Teachers and Parents’ Perspectives on Implementing Innovative Pedagogical Strategies to Enhance Inclusive Education in Jordan

This study aimed to determine the effectiveness of innovative teaching strategies in improving mathematics academic performance among the Grade 10 students of Luayon National High School. This quantitative study employing the quasi-experimental approach used the Wilcoxon Signed Rank Test to determine if there was a significant difference between the pretest and posttest scores of the control and experimental groups. The Mann-Whitney test was utilized to determine if there was a significant difference between the mean gain scores of the control and the experimental groups. After the intervention, the experimental group had a greater mean gain score than the control group. There was a significant difference between the pretest and posttest of the control and the experimental group. In the same vein, there was a significant difference between the mean gain score of the control and the experimental group. The results of the study showed that innovative strategies in teaching mathematics were a useful tool for closing students' gaps in solving problems involving polynomial functions and circles. Students in the experimental group outperformed the control group in terms of math proficiency and self-assurance because of different innovative teaching strategies. This is because the experimental group's students were able to receive different innovative teaching strategies that were especially tailored to meet their unique learning needs and learning styles, which enabled them to interact more deeply with the subject matter and thus gained a deeper comprehension of the ideas covered.

Purpose The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches. Design/methodology/approach Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques. Findings The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities. Originality/value This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

This study examines how SSC’s nursing students perceived the integration of innovative strategies into curricula and evaluates their effectiveness in clinical preparedness. By focusing on a localized context, the research addresses systemic barriers such as limited technology access, cultural factors. while contributing to broader discourses on nursing pedagogy in low-resource environments. This study investigates: What innovative teaching strategies are utilized by nursing students at Sulu State College, Jolo, Sulu in terms of Technological -enhanced learning, Student- centered approaches, Experiential learning, Assessment for learning.2. what is the level of clinical competence among SSC Nursing Students?3. Is there any significant difference in the impact of these innovative teaching strategies in student’s level of clinical competence ?4. Is there a significant correlation between innovative teaching strategies and the level of clinical competence of student respondents? Based on the results gathered, the following findings are thereby presented: Generally, the result shows that the weighted mean for the innovative teaching strategies are utilized by nursing students’ in terms of Technological-enhanced learning, Student-centered approaches, Experiential learning and Assessment for learning is rated as Agree. Generally, the result shows that the weighted mean for the level of clinical competence among SSC Nursing Students in terms of: technical Skill, Clinical Judgement and Interpersonal Skills is rated as High Competence. There is NO significant difference in the impact of innovative teaching strategies in terms of Technological-enhanced learning, Student-centered approaches, Experiential learning and Assessment for learning in students’ level of clinical competence in terms of Technical Skill, Clinical Judgement and Interpersonal Skills. There is a significant correlation between the innovative teaching strategies according to Technological-enhanced learning, Student-centered approaches, Experiential learning and Assessment for learning to the level of clinical competence of student respondents in terms of Technical Skill, Clinical Judgement and Interpersonal Skills. Based on its findings, the following recommendations are made:1. Targeted Enhancement of Technological Integration: While technology is utilized, the study shows no significant impact on clinical competence. Recommend a focused approach: Conduct a needs assessment to identify specific technological needs and training gaps for both faculty and students. Invest in robust, reliable technology and provide ongoing training on its effective pedagogical application in nursing education such as simulations, virtual labs, online resources. 2. Strengthening Experiential Learning through Clinical Partnerships: The study highlights a positive correlation between experiential learning and clinical competence, but clinical placements may need improvement. Formalize partnerships with more diverse clinical sites. Develop structured clinical learning experiences that emphasize direct application of theoretical knowledge, regular feedback, and opportunities for reflection. Consider increasing the duration or frequency of clinical placements.3. conduct a Curriculum Redesign for Enhanced Student-Centered Learning: The positive correlation between student-centered approaches and clinical competence suggests a promising avenue. Incorporate more active learning strategies such as problem-based learning, case studies, simulations into the curriculum. Develop assessments that align with active learning objectives and provide regular feedback that promotes self-directed learning. 4. Refining Assessment for Learning: The study indicates a significant correlation between assessment for learning and clinical competence, but further refinement could enhance its impact. Diversify assessment methods to include a range of approaches that accurately assess various aspects of clinical competence (e.g., OSCEs, simulations, portfolios, peer evaluations). Ensure timely and constructive feedback is consistently provided to students.

This study examined the relationship between innovative teaching strategies and student engagement in instrumental music education in the Special Program in the Arts (SPA) in the Province of Albay. Anchored on the Student-Centered Music Engagement Theory integrating Self-Determination Theory, Self-Regulation Theory, and Engagement Theory, and guided by the Input-Process-Output model, the study used a descriptive-correlational research design. Data were gathered through a validated researcher-made survey questionnaire administered through total enumeration to SPA instrumental music students and teacher-specialists in four SPA-Accredited Schools under the Schools Division Office of Albay during School Year 2025–2026. Weighted mean, Pearson r correlation, frequency, and ranking were used in the analysis. Findings showed that students manifested high levels of emotional regulation, cognitive regulation, and music engagement. Technology integration, gamification, and collaborative learning were found effective in enhancing engagement, with collaborative learning emerging as the strongest strategy. However, the relationship between innovative teaching strategies and student engagement was positive but not statistically significant. Major implementation challenges included limited access to technology, time constraints, and inadequate training in innovative strategies. The study concluded that while innovative strategies support instrumental music instruction, their effectiveness depends on sufficient resources, systematic implementation, and institutional support. A validated pocket manual was developed as a practical instructional guide, and the study recommended structured practice, stronger collaboration, improved access to digital tools and training, and sustained administrative support. The study aligns with SDG 4, SDG 3, and SDG 11 by supporting quality arts education, student well-being, and cultural preservation. Its sustainability impact lies in strengthening educational, institutional, social, and community support for instrumental music learning.

Navigating the digital shift in radiologic technology education: Distance learning and its implications: A narrative literature review.

The purpose of the article is to analyze teaching strategies used during the future mathematicians training in India and to select the most effective ones. The objectives include: to carry out a close-open survey in order to distinguish the teaching strategies used in mathematics education; to establish traditional and innovative teaching strategies and describe the difficulties; to assess plausibility of hypothesis and to outline the most efficient teaching strategies. Within the framework of research 28 works published from 2018 to 2022 and devoted to the problems of mathematics education in Indian higher educational institutions were analyzed. A number of legislative documents and teachers’ guidelines were studied in order to outline the government policy on education modernization and the principles of organization of educational process in India. The deductive approach to apply theoretical methods like literature review and analysis of research results was used. Empirical research methods included a close survey, mathematical analysis and statutory interpretation of answers. The numerical data contributed to the assessment of plausibility of hypothesis and proved that innovative teaching strategies make the educational process more effective. The close survey was conducted during 2022-2023 academic year. It includes three stages: preparatory, experiment and final. The close survey involved 216 mathematics teachers from different higher educational institutions throughout India. The results show that traditional teaching strategies are still widely used in Indian educational institutions. Nevertheless innovations are essential to present qualitative changes in the system of education. The following innovative teaching strategies were used: bilingual education, inter-subject links, mobile learning, microteaching, gamification, ICT, flipped classroom, personalized learning. These strategies improve learning outcomes among students, increase the creativity, communication skills, decision-making, and professional flexibility, enhance motivation, increase interest to professional activity, provide better understanding of materials, form professional competency, and contribute to decision-making skills formation.

A sense of urgency exists among nurse educators to determine the best possible teaching strategies to create a rich, engaging learning environment for students. With the calls for transformation, innovation, and excellence in nursing education from the American Association of Colleges of Nursing, the National Council of State Boards of Nursing, and the National League for Nursing, educators may determine that current teaching strategies fall short. Team-based learning, an innovative teaching strategy, offers educators a structured, student-centered learning environment and may be effective in teaching necessary skills to students. An overview of how this strategy fosters many of the essential concepts, such as critical thinking, professionalism, communication, and interprofessional teamwork, is presented. Additionally, this article offers a clearly delineated "recipe" for implementing team-based learning in the classroom. This innovative strategy has the potential to transform nursing education and provide a positive teaching and learning environment for both educators and students.

Comparison of the effectiveness of teaching strategies for a pediatric pain management program for undergraduate nursing students: A quantitative evaluation using an objective structured clinical examination

Innovative teaching strategies are the instructional strategies that teachers employ to raise learners' academic achievement. This sequential explanatory research aimed to determine the extent of utilization of innovative teaching strategies by teachers, the level of satisfaction of learners, the teaching experiences of teachers, and the learning experiences of learners subjected to innovative teaching strategies in Polomolok 2 District, Polomolok, South Cotabato. For the school year 2022-2023, 101 elementary teachers and 263 learners from five schools in the Polomolok 2 District participated in the quantitative study, where a survey questionnaire was used to assess teachers' use of innovative teaching strategies and learners' satisfaction levels. The results showed a high degree of utilization of innovative teaching strategies in experiential learning. Overall, learners showed a high level of satisfaction with the teacher’s utilization of innovative teaching strategies. The qualitative phase showed two major themes under teaching experience, namely, exciting and challenging. For the learning experiences of learners, the major themes were stimulating and engaging. This study concluded that the quality of the teaching experience and learners’ outcomes are directly impacted by the degree to which teachers apply innovative teaching strategies. This study recommends increased usage of innovative teaching styles and student-teacher interaction, among others.

Utilizing innovative and creative strategies to enhance English language teaching is one of the most significant factors that English teachers should consider. This review paper focuses on the significance of the innovative and creative teaching strategies that educators should adopt. These strategies will create an engaging and motivating learning environment to help college EFL/ESL students improve their problem solving and critical thinking skills. This paper elucidates how technology, lesson planning, student-centered approach, and teaching flexibility contribute to enhancing teachers’ skills to implement innovative and creative teaching strategies in the classroom. As a result, a conceptual framework was developed by integrating Vygotsky’s social constructivism theory to cultivate innovative and creative English language teaching strategies. These strategies include a student-centered approach, cooperative learning, and flexibility in teaching, which contribute to more holistic learning.

The rapid development of art and design nowadays puts forward higher and higher requirements on the teaching of art and design, and the bottleneck phenomenon of cultivating innovative ability in art and design is becoming more and more prominent. To study the innovative teaching strategy of art design, this paper proposes a creative new teaching strategy based on the VAR model for the current problems in art design teaching. The experiment examines the feasibility of the strategy in three dimensions: student satisfaction, innovation rating, and comprehensive rating of teaching outcomes. The results showed that the innovative teaching strategy increased the percentage of satisfied students by 29.7% and decreased the percentage of dissatisfied students by 50%. The mean value of students’ innovation rating in the traditional teaching mode was 58.3, while the mean value of students’ innovation rating in the VAR model-based teaching method was 67.3, an increase of 15.4%, showing that the innovation of teaching was recognized. In terms of the overall rating of teaching results, the mean value of traditional teaching was 61.5, and the mean value of innovative teaching was 81.3, an increase of 32.1%, which showed that the teaching effect was significantly improved. Moreover, the standard deviation of traditional teaching scores reached 10.01, which is much larger than 5.87 under innovative teaching. The adoption of an innovative teaching strategy can greatly shorten the gap between art and design students. In conclusion, the innovative teaching strategy proposed in this paper can be well adapted to the art and design classroom, which can be well accepted by students and improve the teaching effect.

This study aims to explore teachers' innovative strategies in teaching Islamic Religious Education using animation media at Bumrungsuksa Islamic Boarding School, Thailand. The research focuses on understanding how teachers design and implement animation media as a teaching tool and its impact on students’ motivation and understanding. A qualitative approach with a case study method was employed. Data were collected through in-depth interviews with teachers, classroom observations, and analysis of teaching materials. Data analysis was conducted thematically to identify patterns and strategies utilized. The findings reveal that animation media enhances student engagement in learning, particularly in complex topics such as theology and Islamic jurisprudence. Teachers use animation to visually explain abstract concepts, making them more accessible to students. However, challenges such as limited technological facilities and time for media development remain obstacles. Overall, this innovative strategy demonstrates significant potential in improving the quality of Islamic Religious Education teaching.

To enhance the teaching effectiveness of the blended teaching model in higher vocational colleges, this article studies the impact of factors such as teachers' information technology proficiency, innovative teaching strategies, and students' autonomous learning abilities on teaching outcomes. Through multilevel regression analysis, the results show that teachers' technical skills and innovative strategies, students' application of technology and autonomous learning abilities, and the functionality of the teaching platform significantly influence students' academic performance and classroom participation, providing empirical evidence for optimizing teaching strategies.

Innovative teaching strategies support participation and learning. This study employed correlational and causal research designs with content analysis that determined the significant relationship between innovative teaching strategies and learners’ outcomes. This also identified which of the dimensions such as collaborative learning, inquiry-based learning, and experiential learning in the independent variable singly or in combination influence the learners’ outcomes. This study was conducted to 155 Grade 5 learners who were selected through simple random sampling using and adapted survey questionnaire. The data employed were collected through an adapted survey questionnaire. To analyze the gathered data statistically, Mean, Standard Deviation, Pearson Product Moment Correlation, and Multiple Linear Regression were utilized. Results showed that the teachers’ innovative teaching strategies are high. Learners’ outcome for the Third Quarter is at Satisfactory level. Experiential learning is significantly correlated to learners’ outcomes and the best predictor of learner’s outcome. Learners learn better if hands-on activities that can relate to real life situation are employed by teachers in their class discussions. Continued experiential teaching may be applied but other innovative teaching strategies may be added for a better learners’ outcome.

English language teaching strategies determine the practicality of effective language instruction. Their effectiveness, however, was not directly examined in the context of Ethiopian primary schools. This study aimed to explore primary school EFL teachers’ innovative teaching strategies employment. The study employed a descriptive survey research design with a convergent mixed methods approach. Ten primary schools were selected conveniently, including 60 teachers. They were selected based on the accessibility of the schools and the inclusion of all English teachers. Classroom observation, questionnaire and document analysis were used to collect data. The quantitative data were analyzed in percentages, whereas the qualitative data were analyzed using thematic analysis techniques. The finding revealed that primary school English language teachers were not teaching English using innovative teaching strategies: cooperative learning, task-based learning, project-based learning, differentiated learning, problem-solving, critical thinking, and technology integration. Hence, the alignment of teaching strategies with the syllabus of English was mismatched. Although there were challenges in employing innovative teaching strategies, teachers’ commitment was found to be less. Therefore, it was concluded that primary school English language teachers were not employing innovative ELT strategies in Ethiopian primary schools.