In this paper, I investigate the practical application of primary music school teaching in classrooms in China and Britain, in order to compare and analyse the differences between music education in primary schools in the UK and China in practice, it is important to note the differences between the two countries. I drew on literature that examines the current state of music classrooms in the UK and China, relevant government policy requirements for music education, and official lesson plans from some schools. I concentrate in turn on pre-course preparation by the teachers; the warm-up session; the main content of the music lesson; expension session (This board is a necessary part of the Chinese music classroom, aiming to further consolidate what has been learnt and broaden students' musical horizons.), and the summary session at the end of the lesson. This allowed me to compare and analyse the differences between the Chinese and English primary school music classrooms in terms of the basic flow of the music classroom.

Signals and Systems is a core foundational course in electronic information - related majors. Its abstract nature, mathematical intensity, and conceptual depth pose significant challenges to both teaching and learning. Based on classroom teaching practices and reflections, this paper conducts an in - depth analysis of the major cognitive barriers students encounters during the learning process. It proposes a novel teaching and cognition framework centered on “concept concretization”, “structured thinking” and “situational knowledge application”. By integrating specific teaching strategies and practical cases, the paper explores how to effectively build a bridge between theory and application. This approach promotes the development of students’ higher - order thinking skills and engineering practice awareness, ultimately enhancing the overall teaching effectiveness of the course.

The Application of Multimedia Autoplay-Based Communication Media in Science Learning at SMAN 3 Penajam Paser Utara (supervised by Andi Vita Sukmarini and Yusmanizar) Audiovisual multimedia autoplay-based instructional media is one form of technological advancement in learning. In its use, teachers can present text, images or videos, graphics, maps, and other materials not available in textbooks in an engaging format to attract students' attention to the learning process. This study is qualitative research employing a phenomenological approach. The data were collected through observation, interviews, and documentation. The researcher used a flow model analysis which involves several stages: data collection, data reduction, data presentation, and conclusion drawing, based on empirical information from SMAN 3 Penajam Paser Utara. The results of the study show that the implementation of multimedia autoplay-based communication media in science learning at SMAN 3 Penajam Paser Utara was carried out in three stages: design (developing multimedia autoplay-based teaching media), implementation (classroom teaching and learning activities), and evaluation (receiving feedback from students). The challenges encountered in using this media include a lack of understanding and skills in creating learning materials, the difficulty of accessing free applications to support media development, and technical obstacles such as electricity and internet connectivity.

Multilingual Pedagogical Practices in Dialogic Teaching in Malaysian ESL Classrooms

This study explores how Hua’er, a typical form of traditional folk song in NW China, might be introduced to music teaching in schools as a way of protecting intangible culture. This particular problem is theoretically broken down into three main concepts: Cultural Transfer Theory, Concept of Curriculum Integration, and Aesthetic Student Experience. By observation, classroom teaching confirms that scenario learning and creative adjustment are efficient approaches for making a connection between traditional forms and modern scenarios. However, a lack of organized teaching content, insufficient instructor training, and a standardized assessment system are prominent negatives. To address such problems, this study proposes several approaches: utilizing electronic teaching content, inter-province teaching establishment based on cooperation among teaching staff, and teaching based on scenarios. This study emphasizes strong teaching potential for Hua’er with additional functions aside from music training purely for practical advantages. This paper closes with a notion of a teaching model with passion and innovation because of intangible emotion to be a driving force for more effective integration of intangible teaching with modern teaching.

Digital learning has become a critical component of higher education in India, especially after the pandemic accelerated the adoption of online teaching. This paper examines the effectiveness of digital learning platforms used in Indian colleges and their impact on student engagement, accessibility, academic performance, and teaching strategies. The study is based on secondary data, observations, and a review of previous research. Findings indicate that digital learning enhances flexibility, increases access to resources, and improves engagement; however, challenges such as limited infrastructure, unequal access, and reduced personal interaction remain. The study concludes that digital learning is most effective when combined with traditional classroom teaching.

Collaborative Learning (CL) is a longstanding teaching approach that is recognized to enhance academic success due to the promotion of learning activities among peers and through collaborative work. Despite its accepted international importance, very limited empirical studies on its impact at the primary school level are available in Islamabad. The aim of the study was to investigate how the collaborative learning strategies, namely: explicit group projects, peer tutoring, and collaborative problem-solving strategies, could improve the academic performance and knowledge retention of Grade V students in Federal Government Primary Schools. A true experimental design was used in which 62 students were randomly selected into control and experimental groups (31 students apiece). The experimental group was given instructions on the Science Explorations, collaborative method over an 8-week period, whereas the control group was instructed in a traditional way with lectures. An achievement test that was created by a researcher comprised 50 multiple-choice questions (MCQs), which served as a pre-test, post-test, and retention test. Independent sample t-tests were statistically analyzed with the effect sizes, and it was found that the students in the collaborative learning group significantly performed better than the students in the control group on the post-test scores and knowledge retention. Such results indicated that collaborative learning not only enhances short-term academic success but also aids in the long-term scientific knowledge. The research suggests that collaborative learning strategies should be incorporated in the classroom teaching at the primary level to ensure that students develop better insight and perpetual educational performance.

This research investigates the implementation and challenges of incorporating computational thinking (CT) into science education. This research aims to develop a comprehensive framework to improve computational thinking skills in science education through the implementation of a deep learning curriculum, also integrated with computer programming, which leads to enhancing analytical and problem-solving skills for students to tackle real-world problems. This research used a systematic literature review with the PRISMA technique. Data sources used in this research are indexed by the Crossref database and then analyzed using the VOSviewer program. By examining 133 articles included in total, the research identifies key factors that affect effective teaching in science classrooms to enhance computational thinking. Through a series of case studies and empirical analysis, the study highlights obstacles faced in this educational approach. Findings suggest that while deep learning and computer programming integrated into science classrooms can influence the improvement of computational thinking skills and students’ understanding of scientific concepts and their application, challenges such as limited resources are addressed. The proposed framework offers practical strategies for policymakers and educators, especially science educators, in designing learning to overcome these challenges, aiming to prepare students for a technology-driven future better.

In this column, the author reviews a foundational guide designed for clinical experts transitioning into faculty roles within nursing and health professions education. The text is praised for its accessible, conversational tone and practical approach, featuring useful checklists, appendices, and a logical structure organized into five thematic sections covering curriculum, classroom and clinical teaching, technology, and program evaluation. Its significant strength lies in translating theoretical concepts into actionable steps, framing the educator as a steward of the entire educational program. However, the review identifies critical limitations, including an unconventional sequence that separates core teaching topics and a treatment of the syllabus as a legal contract, a notion challenged by legal precedent. While the book serves as an excellent introductory resource, its occasional gaps in pragmatic strategy and depth lead to the conclusion that it is best suited for novice educators.

Recent years, the reputation and approval of online classes have paved the way to growing number of online course presented by institutions and colleges. The study aims at investigating the views of teachers and students about Network Learning vs. E-Learning and compare them. The analysis was carried out using the data collected through two separate structured questionnaires in a Likert scale for students and teachers at a university. Data were recorded in SPSS and analysed by using descriptive and inferential statistics. The results were presented in the forms of means and standard deviations. The finding showed the both teachers and students gave positive views about online classes in the forms of e-learning and network learning yet with a different percent. The study reveals that students are comfortable with online classes and are getting enough support from teachers but they do not believe that online classes will replace traditional classroom teaching. However, some teachers are facing problems in doing online classes due to a lack of proper training and development for doing online classes. There were some technical issues as a major problem for the effectiveness of these kinds of classes. Finally, Mann-Whitney U test is applied to explore any significant difference between the views of the two groups. It showed that both teachers and students views’ are more positive towards network learning. The study has some pedagogical implications and has some suggestions for further studies.

The general purpose of this research is to examine the 21st century skills of teacher candidates in terms of different variables and to reveal their opinions about 21st century skills and teaching. For this purpose, explanatory sequential design was preferred in the research, firstly to obtain a general perspective on the 21st century skills of teacher candidates with quantitative data, and then to use qualitative data to explain these findings in more depth in line with the opinions of teacher candidates. In the research, quantitative data were obtained using the "Multidimensional 21st Century Skills Scale" and qualitative data were obtained with the "Semi-Structured Interview Form" created by the researcher. The study population of the research consists of 993 teacher candidates studying at Ankara University Faculty of Educational Sciences, and the sample consists of 379 teacher candidates selected from this population. In the qualitative phase of the research, the study group consists of a total of 12 participants, including 2 teacher candidates from each department within the faculty. When the data obtained in the research are evaluated; Teacher candidates' multidimensional 21st century skills are at a medium level; It was concluded that the lowest level was in the critical thinking and problem solving sub-dimension, and the highest level was in the career awareness sub-dimension. When examined in terms of demographic factors, it was determined that the 21st century skills levels of teacher candidates did not differ according to the variables of gender, mother's education level and father's education level. There is a significant difference according to department and GPA variables; Participants in classroom teaching, preschool teaching, and Computer and Instructional Technologies Teaching departments have higher levels of multidimensional 21st century skills compared to participants in psychological counseling and guidance and special education teaching departments; In terms of GPA, it was determined that participants with a high GPA had more of these skills than those with a medium GPA. In the qualitative part of the research, the participants' opinions were included through direct quotations and these opinions were analyzed by comparing them with the existing literature. Considering the interview data, teacher candidates' definitions of 21st century skills and their views on teaching these skills reveal that their level of knowledge regarding these skills is high. Digital literacy, communication, problem solving, collaboration, critical thinking and creativity are among the basic skills highlighted by teacher candidates. In addition, prospective teachers state that students' acquisition of 21st century skills will positively contribute to their personal development, contribution to society and preparation for their careers. In line with the research results, various suggestions are presented for prospective teachers, relevant institutions and organizations, and future research in the context of 21st century skills.

As a product of the combined influence of Shanxi's geographical culture and humanistic culture, Shanxi's representative folk dances not only occupy an important position in China's Han folk dance, but is also an important expression tool for Shanxi people to express emotions, entertain and communicate. From ancient times to the present, after thousands of years of development, Shanxi's representative folk dances are still able to stand the test of time and the people and are still active on the current stage. However, in both classroom teaching and stage performances, contemporary Shanxi folk dances tend to focus only on external forms, while the cultural connotations behind their movement language are easily overlooked. The emergence of this problem will make it difficult to clearly distinguish the style characteristics of Shanxi's representative folk dances, and the phenomenon of similarity will appear. Therefore, this research employs the ethnographic research method to collect and analyze data. It examines the specific cultural connotations of the movements, roles, music, and props in representative folk dance languages of Shanxi. It reveals the value of representative folk dances of Shanxi in contemporary social life and provides theoretical references for the protection and sustainable development of these folk dances. Keywords: Language, Representative folk dances of Shanxi, Shanxi Province, Value Research, Ethnography

In response to the policy requirements of AI-assisted educational transformation under the digitalization strategy of education, and supported by the theories of collaboration and the concepts of resource sharing and complementary advantages, this study analyzes the practical case of the 'Chinese Music History and Masterpiece Appreciation' course alliance in Jiangxi Province, aiming to explore collaborative and shared pathways for AI-enabled undergraduate music courses.AI is not only applied in curriculum development, classroom teaching, and assessment evaluation, but should also be used for technological advancement, upgrading inter-school collaboration, and transforming talent training. The AI-empowered model of collaborative and shared cross-school courses not only responds to the needs of the times and policies but can also provide a practical paradigm for other universities in building interdisciplinary cross-school courses.

With the continuous evolution of educational philosophies and the deepening integration of emerging technologies like artificial intelligence and big data into teaching practices, higher education curriculum development has reached a critical phase of transformation. Traditional teaching models, often characterized by unidirectional knowledge transmission, limited student participation, and a noticeable gap between theoretical instruction and practical application, increasingly fail to meet the growing demand for high-quality, innovative talent in the new era. In response, this paper adopts the psychometrics course as a practical example. Building on its strong theoretical foundations and application-oriented features, and in alignment with students’ diverse and individualized learning needs, the study incorporates participatory teaching methodologies to establish an integrated instructional framework that connects curriculum design, classroom teaching, and evaluation feedback. This framework enhances teaching objectives, reinvents classroom interaction mechanisms, and emphasizes ongoing assessment, thereby effectively fostering student engagement and initiative, and facilitating the reconstruction of dialogue dynamics between instructors and learners. Looking forward, it is essential for higher education institutions to further strengthen the relevance and systematic structure of course content, continually advance teaching models through iterative innovation, and actively build a collaborative educational support system that involves multiple stakeholders, including industry and enterprise partners. Such efforts will collectively promote sustained, high-quality, and elevated development in higher education curriculum construction. 随着现代教育理念的持续深化，以及人工智能、大数据等新兴技术与教育教学的深度融合，高校课程建设正处于转型升级的关键阶段。传统的教学模式存在单向知识灌输、学生课堂参与度不足、理论教学与实践应用脱节等问题，已难以适应新时代对高素质、创新型人才培养的要求。在此背景下，本文以高校“心理测量”课程为实践载体，立足于该课程理论性强、应用性突出的学科特点，结合学生多样化与个性化的发展需求，深入融合参与式教学理念，构建了“课程设计—课堂教学—评估反馈”三位一体的教学框架。该框架通过优化教学目标、重塑课堂互动机制、强化过程性评价，有效激发了学生的主体性与参与热情，促进了师生话语体系的重构。展望未来，高校应进一步强化课程内容的前沿性与系统性，持续推进教学模式的迭代创新，并积极构建包括行业、企业在内的多方协同育人支持体系，从而推动高校课程建设向着更高质量、更高水平的方向持续发展。

Introduction The integration of dynamic mathematics software like GeoGebra in recent years into classroom teaching has gained international attention for its potential to enable learners’ conceptual understanding in geometry. This study explores the challenges teachers face in integrating GeoGebra into Grade 12 Euclidean geometry lessons, addressing significant gaps in the literature regarding technology use in rural educational settings. Methods Qualitative data from semi-structured interviews, classroom observations, and Video-Stimulated Recall Interviews with five teachers reveal that inadequate training in Technological Knowledge (TK) limits teachers’ ability to effectively employ GeoGebra, resulting in issues such as inaccuracies in geometric representations and reduced learner engagement. Results Observations indicate variation in classroom environments where infrastructural support directly impacts the effectiveness of technology integration in mathematics teaching. The study further highlights effective pedagogical strategies, as evidenced by teachers’ proactive use of GeoGebra during the observed lessons. Participants express a strong desire for more structured professional development to improve their technology integration skills, emphasizing the critical need for comprehensive training programs. Discussion Ultimately, this research contributes to international literature by highlighting the necessity of robust pedagogical and technological foundations for teachers, thereby advocating for ongoing professional development that equips teachers with the skills required to integrate technology effectively in geometry education.

A reliable and data-based teaching quality evaluation is essential for the continuous improvement of higher-education systems. However, the inherent ambiguity of assessment indicators and the subjectivity of evaluators render traditional, crisp-value models insufficient. To address this challenge, we develop a novel intuitionistic fuzzy multi-attribute decision-making framework that integrates Yager triangular norms (t-norms) with the geometric Heronian mean. Specifically, we first introduce intuitionistic fuzzy operations based on Yager t-norms and Yager t-conorms and subsequently construct two aggregation operators: the intuitionistic fuzzy geometric Heronian mean operators and the intuitionistic fuzzy weighted geometric Heronian mean operators. The idempotency, monotonicity, and boundedness properties of these operators are formally proven. Next, the intuitionistic fuzzy weighted geometric Heronian mean operators are employed to develop an approach for multi-attribute decision-making in classroom teaching quality evaluation under intuitionistic fuzzy information. Moreover, an application case study of teaching quality evaluation in an intuitionistic fuzzy environment is presented to demonstrate the practicality and effectiveness of the proposed approach. Additionally, sensitivity and comparative analyses with other techniques are carried out to further confirm the coherence and superiority of the recommended approach. The research results clearly show that our proposed method is highly effective in accurately evaluating teaching quality and can serve as a valuable tool for educational institutions in enhancing their teaching quality management.

Motivation is an inner drive to achieve a set goal for learning. Motivation from the inside of a learner and motivation from the outside matter a lot to achieve success in learning. Quality education in higher education is possible through motivation of learners in learning. This research article was based on a qualitative method involving administrators and teachers directly in the investigation process. The research was conducted in three provinces, Koshi, Bagmati, and Gandaki, using a purposive sampling method. The population size was six campuses, both including government and community-based. Research design was conducted using an inductive method, and data were collected from the interview and focus group discussion method using open-ended questions. The study found that extrinsic factors are responsible to demotivate the students for their higher education completion. Environmental factors such as teacher- students communication, teacher’s update on subjective knowledge and participatory learning, role of student’s union, policy level decisions demotivate learners. It was found from the study that students demanded practical based curriculum in higher education, however, there were traditional and theoretical based curriculum. Students had deeply realized that four year courses for bachelor level were lengthy and monotonous for them, because they interacted with fast and immediate result oriented actions in their lives, mainly, in the digital devices. The higher education plan need to focus on the national requirements. It is an urgent need at the job market. Students friendly classroom teaching should be in priority to ensure participatory learning for quality education.

Objectives: Conventionally, homoeopathic materia medica is taught to undergraduates (UG) through the lecture or traditional classroom (TC) method. The TC method faces limitations such as limited time and attention spans, one-sided lectures, passive learning and limited scope of interaction. We therefore aimed to use the flipped classroom (FC) strategy and observe its benefits while teaching a content-heavy subject like materia medica. Material and Methods: This was a quasi-experimental self-controlled study conducted for III BHMS students at a UG college in Maharashtra. Four lectures were conducted; two using the TC method, followed by two using the FC method. Pre- and post-test assessments were conducted after the 2 nd and 4 th lectures. After all 4 lectures were completed, a feedback form comprising the quantitative and descriptive aspects of both methods was provided to the students for recording their overall experience. Results: The difference between the pre- and post-test scores was statistically significant in both groups. The students’ feedback forms showed a preference for FC. Amongst the students, 60% found FC excellent for learning, more engaging, interesting and enjoyable and encouraged deeper thinking, understanding and connections. Further, 53% could connect to the shared information in an FC and 54% could resolve their doubts. After FC, 68% students were definitely confident about applying the learning in the clinical setting and examination; 76% were definitely satisfied with the FC. Conclusion: TC likely enables better recall-based outcomes, as seen through better performance in multiple-choice tests, whereas FC had better outcomes in long-answer tests, possibly because it focused on differentiation between remedies, which requires higher cognition such as analysis, evaluation and qualitative appreciation.

With China’s increasing international influence, strengthening ideological and political education for young people is becoming increasingly important. Socialism with Chinese characteristics embodies the essence and spirit of the Chinese nation. In the learning process of the new era, young people should actively inherit the red gene. The effectiveness of English classroom teaching for contemporary Chinese college students needs to be improved, and how to strengthen ideological and political education on the basis of improving classroom efficiency is a thought-provoking issue. This article is mainly based on Babansky's “Optimization Theory of Teaching Process” to study the ways of integrating ideological and political education into college English teaching. Teachers actively explore the integration of ideological and political elements into new English teaching models by studying contemporary college English textbooks, formulating course designs in advance, adopting motivational methods, and innovating teaching methods. They continuously explore and stimulate students’ interest in learning, in order to achieve higher learning efficiency, gradually form a new English teaching path with the characteristics of the school, and better adhere to the fundamental task of cultivating morality and talent. In order to cultivate high-quality and applied composite talents that meet the requirements of the times, and lay the foundation for innovative practical activities in English teaching.

This study aims to implement and evaluate the effectiveness of a learning module designed for X grade students (Phase E) at SMAN 4 Palangkaraya, focusing on the Christian values of love, justice, and tolerance within the framework of the Merdeka Curriculum. The implementation involved classroom teaching using lectures, group discussions, and quizzes to foster active and meaningful learning experiences. The objectives included ensuring students' understanding of the core values, developing their ability to articulate these values, and achieving a minimum score on quizzes. The methodology included direct teaching, observation of student responses and engagement, and evaluation of learning outcomes through cognitive and affective assessments. Findings revealed that 90% of students actively participated in discussions, and all groups engaged in answering quiz questions. The use of rewards notably enhanced student enthusiasm and participation. Despite the overall success, some students did not achieve the highest performance level. The implications suggest that integrating technology into the learning process and thorough preparation of teaching materials are crucial for enhancing student outcomes. This study contributes to the understanding of how Christian values can be effectively integrated into the curriculum to promote holistic student development, aligning with the Pancasila Student Profile, which emphasizes faith, moral integrity, global diversity, and collaboration.