Pedagogical Challenges Research Articles

The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education

ABSTRACT The purpose of this conceptual paper is to posit a possible reason why non-Indigenous educators are seen to be ‘cautious’ in their pedagogic engagement with First Nations perspectives in curriculum, why interventions and programmess around reconciliation and truth-telling have limited traction in affecting change in school culture, and why the Australian education system is constructed to be, and remains, largely hostile to First Nations Peoples and perspectives. Despite several decades of studies exploring these phenomena and concerted efforts to ‘fix the problem’, there has been a systemic failure to shift discourses and practice beyond the completely absent, tokenistic, or superficial inclusion of First Nations narratives in Australian education. We argue that power-knowledge relations of settler-colonial discourses are fundamentally at play and that by examining how disciplinarity and settler-colonial frameworks of knowledge control operate in education, we conceptualize a possible reason to the pedagogical challenges faced in the decision-making and integration of First Nations narratives in curriculum.

Navigating the Age of Crisis: Exploring the Pathway to Engaged Pedagogy for the Transformative Learning Environment

ABSTRACT Pedagogy for the future: sociology, innovation, and the classroom, a special issue of Sociological Focus takes readers on a journey of self-reflection, research, and dialogue about the importance of teaching sociology in the wake of polarization, crisis, and fear. In times of crisis sociology is uniquely positioned to help us think more critically about the world. Teaching while in crisis taught us to be more responsive to the various needs of students, administrators, universities, colleagues, our families, and our needs as teacher-scholars. This special issue walks us through lessons learned during an era of “crisis teaching.” Our call to action? How can we be better teacher-scholars? The future of sociology in the classroom is through engaged pedagogy, which transforms the learning environment. This article lays the foundation for readers to grapple with pedagogical challenges related to pandemic teaching, polarization, the attack of sociology as a discipline, and the systemic challenges that come with teaching in the age of crisis. Furthermore, this article builds a roadmap to engaged pedagogy designed to transform sociology classrooms of the future.

An Instructional Innovation That Embeds Group Learning in Case Teaching: The Table Case Method

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the Team- Based Learning and Evaluation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method’s “shadowsides” and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes.

Pedagogical Challenges and Teaching Practices of Multigrade Teachers in Rural Public Elementary Schools

This research paper focused on the pedagogical challenges and teaching practices of multigrade teachers in rural public elementary schools. The study aims to identify the perceived level of teachers’ pedagogical challenges and teaching practices. The descriptive-correlational design was used to survey the 59 multigrade teachers. Descriptive statistics and Pearson Product Moment Correlation Coefficient were used to identify significant relationship between the teachers’ pedagogical challenges and their teaching practices. The study revealed that teachers’ expertise, teaching and learning process, school instruction, and school resources of the respondents have significant relationships to the teachers’ teaching practices in preparatory activities, instructional delivery, classroom management, and remedial/enrichment activities. It has been concluded that there is a strong relationship between teachers' pedagogical challenges and their teaching practices. Pedagogical challenges can have a significant impact on a teacher's ability to effectively deliver instruction and promote student learning. Addressing the pedagogical challenges faced by teachers requires a comprehensive approach that includes professional development opportunities, collaboration, access to resources, improved school instruction, increased school resources, and encouragement of continuous improvement.

The relative importance of distance education challenges to instructors in higher education – A ranking-type Delphi study

The many challenges faced by instructors in distance education have been extensively documented in current literature. Nevertheless, the relative importance of such challenges has not been researched to the same extent. As instructors and institutions face limitations in terms of time and budget, the ability to effectively prioritise challenges becomes increasingly vital. This paper aims to investigate the relative importance of various distance education challenges to instructors. For this purpose, a ranking-type Delphi study of 90 instructors was conducted at a Swedish higher education institution of technology. In total 26 unique challenges were identified, out of which the top 13 challenges were further ranked by instructors. The ranking revealed that pedagogical challenges were regarded as being of highest relative importance, whereas technological and organisational challenges were of lesser significance. Instructors rated the following challenges as the most significant: lack of student responsiveness, diminished collaboration due to social distancing among students, substantial upfront course design investments by instructors, and limitations in instructor accessibility. These rankings were found to be largely consistent across different instructor characteristics. The findings of the study indicate the importance of investing in faculty training and support functions within higher education institutions to ensure the quality of distance education.

Surmounting Obstacles in STEM Education: An In-depth Analysis of Literature Paving the Way for Proficient Pedagogy in STEM Learning

The modern educational system has recognized the significance of STEM as a vital component of students' preparation for a promising future. Consequently, there is a need for comprehensive research in STEM education, encompassing an understanding of its context, challenges, and strategies to overcome these obstacles. Ongoing research continues to focus on developing coherent studies in this area, particularly emphasizing effective STEM pedagogy, which has proven to positively impact students' learning outcomes. However, despite its potential, STEM education faces several challenges that could impede its progress. In the scope of this study, a thorough examination revealed at least six key challenges confronting, these challenges encompass: pedagogical challenges, curriculum-related issues, structural complexities, student apprehensions, assessment concerns, and the critical need for teacher support. These challenges, along with proposed solutions, are discussed in-depth in this article. It is worth noting that pedagogical challenges hold paramount importance, as teachers play a pivotal role in implementing successful STEM education in schools. As such, this article delves into various effective pedagogical aspects that can facilitate the advancement of STEM education and foster enhanced learning experiences for students. Several key aspects contribute to effective pedagogy in STEM education and learning, including: (a) cultivating an innovative learning environment that nurtures inquiry, experimentation, and critical thinking; (b) utilizing a diverse range of authentic learning methods and relevant educational resources; (c) facilitating a collaborative learning environment that encourages teamwork and knowledge sharing; (d) creating an inclusive learning environment that accommodates the diverse needs of students; and (e) encouraging continuous reflection on and improvement of teaching practices to optimize learning outcomes.

Inclusive Innovations in Forensic Epistemology and Pedagogy: A Proposed Framework

Scientific temper in evidence processing using forensic knowledge reposes public faith in justice system. Forensic science is a blend of various disciplines, including art, pure sciences, and humanities, with experiment-oriented scientific validation. Forensics and law are intertwined precepts enabling translational impact on the legal system in pursuit of truth to ensure flawless justice. Worldwide, forensics intensely involves both doctrinal and clinical perspectives, largely converging on scientific theories and laboratory experiments to construe expert opinion, and similar pedagogy must be adopted in India as envisaged under the New Education Policy-2020. 3 In legal parlance, forensic inputs are secondary evidence, but primarily used for corroboration for exploring missing links in the chain of events. Due to multi-disciplinary content knowledge sharing during forensic studies, though fascinating, poses pedagogical challenges. Globally, imparting significance of procedural law, the backbone of forensic evidence, is largely missing from forensic education. Expert opinion is contested in courtrooms on ground of admissibility in terms of reliability and validity including protection of chain of custody necessary to avoid manipulation or tampering of samples which is prime root cause for miscarriage of justice. This article deliberates upon an entwined framework of epistemology and pedagogy for imparting holistic understanding of law and science in forensic education. We propose three verticals for forensic pedagogy: (i) crime scene management for scientific handling of articles and traces; (ii) laboratory experimentation and forensic report writing and (ii) translating expert opinion into legal evidence and its presentation during the court proceedings.

The escape room as a didactic strategy for learning physics

Teaching dynamic mechanics in physics is a common pedagogical challenge, as abstract and mathematical concepts can be complex for students to assimilate. In this context, innovative teaching strategies become a valuable tool to improve the understanding and learning of these concepts. Therefore, this work has implemented the escape room as a didactic learning strategy. The current research is based on a mixed approach, with a population of 62 students and a sample of 31, with which a correlation and comparison between the experimental groups is made. It is expected that the strategy used will help to solve the low academic performance in the learning process. The main results show a significant motivation in students when the escape room strategy is applied. Still, it is also observed that learning is noticeable and effective, which improves grades and student performance.

Principals’ financial and pedagogical challenges when choosing programs and educational materials: the scope of the private education industry for preschools

ABSTRACT The educational services industry has grown internationally, and there has been an explosion in external programmes that teach basics and behavioural control, as well as administrative data programmes. This growth has affected the governance of preschools worldwide and spurred schoolification and marketisation. In this context, this study examines how the growth of the private education industry within the education system has influenced preschool principals’ work in Iceland. Our critical theoretical perspective aims to explore how educational trends grounded in neoliberalism have shaped the work of preschool principals. The data consisted of a questionnaire distributed to all preschool principals in Iceland. The findings showed that schoolification, informed by educational authorities and the private education industry, has shaped pedagogy and preschool principals’ autonomy. However, preschool principals are relieved to have some self-monitored programmes at hand. Thus, these changes go hand in hand with the strengthening of professionalism and external marketisation.

War Trauma of Young Children as a Pedagogical Challenge in the New Model of Early Childhood Development and Family Support

Abstract The aim of the article is the attempt to implement solutions of a new model of child and family support for aid activities addressed to children and families of war refugees from Ukraine. Such a model would have to take into account the main effect of hostilities in their country, which is usually trauma, and the fact that the sense of security associated with the necessity to migrate, being a refugee, is lowered. The text contains both an analysis of research on the experience of war trauma and proposals for the selection of effective, adequate work tools as part of the project to support such families. The new model of early support for children and families assumes the revitalization of the existing systemic solutions, broadening the spectrum of diagnosis and taking into account the entire family system as a support entity, using all its resources. Therefore, it is a new space in the area of helping children with special needs, and refugee children can be considered as such.

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Despite several interventions put in place to alleviate the reading crisis in South African education, many teachers still experience challenges in teaching reading comprehension. The situation is even more dire with regards to teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. Very few studies have been conducted to investigate the pedagogical strategies in teaching inclusive reading in the intermediate phase (IP) isiZulu classrooms. This study aims to investigate the pedagogical challenges faced by IP isiZulu teachers who are teaching reading comprehension skills to at-risk readers in the mainstream schools of uMkhanyakude district, in the Northern part of KwaZulu-Natal province. This qualitative study is guided by the Word Learning Theory which posits that reading instruction should enhance learners’ knowledge of the alphabet and high-frequency words. Data were collected through non-participant classroom observations and interviews with 10 IP isiZulu teachers based in uMkhanyakude district. The qualitative data were analysed by the researcher through coded thematic analysis. The units of analysis in this study are IP teachers’ pedagogic strategies in teaching inclusive reading. The findings indicate that IP isiZulu teachers struggle to organise meaningful and cohesive reading strategies. Strategies employed are not structured to address specific reading challenges and consequently at-risk readers in mainstream schools remain inadequately catered for. This study will contribute to the body of knowledge related to the pedagogical strategies best suited for developing inclusive reading.

Challenges of multidimensional science education: A philosophical perspective

This study explores multidimensional science education's challenges and critically reviews philosophical aspects. The exploratory study was conducted by performing bibliometric analysis and literature reviews on the context related to the challenges of multidimensional science education from a philosophical perspective. Using data sources from SCOPUS and GOOGLE SCHOLAR, studies were found that align with multidimensional science education (studies that intersect with the application of disciplinary, multi-disciplinary, inter-disciplinary, and trans-disciplinary approaches). The literature review revealed challenges in science education, primarily related to pedagogical challenges. These pedagogical challenges are caused by the interdisciplinary nature inherent in science, thus requiring adequate adaptation of teachers' knowledge about science. The literature review uncovered effective pedagogy in science characterized by approaches that prioritize exploratory processes, authenticity, and a focus on encouraging critical thinking. In line with the principles of axiological philosophy in multidimensional science education, it is essential to prepare adequate pedagogical infrastructure to continue supporting efforts in developing contemporary and future science education. Ultimately, formulating effective pedagogy will serve as a foundation for teachers to impart meaningful and valuable science education from the perspective of axiological philosophy.

Zur Unvermeidlichkeit der Allgemeinen Erziehungswissenschaft. Eine Kartographie

Abstract On the Inevitability of General Education. A Cartography The inevitability of general educational science is seen in the fact that it reflects ›fundamental‹ or ›general‹ questions and problems that can claim validity for all pedagogical sub-disciplines. It clarifies 1. historical and potential further developments of these questions and problems; it ascertains 2. pedagogical terminology and scientific approaches and methods; it reflects 3. explicit and implicit pedagogical images of man; it negotiates 4. ethical goals and requirements of pedagogy; it collects and interprets 5. data significant for pedagogical theory and practice; it discusses 6. practical pedagogical challenges and contradictions; and it finally clarifies 7. its critical perspectives. Since we live in the age of contingency in modernity, general educational science must always make its research plausible and connectable, i.e., subject it to scientific and political recognition.

Harnessing H5P for Asynchronous Active Learning

Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance rates (Kozanitis & Nenciovici, 2022), improved learning outcomes (Ruiz-Primo et al., 2011), reduced achievement gaps for underrepresented students (Haak et al., 2011; Theobald et Al., 2020), higher-order thinking skills, and enhanced student performance (Freeman et al., 2014). In comparison to traditional lectures, any form of active learning has proven to be beneficial to student learning (Schneider & Preckel, 2017). However, most research on active learning has focused predominantly on face-to-face synchronous classrooms, with little attention to active learning in online asynchronous environments. This presents an opportunity to explore design solutions that promote active learning in these asynchronous settings where students lack real-time interactions with educators and peers. The advent of HTML5 (HyperText Markup Language version 5) or H5P has the potential to revolutionise active learning in online learning settings. As a free and open-source content creation tool, H5P offers various interactive and engaging content types that enable students to interact directly with course material in meaningful ways. This interactivity encourages students to participate actively in their learning process rather than passively obtaining information from lectures. Drawing from two case studies conducted at an Australian university, this presentation highlights how H5P can be used to enhance active learning in online asynchronous courses. The first case study investigates the design of H5P training modules for a platform that supports researchers in humanities and social sciences in their sensitive data access management. This platform is part of a nation-wide project involving 12 partnering institutions and government agencies in Australia. The second case study explores the implementation of H5P learning activities in a Vietnamese language course over three years. In both cases, H5P is used as a plug-in within the Moodle learning platform. Data collection for these case studies included interviews with educators and learning designers, Moodle reports, and participant feedback surveys. The findings from the thematic analysis and the learning analytics revealed substantial benefits of using H5P for active learning, along with the technical and pedagogical challenges encountered during the design process. The presentation features exemplary cases and insights from the case studies to suggest H5P design solutions that foster active participation, reflective thinking, and knowledge construction for students in online asynchronous settings.

Teaching Chinese Politics in the “New Cold War”: A Survey of Faculty

The past decade has been a difficult time to be a scholar of Chinese politics. After Xi Jinping came to power in 2012, opportunities for international collaboration began disappearing, and local interlocutors became increasingly nervous about speaking with foreign researchers. Since 2016, these problems have been compounded by the increasingly tense US–China relationship. Changing attitudes and policies in both countries have hindered those who conduct research on China, work with Chinese collaborators, and recruit Chinese students. The Fulbright Program in China and Hong Kong was closed; National Institutes of Health investigations into foreign influence in US science have caused US-based scientists’ research productivity to decline; and visa restrictions have hindered efforts to recruit Chinese graduate students (Jia et al. 2023). Legal changes in China, including the 2021 Personal Information Protection Law and the 2023 revised Counter-Espionage Law, could be used to target foreign scholars who conduct research in China (Lewis 2023; McCarthy and Gan 2023). The COVID-19 pandemic compounded these challenges in several ways: it caused a rise in anti-Chinese sentiment in the United States and created severe pedagogical challenges for those teaching Chinese politics and other courses containing “sensitive” material that could put students—some now physically located in China—at risk (Gueorguiev et al. 2020).

Nauczyciel jako artysta: perspektywy roli i cech nauczyciela jako artysty w dobie zmian i niestabilności

This article aims to provide new viewpoints on the role of the teacher by combining epistemological and artistic perspectives on education. In the age embossed by change and instability, the teacher must build a role that facilitates the development of resilient and independent pupils. A point of emphasis in the article is to renegotiate the view of knowledge and how knowledge can be attained. The “abyssal thinking” of Western modernity, which is heavily reliant on abstract intellectual thinking, is imbedded in the current educational system, which causes profound challenges in the encounter between individuals and education. These challenges come to expression in increasing mental illness and pedagogical challenges in schools and classrooms, as more pupils cannot cope with current demands and expectations. To address these complex challenges, the teacher needs new conceptual and practical tools to provide an education that can accommodate the entirety of human existence and potential. This is where artistic perspectives and approaches can prove highly potent and beneficial for further development of education. The article utilizes perspectives on education from Pestalozzi, Steiner, Freire, and Biesta. The educational dimensions are discussed in light of epistemological theories from Buber and Heron, which is expanded by the relation between art and freedom as formulated by Arendt, Tolle, Klein and Csikszentmihalyi. The complexity of society is likely to increase even further, and hence pupils will need new and more profound tools. These tools are necessary not only to tackle life, but to become resilient and independent creators of it. The article aims to point out areas of potential development, that can provide pupils with necessary emotional and existential support and means of expression.

Were the higher educational institutions (HEIs) in Oman ready to face pedagogical challenges during COVID-19?

PurposeWhen the repercussions of COVID-19 were being absorbed by the world, the higher educational institutions (HEIs) were conceiving of strategies to run educational institutions on remote basis too, including the challenges linked with the teaching–learning as well as the management and other departmental needs. Leaning itself on the teaching–learning tectonic shifts amid the COVID-19 climes, the study reviews the status of “readiness” of the HEIs in Oman while bearing this in mind that the usage of information and communications technology (ICT) for distance learning and conventional learning has been considered as one of the parameters to judge the “quality” of the HEIs in Oman.Design/methodology/approachDocumentary analysis alongside an in-depth reading of the quality audit reports sourced from the Oman Academic Accreditation Authority, which are publicly accessible are being referred for driving home the arguments in the study.FindingsThe study concludes that despite the case being in favor of distance learning from early on, the same doesn’t get reflected in the conclusions derived in the research conducted for assessing the teaching–learning mechanisms during the COVID-19 period. Therefore, the HEIs’ “readiness” in terms of ensuring the smooth transitioning to the remote learning pedagogical arrangements for meeting the challenges of the COVID-19 wasn’t efficacious.Research limitations/implicationsThe present study may be followed up with an understanding as to how the HEIs of Oman need to incorporate the perspectives of all the concerned stakeholders for the refurbishment of the teaching–learning process, especially in times of contingencies.Practical implicationsApart from the policy-makers, the management of the HEIs of Oman needs to appreciate the need to be proactive and appreciative of the inclusion of ICT tools and techniques in the mainstream pedagogical settings.Originality/valueNotwithstanding the emphasis upon the preparedness and readiness for tackling the challenges posed by the COVID-19 for the HEIs in Oman, no study has attempted to delve into the issue succinctly—the present study fills this gap.

The Great Organ Systems Debates.

Facilitating the learning of physiology by non-majors who lack foundational coursework in biology and chemistry presents unique pedagogical challenges. By instead focusing upon the strengths of this group of learners (team skills, interest in applied physiology), a new mechanism for conveying the primary interconnection and synergism of the body's organ systems was developed: The Great Organ Systems Debates. After learning sequentially about the primary organ systems, the Debates are a culminating, integrative experience, where students "debate" the relative importance of their system in different situations. Used and refined over six years, it is an engaging, interactive and effective learning tool that could be adapted to almost any level of instruction.

Rethinking Media Arts Instruction in Nigerian Universities

This paper explores the pedagogical challenges and dilemmas surrounding film and media arts education within Nigerian tertiary institutions against deficient teaching facilities and infrastructure. Teaching film and media arts has rapidly developed in recent years. Many Nigerian universities now recognise the necessity of robust film/media pedagogy to complement and respond to the escalating growth of the country’s indigenous film and entertainment industry. The onus is increasingly placed on Nigeria’s tertiary institutions to spearhead the advancement of film and media arts education, premised on disseminating adequate practical knowledge, skills acquisition, and integrating international best practices. However, a pivotal issue emerges regarding whether Nigerian tertiary institutions possess the requisite facilities to fulfil and drive this pedagogical mandate. This paper argues that most Nigerian universities continue to emphasise theoretical instruction over practical application, constrained by the unavailability of resources required to execute a technologically immersive media pedagogy tailored to the needs of the nation’s thriving creative industries. Drawing insights from a recent experimental pedagogical model undertaken at Obafemi Awolowo University, IleIfe, this paper highlights how an integrated pedagogical methodology combining conventional teaching formats with social media tools and platforms may potentially mitigate the difficulties imposed by insufficient practical teaching facilities for film education in most African tertiary institutions.

"They Noticed Everything": Integrating Student Experience of Theatrical Performance into Coursework

Abstract: Integrating students' experiences of a theatrical performance into coursework often presents a pedagogical challenge, especially if the performance serves only as an occasion for critique or as an illustration of course themes. This essay describes some classroom strategies that help students pay attention to the distinctive elements of the experience of attending a theatrical performance while at the same time preparing them to connect these experiences to the themes and issues of the course. The process begins with an assignment that asks students to identify just one thing they noticed during the performance, then to describe how that element contributed to their comprehension of the moment-to-moment storytelling. With an understanding of the performance firmly grounded in observation, students are better prepared to explore connections between their experiences at the theatre and their investigations in the classroom. The essay describes these assignments in action in an intermediate-level lecture/discussion course on dramatic literature where students attended a production of Angels in America . Approaches described herein have successfully worked in courses on different subjects, themes, formats, and curricular levels, and with both theatre majors and students from many disciplines.