reflective Practice incorporates a lifelong commitment to self-evaluation and growth. It enables educators to reexamine their pedagogical praxis and positionality, to support the development of a wisdom community that celebrates the variety of talents represented, and to elevate the aggregated base of knowledge.

Keywords: culturally responsive pedagogies, English to Speakers of Other Languages (ESOL), participatory education, reflective practice

Procedia PDF Downloads 9

Authors: Betty Lin

Abstract:

Critical Thinking skills have become the most sought-after 21st-century skills, yet only 66% of new graduates have it. Higher education aspires to adopt a problem-based learning approach, but there is a lack of guidance in research. A pedagogy named Problem-based Learning with Management Consulting Methods (PBL-MCM), which combines problem-based learning (PBL) and management consulting methods (MCM), is the approach to address this gap in today’s tertiary education curriculum for undergraduate students. A longitudinal study on a 70:30 mix of Chinese and non-Chinese students using the PBL-MCM pedagogy was conducted using a commercial testing tool, CCTST, instead of a student’s self-assessment for quantitative study with two years of student experiments. The outcome of the quantitative study is benchmarked against a meta-analysis of 10,000 journal articles, dissertations and research reports. Qualitative analysis was also conducted from anonymous survey output conducted by the university’s central research unit. The outcome of the research shows that two treatments of the PBL-MCM pedagogy for the target student samples exceed the confidence level of four years of treatment.

Keywords: critical thinking, problem-based learning, management consulting, management education

Procedia PDF Downloads 10

Authors: Fatiha Bazouche

Abstract:

The integration of game-based learning (GBL) methodologies into teacher education programs holds substantial promise for cultivating critical thinking skills (CTS) among preservice teachers, equipping them with innovative pedagogical approaches for their future classrooms. Critical thinking, a cornerstone of effective teaching, empowers educators to analyze complex situations, evaluate diverse perspectives, and make informed decisions that foster student learning and engagement. Given the multifaceted challenges of modern classrooms, preservice teachers require interactive, experiential learning opportunities to hone these skills. GBL provides an immersive platform for developing CTS through scenario-based learning, problem-solving activities, and gamified assessments. This study explores the theoretical foundations and instructional design strategies that leverage GBL within hybrid learning environments. By applying Merrill’s Principles of Instruction and Paul and Elder’s Intellectual Standards, it examines how GBL fosters higher-order thinking, collaboration, and self-regulated learning among preservice teachers. The findings suggest that interactive game elements enhance motivation, engagement, and critical analysis, making GBL an essential pedagogical tool for preparing future educators.

Keywords: critical thinking, game-based learning, hybrid learning, preservice teacher education, instructional design

Procedia PDF Downloads 9

Authors: Nathan D. Roberson, Michaela Horvathova

Abstract:

The demands of the 21st century, like technological advancement, evolving labor markets, and interconnectedness, highlight the necessity for education systems to emphasize both traditional knowledge and 21st century competencies, including critical thinking, collaboration, creativity, resilience, and others. They are increasingly recognized for their role in shaping academic success and personal and professional growth. This study examines the relationship between these competencies and academic performance with international students in a Portuguese school using the Competencies Compound Inventory (CCI-21) developed by Beyond Education. A pre- and post-test design with structural equation modeling (SEM) investigates the direct and indirect effects of these competencies on math, science, and English outcomes. Findings demonstrate a clear link between 21st century competencies and academic outcomes and contribute to a growing evidence base about unpacking specific competencies along with socio-demographic variables. Results inform curriculum and instruction and educational policy to promote equity and holistic development.

Keywords: 21st century competencies, academic outcomes, assessment, future of work

Procedia PDF Downloads 10

Authors: Mutahir Oluwafemi Mukhtar Abanikannda

Abstract:

The study investigated the influence of ability levels on the performance of pre-service Biology teachers in mobile learning-assisted collaborative settings. The research adopted a non-equivalent, non-randomized, pre-test, post-test Quasi-experimental design. Three research questions with four research hypotheses were postulated, formulated and tested at a 0.05 level of significance. Simple random sampling, purposive sampling, and stratified sampling techniques were adapted to this study. Two research instruments, namely: Biology Mobile Learning Application (BMLA) which was the treatment instrument and Biology Achievement Test (BAT) were used in the study. The instruments were validated by experts. Pearson Product Moment Correlation coefficient was used to test the reliability of the BAT and a 0.96 reliability coefficient was obtained. BAT was administered as a pre-test and post-test to determine students’ achievement and ability levels. Data collected were analyzed using Descriptive statistics (mean and standard deviation), inferential statistics (ANCOVA) and Sidak post hoc test was carried out where the difference occurs. Based on the findings, it was recommended that mobile technology-assisted Think-Pair-Share collaborative setting should be used to supplement face-to-face teaching in Colleges of Education in Nigeria. Pre-service teachers should be heterogeneously grouped in collaborative settings to enhance the performance of high and low achievers, respectively.

Keywords: mobile technology, think-pair-share, group writing assignment, individualized learning, ability levels

Procedia PDF Downloads 11

Authors: Anjuman Shaheen, Sadia Nawaz

Abstract:

Reflective thinking is a cognitive process that enhances neuroplasticity by enabling learners to critically evaluate experiences, adapt their thinking, and establish deeper connections between knowledge and practice. Neuroscientific research highlights the significance of metacognition, memory consolidation, and dopaminergic reinforcement in shaping learning, hence, positioning reflection as a fundamental mechanism for cognitive adaptability. Over the past decade, Game-Based Learning (GBL) has emerged as an effective medium for fostering reflective learning, offering interactive and immersive environments where players engage in decision-making, experience consequences, and refine their understanding. However, despite games’ potential for experiential learning, the intentional design of reflective mechanics remains relatively underexplored. This paper examines how neuroscience, particularly in the areas of active learning and motivation, influences reflective thinking in games, shifting engagement from immediate gratification to deeper cognitive processing. This study explores how game mechanics can be optimised to promote meaningful reflection rather than reinforce habitual reward-seeking behaviour. While many games employ extrinsic motivators such as achievements and progression systems, this research argues that incorporating intrinsic motivators, including curiosity and mastery, fosters sustained reflective engagement. To address this, a theoretical framework is proposed, balancing challenge, curiosity, and reflection to ensure continued engagement while enhancing metacognitive awareness. This framework outlines strategies for designing games that maintain motivation while fostering reflective cognition. By aligning game mechanics with established psychological theories, the study demonstrates how GBL can be optimised to support long-term learning rather than transient engagement. This study contributes to digital game studies and learning sciences by bridging neuroscience, motivation theory, and reflective game design, offering a structured approach to integrating motivational feedback loops that sustain both engagement and deep learning. These insights provide actionable design principles for educational and commercial games, supporting not only player enjoyment but also meaningful cognitive development.

Keywords: reflective learning, game-based learning, reflective game design, neuroscience of learning, motivation in games, metacognition in games

Procedia PDF Downloads 9

Authors: Oluwatoyin Ayodele Ajani

Abstract:

This systematic literature review investigates the implementation of critical pedagogy within the curriculum to enhance learning and teaching for pre-service teachers in rural universities in South Africa. Critical pedagogy, a transformative educational approach, emphasizes fostering critical thinking, social justice, and empowerment. This review synthesizes existing research to understand how integrating critical pedagogy into the curriculum can address the unique challenges faced by pre-service teachers in rural universities, such as limited resources, socio-economic disparities, and cultural diversity. The review follows a structured methodology, including a comprehensive search of academic databases, a selection of relevant studies based on predefined criteria, and a rigorous analysis of the findings. The selected studies encompass qualitative, quantitative, and mixed-methods research, providing a holistic view of the impact of critical pedagogy on pre-service teachers' learning experiences and teaching practices. Key themes identified include the role of critical pedagogy in promoting inclusive teaching practices, enhancing pre-service teachers' ability to address educational inequalities, and fostering a deeper understanding of the socio-cultural context of their students. The findings reveal that critical pedagogy can significantly enhance pre-service teachers' professional development by equipping them with the skills to critically analyze and address systemic issues in education. However, challenges such as the need for adequate support systems, professional development opportunities, and institutional commitment to critical pedagogy are also highlighted. The review underscores the importance of creating a supportive environment for the successful integration of critical pedagogy into the curriculum. This systematic literature review contributes to the broader discourse on educational transformation in South Africa by providing evidence-based insights and practical recommendations for policymakers, educators, and institutions. It advocates for a more socially just and inclusive education system that prepares pre-service teachers to become agents of change in their communities. Ultimately, the review aims to inform the development of curricula that empower pre-service teachers in rural universities to address the complex educational challenges they encounter.

Keywords: critical pedagogy, pre-service teachers, curriculum development, rural universities, South Africa

Procedia PDF Downloads 6

Authors: Oluwatoyin Ayodele Ajani

Abstract:

This study explores the potential of leveraging the Technological Pedagogical Content Knowledge (TPACK) framework to drive digital transformation in pre-service teacher education at rural South African universities. With the increasing demand for technology integration in education, particularly in under-resourced areas, this research investigates how digital learning methods can be incorporated into pre-service teacher education curricula to enhance teaching effectiveness and bridge the digital divide. The study highlights the challenges faced by rural universities, including limited access to technology, inadequate infrastructure, and insufficient digital literacy among both educators and students. Despite these barriers, the integration of digital learning methods, underpinned by the TPACK framework, offers a pathway for improving educational practices and outcomes. The research employs a mixed-methods approach, combining qualitative and quantitative data collected from pre-service teachers, faculty members, and institutional leaders. Key findings reveal that while there is a growing awareness of the need for digital competence in teaching, the integration of technology into pre-service curricula remains inconsistent. Many educators struggle to effectively combine technological, pedagogical, and content knowledge, which hinders their ability to deliver engaging and impactful digital learning experiences. Moreover, pre-service teachers often lack the necessary skills and confidence to use digital tools effectively in their future classrooms. The study proposes a comprehensive model for integrating digital learning methods into pre-service teacher education, focusing on the TPACK framework as a guide for developing the necessary competencies among both educators and students. The model emphasizes professional development, hands-on training, and the creation of collaborative learning environments where pre-service teachers can experiment with and reflect on digital teaching practices. The research also underscores the importance of addressing infrastructural limitations by advocating for investment in technology, internet access, and technical support in rural university settings. Conversely, the study concludes that leveraging TPACK for digital transformation in pre-service teacher education offers a promising solution for rural South African universities. By equipping pre-service teachers with the knowledge and skills needed to effectively integrate technology into their teaching practices, these institutions can contribute to closing the digital divide, improving teaching quality, and fostering more inclusive educational environments. The findings highlight the importance of strategic policy reforms, resource allocation, and institutional commitment to supporting digital transformation in higher education.

Keywords: TPACK, pre-service teachers, technology, rural universities

Procedia PDF Downloads 7

Authors: Fan Chih-Wen

Abstract:

The purpose of this paper is to explore the cognition and practice of teaching innovation among teachers in rural areas. In this study, two focus group interviews were held in remote areas. The results show that: 1. Teachers' cognition of innovative teaching includes: focusing on students' effective learning, providing the concept of multiple adaptability, showing the practice of multiple reforms and integrating creativity into the teaching process; 2. Teachers' teaching innovation can arouse students' interest in learning, improve students' confidence and learning effectiveness, and transform students' way of thinking. 3. The dilemma of innovative teaching includes: most teaching innovation plans are implemented from top to bottom, which lacks the recognition of grassroots teachers, insufficient cultural capital of families and communities, and the heavy burden of teachers serving as administrative work. Finally, based on the research results, suggestions are made for the reference of the Education Bureau and schools.

Keywords: teaching innovation, studert learning, remote school, culture capital

Procedia PDF Downloads 9

Authors: Rachel Elaine Dimeff

Abstract:

This research focuses on surveys and interviews with teachers, administration, and students from primary level schools in The United States and Hungary. The goal is to advance exploration into finding the most suitable environment in education that allows students with Attention Deficit Hyperactivity Disorder(ADHD) to flourish in academia. With no survey instrument previously existing on the topic, original questions were created and surveys were personalized for each participant. Using a semi structured interview approach, each subjects' responses to predetermined questions guided and enhanced the inquiry. Where there may be a lack of funding or facility, Hungary makes up for in daily routine such as the use of food and play, two important areas for managing ADHD. Kids are at play all day and with full stomachs at all times These were considerations that are missing from Ohio’s schedule. Making a connection between Hungarian and American education systems can boost quality of life for those with ADHD. ADHD treatment is moving from the sole intervention of medication to a more holistic approach. An element that should be considered a priority is school procedure. Afterall, this is where many children with ADHD struggle. Are schools a box that slices students into the shape society expects of them? Or a pool for students to flow through and find their best shape to advance forward into adult life? Can we change the understanding of ADHD and move away from medicalizing the condition? Instead, we can view this as a unique lifestyle. Even with the stigmatization around learning disabilities, Hungary innately incorporates doctor recommended changes to lifestyle. Viewing ADHD as environmentally based, leaves room for the belief that ADHD advances the world rather than struggles to keep up with it. The interviews with teachers are to help understand intentions in each individual's approach to education. The interviews with administration are to gather statistics about the logistical side of education and what is permissible and realistic within the laws of each country. The survey taken by the students will gather data on daily routine and medical needs. All of this information will expose how the education process is experienced by everyone involved and where tactics for ADHD can be imposed. The literature review is based on biological studies of social cognitive theory and epigenetic modifications of gene expression by lifestyle and environment, researched through the method of rhythmanalysis.

Keywords: ADHD, education, pedagogical, pyschology

Procedia PDF Downloads 8

Authors: Mohammed Alsharidah, Paul Newbury

Abstract:

The development of effective tools and methods to capture and reuse learning designs has received significant attention in recent years due to the rise of the eLearning paradigm. A knowledge management system is proposed in this paper, which can be used to support academic instructors in capturing and reusing Learning design (LDs) best practices. In this system, an intelligent recommendation module is provided to retrieve contextualized LDs based on the needs of instructors. In addition, the architecture integrates various representation models, enabling instructors to document their LD practices in a systematic way. A mix of quantitative and qualitative methods has been conducted to evaluate the proposed system with a group of academic instructors. The evaluation results show that participants have positive attitudes regarding the functionalities provided by the system. The findings of this study indicate that the proposed system could be adapted within academic institutions to improve capturing, storing, retrieving and reusing learning designs best practices among academics.

Keywords: e-learning, knowledge sharing, knowledge management system, pilot study

Procedia PDF Downloads 11

Authors: Laura E. Mendoza

Abstract:

Gamification in education has emerged as a powerful strategy to enhance student engagement, motivation, and learning outcomes. In language learning environments, game-based learning fosters an interactive and immersive experience that facilitates both knowledge retention and active participation. This study explores the impact of digital gamification tools in an ESOL (English for Speakers of Other Languages) classroom, focusing on the perspectives of 40 college-level emergent bilingual students. Through a case study approach, participants shared their perceptions of the effectiveness, benefits, and limitations of integrating digital gamification tools into their language-learning experience. The study examines the role of technology in supporting adaptive gamification, where learning activities are tailored to students' diverse needs and proficiency levels. Findings reveal that while digital tools such as Kahoot and Quizlet enhance engagement and provide immediate feedback, certain challenges—such as accessibility issues and the potential for surface-level learning—also emerge. The analysis highlights how gamified learning fosters collaboration, reinforces language acquisition, and creates a dynamic learning environment that aligns with students' preferences. This study provides insights into best practices for integrating technology into ESOL instruction by assessing the advantages and limitations of digital gamification tools. Ultimately, it advocates for a strategic approach to gamification that prioritizes meaningful engagement and linguistic development while addressing students' unique learning contexts.

Keywords: digital learning tools, engagement, game-based learning, gamification, language learning

Procedia PDF Downloads 9

Authors: Basmah Alshshrani

Abstract:

The rapid advancement of artificial intelligence (AI) offers transformative potential in the field of inclusive education, especially for enhancing personalized learning and accessibility for students with disabilities in higher education. This paper explores the opportunities AI presents for developing adaptive learning tools, intelligent tutoring systems, and assistive technologies that cater to the unique needs of students with various disabilities, including intellectual, sensory, and physical disabilities. Through a review of recent AI applications and interviews with educators, students, and technology developers, this research proposes a framework for integrating AI in ways that prioritize accessibility, individual learning needs, and inclusivity. Key elements of the framework include guidelines for ethical AI use, recommendations for data privacy in personalized education, and actionable steps for universities to implement AI-based accessibility solutions. This study contributes to the dialogue on inclusive education by offering practical strategies and a roadmap for educators, decision-makers, and technologists aiming to foster an accessible and equitable learning environment for all students.

Keywords: inclusive education, AI applications, disabilities, educators

Procedia PDF Downloads 11

Authors: Eliza Fabillar

Abstract:

There is an increasing movement in education towards closer collaboration between researchers and practitioners. A researcher practitioner partnership (RPP) is a promising approach that promotes the use of research to solve emerging problems of practice. Typically, researchers work alongside state and local education leaders and practitioners to jointly develop a research agenda with the aim of achieving positive outcomes for students and education systems. The structure of researcher practitioner partnerships has evolved and there are different models. To work in a collaborative context such as RPPs, researchers and practitioners often have to adjust their roles in relation to each other. Scholars have begun to identify the range of roles, skills, knowledge, and dispositions needed to engage in research practitioner partnerships. For example, researchers conduct research and build capacity of partners to use data for decision making. They also help partners generate and implement innovative practices by serving as coaches, thought partners, and technical assistance specialists. In some cases, RPPs have begun to apply evidence-based change management models that use both research and other sources of evidence, such as stakeholder evidence, to help partners make decisions and take actions toward desired outcomes. This process helps RPPs move away from relying solely on taking a top-down and “what works” approach. This paper looks at the multiple roles that researchers take in RPPs, the challenges they experience in navigating the complexity of organizational change, and the strategies they take to foster meaningful partnerships.

Keywords: change, partnerships, researchers, evidence

Procedia PDF Downloads 9

Authors: Eliza Fabillar

Abstract:

There is an increasing movement in education towards closer collaboration between researchers and practi-tioners. A researcher practitioner partnership (RPP) is a promising approach that promotes the use of research to solve emerging problems of practice. Typically, researchers work alongside state and local education leaders and practitioners to jointly develop a research agenda with the aim of achieving positive outcomes for students and education systems. The structure of researcher practitioner partnerships has evolved and there are different models. To work in a collaborative context such as RPPs, researchers and practitioners often have to adjust their roles in relation to each other. Scholars have begun to identify the range of roles, skills, knowledge, and dispositions needed to engage in research practitioner partnerships. For example, researchers conduct research and build capacity of partners to use data for decision making. They also help partners generate and implement innovative practices by serving as coaches, thought partners, and technical assistance specialists. In some cases, RPPs have begun to apply evidence-based change management models that use both research and other sources of evidence, such as stakeholder evidence, to help partners make decisions and take actions toward desired outcomes. This process helps RPPs move away from relying solely on taking a top-down and “what works” approach. This paper looks at the multiple roles that researchers take in RPPs, the challenges they experience in navigating the complexity of organizational change, and the strategies they take to foster partnerships.

Keywords: change, partnerships, researchers, evidence

Procedia PDF Downloads 13

Authors: Chenrui Miao, Na Yang

Abstract:

Previous research indicates that the development of subjective well-being (SWB) -a critical factor for second language learners’ psychological health and motivation- depends on intercultural adaptation (IA). However, much of the literature has concentrated on theoretical discussions and position papers, with few empirical investigations addressing second language acquisition, particularly in the context of English. To fill this gap, the present study examines the influence of IA on SWB by introducing differentiated instruction (DI) as a mediating variable. Survey data were collected from 193 Chinese as a second language (CSL) university students and analyzed using the SEM-PLS model. The results reveal that key components of IA, including cultural empathy, emotional stability, and Chinese proficiency, significantly enhance SWB, while DI exerts a positive mediating effect on the IA–SWB relationship. Based on these findings, we recommend that educators emphasize thematic care in IA development to help learners maintain a strong connection to Chinese culture during cross-cultural adaptation. In addition, teachers should adopt diverse instructional strategies and assessment tools to foster learners’ sensitivity and openness to cultural exploration. This research offers valuable insights for CSL educators seeking to improve international students’ well-being and promote their mental health through culturally informed practices.

Keywords: differentiated instruction, intercultural adaptation, subject well-being, Chinese as a Second language learning, PLS-SEM

Procedia PDF Downloads 12

Authors: Khalil Ullah Khan

Abstract:

Linguistic abilities in students with hearing impairment yet remain a concern for educationists. The emerging technological support and provisions in recent era vows to have addressed the situation and claims significant contribution in terms of linguistic repertoire. Being a descriptive and quantitative paradigm of study, the purpose of this research set forth was to assess linguistic competencies of students with hearing impairment in English language. The goals were further broken down to identify level of reading abilities in the subject population. The population involved students with HI studying at higher secondary level in Lahore. Simple random sampling technique was used to choose a sample of fifty students. A purposive curriculum-based assessment was designed in line with accelerated learning program by Punjab Government, to assess Linguistic competence among the sample. Further to it, an Informal Reading Inventory (IRI) corresponding to reading levels was also developed by researchers duly validated and piloted before the final use. Descriptive and inferential statistics were utilized to reach to the findings. Spearman’s correlation was used to find out relationship between degree of hearing loss, grade level, gender and type of amplification device. Independent sample t-test was used to compare means among groups. Major findings of the study revealed that students with hearing impairment exhibit significant deviation from the mean scores when compared in terms of grades, severity and amplification device. The study divulged that respective students with HI have yet failed to qualify an independent level of reading according to their grades as majority falls at frustration level of word recognition and passage comprehension. The poorer performance can be attributed to lower linguistic competence as it shows in the frustration levels of reading, writing and comprehension. The correlation analysis did reflect an improved performance grade wise, however scores could only correspond to frustration level and independent levels was never achieved. Reported achievements at instructional level of subject population may further to linguistic skills if practiced purposively.

Keywords: linguistic cometence, hearing impairment, reading level, student

Procedia PDF Downloads 14

Authors: Tianchang Wang, Wenhui Zheng, Amrita Kaur

Abstract:

Students who work hard and excel academically tend to hold growth mindsets. However, evidence suggests that high-achieving Chinese students are more likely to adopt a fixed mindset. This discrepancy may arise from cultural differences in how growth and fixed mindsets are conceptualized. To explore this it developed a lecture simulation reflecting Chinese students' understanding of mindset beliefs. In this study, a growth mindset was defined as the belief that dedication and effort determine academic success rather than innate intelligence, whereas a fixed mindset was framed as the belief that only students with inherent talent can excel. It hypothesized that students exposed to a growth mindset professor would experience more positive course outcomes (interest, performance, and engagement). To test this, it designed three experimental videos featuring the same course (PSY 1000), where a professor delivered a course introduction demonstrating either growth mindset beliefs, fixed mindset beliefs, or a neutral mindset. Participants (N=290) were randomly assigned to watch one of the videos. The results revealed the growth mindset professors could bring more positive outcomes for students than the fixed mindset professor, including higher course outcomes (course interest: MGM=5.58, SEGM=1.25, MFM=3.51, SEFM=.11, p<0.001; course performance: MGM=5.58, SEGM=1.25, MFM=4.87, SEFM=.98, p<0.001; Course engagement: MGM=5.51, SEGM=.12, MFM=4.92, SEFM=.11, p<0.001). These findings highlight the impact of perceived mindset beliefs in the Eastern context, emphasizing the importance of culturally relevant growth mindset interventions in education.

Keywords: growth mindsets, China, culture, teaching and learning, academic outcomes

Procedia PDF Downloads 16