Drawing on deep learning theory and combined with specific course implementations and classroom teaching practices across multiple semesters, this study systematically summarizes an innovative, scalable, and evidence-based strategy for digital technology-enabled flipped classrooms. In the context of the global digital transformation of higher education, traditional teaching models are increasingly challenged by the demand for cultivating innovative and practical talents. This proposed teaching model breaks through the limitations of conventional classroom teaching by fostering an interactive, immersive, and challenging learning environment. It effectively cultivates students’ core competencies, including problem-solving capabilities, creative thinking, high-level reasoning, and critical thinking, while enhancing their personal literacy and facilitating their all-round development. Through empirical research involving 320 students from 8 undergraduate classes and a one-year follow-up study, the effectiveness of the model has been verified: compared with the control group using traditional teaching methods, the experimental group adopting the digital technology-enabled flipped classroom strategy achieved a 28% improvement in average academic performance, a 41% increase in classroom participation rate, and a significant enhancement in students’ self-reported innovative thinking and practical application abilities. This study provides valuable theoretical reference and practical guidance for the deep integration of digital technology and higher education teaching reform.

Language interference refers to deviations from the rules of the target language due to the influence of a speaker’s first or second language. This study aims to identify and analyze the forms of English language interference experienced by multilingual students, providing an empirical foundation for developing inclusive and linguistically responsive English language education that accommodates learners’ diverse linguistic backgrounds. Employing a qualitative case study design, the research focuses on students from the English Language Education Program at the University of Muhammadiyah Luwuk, who use multiple languages in their daily lives. Data collection instrument was interview. The findings reveal two primary forms of interference in students’ English communication: phonological and syntactic interference. Phonological interference stems from sound similarities students’ source language and English, while syntactic interference arises from the influence of first and second language syntax on English sentence construction. These findings underscore the importance of understanding learners’ linguistic backgrounds as a basis for fostering more inclusive English language teaching practices in multilingual classrooms.

Do positive emotions spark creativity? Unpacking the role of positive emotions in EFL teachers' creativity.

The current inquiry's major purpose was to investigate how teachers followed to draw students' attention and interest to foster practice and improve students' learning in the classroom. The impact of gender, qualification, experience and stages of teaching variables on drawing students' attention was also examined. The study subjects were one hundred and four teachers who responded to the questionnaire. The teachers' ways of getting students' attention and interest depend upon innovative instructional methods and technology, reinforcement, and teaching aids. It was found that there was a difference in students' level of attention to lesson content according to gender variable in favour of male teachers, according to qualification supporting diploma holders, according to experience for teachers who had more than ten years of experience and according to the stage of teaching in favour of elementary stage. Considering the study findings, it is recommended that some professional training courses and workshops for teachers to enrich their experiences by drawing students' attention in class should be arranged to improve their practice.

Objective - In recent years, gamification has become a relevant methodology in an educational setting, transforming how we teach and engage students by incorporating game-like elements such as badges, levels, and challenges. Its rise aligns with the increasing need for a student-centered approach that enhances motivation, interaction, and meaningful learning, particularly in digital and virtual contexts. Methodology - The objective of this research was to determine how gamification contributed to the social skills of a group of technical higher education students, from the Marketing program, in virtual, synchronous mode; for this, a qualitative methodology and an action-research design were used, applied in a course that include gamified sessions, followed by data collection on the experiences and perceptions of the students through semi-structured interviews. Findings - The results revealed that students can develop social skills through gamification strategies where they must interact with other classmates and make decisions, either individually or together, to solve problems. Furthermore, gamification not only supports the development of essential skills such as conflict resolution, empathy, and assertive communication but also fosters increased motivation and deeper, more meaningful learning by incorporating play into the educational process. Novelty - Therefore, it is necessary for teachers to implement the use of various gamification platforms in their sessions. As a result, educators are encouraged to incorporate gamified strategies and platforms to enrich their teaching practices in virtual classrooms. Type of Paper - Empirical Keywords: Gamification; Social Skills; Assertive Communication; Virtual Learning; Bartle Test; Conflict resolution. JEL Classification: J24, J31. URI: http://gatrenterprise.com/GATRJournals/JBER/vol10.2_4.html DOI: https://doi.org/10.35609/jber.2025.10.2(4)

The rapid emergence of artificial intelligence (AI) technologies is reshaping language education worldwide, compelling teachers to adapt their pedagogy and professional identities. This article examines how Chinese university English as a Foreign Language (EFL) teachers are adjusting their teaching methods in response to the AI era, drawing on the author’s personal reflective teaching practice in tertiary classrooms. Recent advances in AI-assisted tools—from automated writing evaluation and intelligent feedback systems to AI-generated learning materials and conversational chatbots—offer new opportunities to enhance EFL instruction. Chinese university instructors have begun integrating these tools to provide more personalized writing feedback, facilitate flipped learning, and engage students in novel ways. The reflective findings illustrate how AI integration has improved students’ writing revision and participation, while also challenging teachers to redefine their roles and maintain the human touch in teaching. Through critical engagement with literature from 2020-2025, the article contextualizes these pedagogical shifts within broader trends in AI-mediated language education and the evolving teacher identity in the digital age. It discusses the benefits of AI (such as increased efficiency and learner autonomy) alongside concerns (such as bias, academic integrity, and teacher displacement), emphasizing the need for ongoing professional development and ethical guidance (UNESCO, 2023; Hockly, 2023; Kasneci et al., 2023). The article concludes that AI can enrich EFL teaching in Chinese higher education when used as a complementary tool, with teachers’ reflective adaptation being key to harnessing AI’s potential while safeguarding pedagogical values.

Pakistan is a cosmopolitan, multilingual, and multi-ethnic country whose social variety frequently raises peace and conflict issues. In Balochistan, the research on peace education is limited, highlighting necessity for rigorous investigation in this field. The current study, therefore, aimed to examine peace education within the province by analyzing public sector primary school textbooks developed by the Balochistan Textbook Board, Quetta, alongside exploring the perceptions and classroom practices of primary teachers. Data were acquired using multiple qualitative study approaches. The findings revealed that the Islamic Studies curriculum incorporated a comprehensive range of peace-related themes, whereas the Social Studies, Urdu and English textbooks demonstrated noticeable lack of such content. Teachers' perceptions indicated a lack of knowledge of notion of peace, despite their willingness to participate positively if given sufficient training. Classroom observations revealed an absence of structured peace-related activities at both the classroom and school levels. Based on the findings, the study recommend that curriculum developers & policymakers incorporate peace education topics into primary-level textbooks to build a culture of peace from early years of schooling. Further, study will be helpful for policy makers, curriculum developers for evolving real peacebuilding approach through curriculum.

ABSTRACT This review provides an overview of researched classroom-based teaching and learning practices designed to enhance student intercultural competence across various educational contexts. From a total of 4904 systematically screened peer-reviewed studies, we identified 28 studies that examine teaching and learning practices focused on developing the intercultural competence of secondary and upper-secondary students within classrooms. We utilised a multifaceted analytical approach to evaluate the studies, which included analysing contextual factors and identifying researched classroom practices for intercultural competence development. The results synthesised three key teaching and learning practices studied for enhancing students’ intercultural competence: learning about culture, reflecting on culture, and experiencing culture. These practices have been researched to varying extents across different school subjects, grade levels, countries, target student groups, and class sizes. The findings presented in this review enrich our understanding of researched classroom teaching and learning practices that promote intercultural competence and underscore the need for further research on how to cultivate intercultural competence in classrooms.

This study investigated the impact of teachers’ classroom practices on the development of students’ competencies in upper secondary schools in Rwanda, focusing on Rwamagana District. The objectives were: (1) to assess the contribution of teacher content mastery to students’ critical thinking; (2) to evaluate how classroom management enhances students’ interpersonal abilities; and (3) to determine the influence of pedagogical documents on overall competency development. The study is relevant to policymakers, school administrators, and the Ministry of Education as it provides evidence to strengthen classroom effectiveness within Rwanda’s competency-based curriculum. A descriptive survey design was adopted, targeting 3,211 individuals, from which 346 participants (head teachers, Sector Education Inspectors, and teachers) were selected. Purposive sampling was used for head teachers and SEIs, while teachers were chosen randomly. Data were collected through questionnaires and interviews and analyzed using SPSS version 21 with descriptive and correlation statistics. Findings indicated that teacher content mastery strongly supports students’ critical thinking. About 68.5% of respondents agreed knowledgeable teachers help students understand complex concepts, 75.0% noted they model critical thinking, and 73.1% valued personalized feedback. Similarly, classroom management was shown to enhance interpersonal skills, with 75.0% of head teachers endorsing project-based learning, 87.5% gamification, and 75.0% the flipped classroom model. Correlation analysis revealed significant positive associations between classroom practices and student competencies (p < 0.05). Regression analysis confirmed that content mastery, classroom management, and pedagogical document use predict student competency development. The study recommends continuous professional development, learner-centered strategies, integration of digital tools, and inclusive classroom practices to equip students with critical 21st-century skills for national development.

Classroom Practices of Teachers for Students’ Moral Development: Islamic Studies Textbook Garde VIII

English is an international language and a tool for extensive communication. Learning English is conducive to the mutual communication and exchange of ideas, culture, economy, and many other aspects between different countries and ethnic groups, and is conducive to peaceful coexistence and common development among countries. Countries are increasingly cooperating and exchanging ideas in several sectors due to the broad implementation of current information technology and the rapid speed of globalization. As an international language, English is changing the way of communication. The shift in the emphasis of English language instruction from rote memorization to developing students’ listening and speaking skills will inevitably result in a shift in classroom instruction techniques. Neural networks may be used to assess collegiate English classroom teaching (ECT) techniques and practices, finally completing the following work: (1) Introduces several domestically and internationally related theories and literature on the enhancement of ECT methods and the teaching quality assessment, which will be discussed later. A neural network-based teaching assessment framework is constructed to provide a theoretical basis. (2) Big data technology was employed to obtain appropriate data samples for experiments and verification, which included an ECT technique and practice assessment system tailored to the specific needs of the school. (3) The ECT technique assessment system relies on the BPNN technology. The assessment approach based on the BPNN predicted college ECT and practice extremely well and delivered excellent outcomes, according to the findings of the study.

Diane Larsen-Freeman and Marti Anderson's "Techniques and Principles in Language Teaching" (3rd Edition, 2011) remains a cornerstone text in second language acquisition (SLA) and teacher education. This comprehensive review critically examines the text's enduring value, significant updates in the third edition, its structured approach to presenting historical and contemporary language teaching methods, and its core thesis advocating a shift from rigid method adherence to principled eclecticism. The review analyzes the book's unique format, presenting each method through an experienced teacher's classroom practice lens, followed by analysis of underlying principles and techniques, arguing this approach is its greatest pedagogical strength. While lauding its unparalleled scope and practical utility, the review also engages with critiques regarding its Western-centric focus, the potential oversimplification inherent in the "method" construct, and the challenges of enacting principled pragmatism. Ultimately, the review concludes that Larsen-Freeman and Anderson's work is an indispensable resource that effectively bridges theory and practice, empowering teachers to become informed, reflective, and adaptable professionals.

ABSTRACT Amid the multilingual turn in education, there is a need to explore and encourage the enactment of teacher multilingual identity to promote multilingual teaching practices (MTPs) in English language teaching classrooms. The current study investigates factors that shape Norwegian teachers’ multilingual identity, teachers’ definitions of individual multilingualism, and their self-perceptions of being multilingual. Employing a mixed methods approach, 181 pre-service and in-service teachers in Norway were surveyed and 23 were interviewed. Analyses reveal that language learning, teacher education and professional development (PD) that adopt a reflective approach, and teachers’ use of MTPs are significant factors that shape teacher multilingual identity. The results also show that when defining multilingualism, Norwegian teachers tend to refer to the productive rather than the receptive skills in their linguistic repertoires and that some teachers associate being multilingual only with individuals who are immigrants. Given that teacher multilingual identity can be a driving force in promoting MTPs and can enhance the development of multilingualism in linguistically diverse classrooms, the study calls for an acknowledgment of the value of teacher multilingual identity and for more attention being given to teacher multilingual identity in teacher education and PD.

Exploring the presence of culturally sustaining and active learning teaching practices in college classrooms

As in many education systems worldwide, Indonesian society is increasingly characterized by cultural diversity. In the context of centralized education policies, multicultural issues have become more visible in primary schools. This study aimed to explore the attitudes and classroom practices of elementary school teachers in Indonesia regarding multicultural education. A mixed-methods approach utilizing a concurrent triangulation design was employed. Data were collected through a multicultural education attitude survey and semi-structured interviews. In the quantitative phase, a multiculturalism attitude scale was administered to 30 randomly selected primary school teachers. The survey results indicated moderately positive attitudes toward multicultural values, with minor variations based on age and teaching experience. In the qualitative phase, interviews and classroom observations were conducted with 10 teachers. The findings revealed that while teachers recognized multiculturalism mainly through ethnicity, religion, and language differences, they perceived substantial gaps between policy expectations and classroom realities. Teachers noted a lack of institutional support and limited curriculum flexibility as major barriers to implementing multicultural education. Many expressed that their understanding of multicultural pedagogy was incomplete and showed interest in participating in professional development programs to enhance their competence. The study highlights the critical need for more responsive policies and teacher training initiatives to bridge the gap between centralized standards and multicultural classroom dynamics.

This study investigates how pre-service teachers use Technological Pedagogical Content Knowledge (TPACK) to teach English during their apprenticeship within the framework of the Merdeka Curriculum. Promoting successful teaching practices in contemporary classrooms requires TPACK, or the integration of technology, pedagogy, and content knowledge. The Merdeka Curriculum provides a framework for applying TPACK principles in practical contexts, with a strong emphasis on adaptability and digital competency. A qualitative descriptive methodology was used to investigate the perspectives and experiences of twenty Pre-Service Teachers from Wiralodra University. The data was collected using a TPACK questionnaire, and the seven TPACK components were measured using a Likert scale. The results indicate that Pre-Service Teachers are highly skilled in integrating technology with content and pedagogy, particularly in planning and aligning digital tools with lesson objectives. However, they encounter challenges in areas such as technical troubleshooting, managing learning complexity, and fostering student-centred exploration using technology. While their ability to design lessons with technological resources is commendable, their readiness to address real-time issues in digital classrooms remains limited. The flexibility of the Merdeka Curriculum enhances their readiness, but deficiencies in technical knowledge and problem-solving skills highlight the need for more targeted instruction and mentoring in these areas. The study underscores the importance of comprehensive preparatory programs to improve TPACK adoption and advocates for ongoing professional development that meets the demands of 21st-century learning. This study successfully advances the implementation of TPACK and emphasizes key areas for enhancement in pre-service teacher education programs aimed at supporting technologically advanced instruction.

As a new writing genre introduced after the college entrance examination reform in China, continuation writing presents significant challenges in teaching and evaluation due to its complexity and low efficiency. Therefore, developing strategies to address the practical challenges in the teaching of continuation writing has become a pressing issue. This paper comprehensively analyzes and summarizes the theoretical foundation, pedagogical and assessment value, and classroom teaching practices of continuation writing. Additionally, it proposes suggestions for future teaching and evaluation to cultivate students' continuation writing skills.

Despite curriculum innovations that aim to teach English through current methodologies and approaches, research in English Language Teaching at primary schools has yet to be thoroughly explored. This study examined the impact of the Ecuadorian national curriculum on teaching English as a Foreign Language (EFL) through the lens of primary school teachers' beliefs. The participants in this study were 113 EFL teachers from primary schools. This study applied a mixed-method sequential explanatory approach. The quantitative data were collected using a questionnaire that associated teachers' beliefs and classroom practices regarding the new curriculum reform introduced by the Ecuadorian Ministry of Education. To collect qualitative data, semi-structured interviews were conducted with 12 teachers who participated voluntarily in this stage of the investigation, aiming to support the quantitative results by exploring their beliefs about instructional design, assessment, teaching materials, and classroom teaching practices. The qualitative and quantitative analysis of the gathered data reveals that primary EFL teachers perceive the new curriculum reform as an innovative and updated document that emphasizes the development of 21st-century skills through its core principles. However, participants do not apply these principles effectively due to various factors that prevent them from utilizing current teaching methods. These factors included excessive students per class, insufficient technology integration, a lack of parental involvement, low experience of teaching English at primary schools, and limited quality resources for EFL primary classrooms. The study also offers practical implications for EFL teaching and provides suggestions for future educational endeavors.

The study examines the effectives of inductive teaching method on High School students’ achievement in circle theorems and whether students’ gender influence their performance in circle theorems. A non-equivalent control group quasi-experimental design was employed. One hundred and sixty-two students from two schools in Keta Municipality participated in the study. The control group consists of 80 respondents and the experimental group consists of 82 respondents. The eighty-two students in the experimental group were taught topics in circle theorems using inductive teaching method while the eighty students in the control group were taught the same topics using conventional approach. Two research questions and two null hypotheses guided the study. At the beginning of the experiment a pre-test was administered to the students in the two groups while at the end of the experiment session that last for two weeks, a test was administered to the students as post-test using achievement test of 20 items. A reliability coefficient of .805 was achieved for multiple choice questions and an estimate of .732 was achieved for the essay using Cronbach’s alpha. Data were analysed using frequencies, percentages, mean, standard deviation, ANCOVA and independent sample t-test. Findings showed that students who were taught circle theorems using inductive teaching method performed better than students who were taught circle theorems conventionally. It further revealed that there was no significant difference in the performance of male and female students taught circle theorems using inductive method of teaching. The implication is that students’ gender has no statistically significant effect on their academic performance in circle theorems. The study recommended that mathematics teachers should vary their classroom teaching practices, including inductive teaching method in mathematics.

Background/Objectives: Preschool children from low-income, ethnically diverse communities face disproportionate rates of behavioral challenges and early expulsion from early care and education (ECE) programs. This study evaluated the efficacy, feasibility, and utility of Jump Start on the Go (JS Go), a bilingual, AI-enabled mobile application. JS Go is designed to deliver a 14-week early childhood mental health consultation model in under-resourced ECE settings. Methods: This mixed-methods study compared JS Go to the standard in-person Jump Start (JS) program. Participants included 28 teachers and 114 children from six centers (three JS Go, three JS). Quantitative measures assessed teacher classroom practices and child psychosocial outcomes at baseline and post-intervention. App usability and acceptability were only evaluated post-intervention. Seven semi-structured interviews were conducted post-intervention with JS Go directors/teachers to assess the app’s feasibility for implementing the four program pillars: safety, behavior support, self-care, and communication. Results: JS Go was more effective than JS in promoting teacher classroom practices related to behavior support and resiliency. Both programs were similar in improving children’s protective factors and reducing internalizing behaviors, with consistent effects across English and Spanish-speaking children. Teachers rated the JS Go app with high acceptability, though predicted future usage showed greater variability. Rapid qualitative analysis showed that participants found the app easy to use, frequently accessed its resources, and considered it helpful for reinforcing key strategies across the four program pillars. Conclusions: JS Go is a novel approach to providing mental health consultation. It represents a promising mobile adaptation of the established JS consultation model, with important implications for future practice and research.