Contemporary Teaching Methods Research Articles

Exploring Contemporary Teaching Methods: A Self-Reflective Study from an Educator Without a Formal Teaching Degree

Exploring Contemporary Teaching Methods: A Self-Reflective Study from an Educator Without a Formal Teaching Degree

Echoes of Tradition: Reclaiming the Oral Art of Poetry in Digital Embedded Courses

This paper investigates the integration of oral traditions with digital technologies in poetry education, proposing a comprehensive framework aimed at enhancing pedagogical effectiveness and cultural enrichment. Through a review of both historical and contemporary teaching methods, this paper emphasizes the distinct advantages of oral recitation in fostering deeper cognitive, emotional, and social engagement, which are qualities that digital tools frequently fail to replicate. Advocating for a balanced approach, the study leverages the sensory richness of oral traditions alongside the accessibility and innovation of digital platforms. The paper presents a pedagogical model rooted in experiential and multimodal learning theories to forge immersive, sensory-rich educational environments that preserve the depth of traditional oral poetry while harnessing modern technological advancements. The paper explores the implications of this hybrid approach for educational practices, cultural preservation, and policy, arguing that such integration not only enhances learning outcomes but also sustains cultural heritage within a digital educational framework. Additionally, it outlines future research directions to validate the framework’s efficacy, broaden its disciplinary applications, and evaluate its long-term educational impacts, contributing to a richer discourse on the harmonization of traditional methods and digital innovation in education.

Innovative Marketing Strategies for the Transformation of Islamic Education

This research aims to explore the integration of technology into the curriculum and the implementation of digital marketing strategies within Islamic educational institutions. This study stems from the need to adapt educational practices to the rapidly changing technological landscape and to enhance the visibility and appeal of these institutions through modern marketing approaches. Employing a qualitative research design with a case study approach, this study seeks to understand the transformation processes occurring within a specific Islamic school. Data were collected through observation, interviews, and documentation. The data analysis was conducted using interactive model, which involves data reduction, data display, and conclusion drawing. The findings reveal the integration of technology into the curriculum has significantly increased student engagement and learning effectiveness through the use of e-learning platforms and mobile applications. The adoption of digital technologies has enriched learning resources and supported contemporary teaching methods that align with current educational needs. The study also evaluates the effectiveness of the marketing strategies employed, providing insights into their impact on the institution's outreach and growth. The findings are expected to contribute to the understanding of how Islamic educational institutions can successfully combine technology and digital marketing to improve educational outcomes and institutional visibility in a competitive environment.

Psychological Principles in Education: Reviewing William James' Impact on Teaching Practices

The well-known psychologist William James made significant contributions to educational theory that significantly affected how teachers imparted knowledge. William James was a prominent psychologist in the late 19th and early 20th century who made substantial contributions to education. Theory and practice in education have been greatly influenced by his knowledge of human consciousness, emotion, and behavior. This review of the literature aims to find out how James' psychological theories have influenced contemporary teaching methods. This review attempts to provide educators with useful guidance for enhancing student growth and learning, with an emphasis on James' theories and their relevance to modern classrooms. The significance of the study is to know about James’ psychological theories that influence modern teaching pedagogies and learning and by studying this study educators can find guidance for improving and enhancing student learning and growth. The conclusion of the study shows that modern teaching methods are highly influenced by James’ ideas like habit formation, students’ attention and engagement, and the nature of awareness moreover, implementation of James’ ideas may help teachers improve the students’ results and performance as these provide more interesting, engaging, and effective learning environments. James’ philosophies are useful for the implication of modern educational trends like active learning techniques, the creation of mindful activities, social and emotional learning, and student-centered learning.

Enhancing media literacy skill building in pedagogical universities: Our view and experience

The article presents a review of the integration of media literacy content in foreign language courses at pedagogical higher education institutions. This study is aimed to share and present for academic discussion some of the authors’ perspectives that proved to be successful in mastering media literacy skills as well as in developing language competencies in EFL learners. A particular focus has been made on the methodological base, the principles and strategies of media literacy skill building as well as on the criteria for the selection of learning materials and techniques that ensure the effective implementation of media literacy programs into the existing syllabi. The use of contemporary teaching methods such as flipped classroom, problem-based learning, group projects, capitalizing on higher order thinking skills and interactive classroom activities is viewed as an integrated approach aimed to develop critical perception of media products alongside with a range of sociocultural and communicative competences in students of pedagogy. One of the main objectives of integrating media literacy content into a variety of tertiary courses is to enhance emotional resilience to manipulative influences of the media which is achieved through activating critical thinking skills referring to information flow as well as to students’ own media consumption habits. The pilot implementation being conducted in the terms of the international project “Learn to Discern”, preserved its original methodological constituents which included media literacy as such, information literacy, critical thinking, digital and visual literacy and fact checking skills. Acknowledgements The study is supported by the International Research and Exchanges Board (IREX), the Embassy of the United States of America and the Embassy of the United Kingdom in Ukraine, in partnership with the Ministry of Education and Science of Ukraine and the Ukrainian Press Academy. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Svitlana Buchatska, 0000-0001-6063-5858 sbuchatska@vspu.edu.ua

Foreign language at the pre-primary level

By presenting the theoretical framework and several examples of relevant studies regarding very early foreign language acquisition in the world and in Croatia, the aim of the paper is to raise awareness of the positive effects of learning English in pre-primary education. The theoretical background for early foreign language learning and acquisition is provided and complemented by descriptions of contemporary teaching methods which are based on play, environment, literature, and culture (as the key components). The paper further offers an overview of research, encompassing eight recent studies on early language acquisition in pre-primary education. The primary focus is on exploring the sample of participants, research methodology, and findings of these studies. The selection criteria for these studies are based on their relevance to the language learning domains outlined in the theory section. Through analysis, it becomes evident that researchers employ a combination of age-appropriate and child-friendly quantitative and qualitative methods. Although the studies may not support generalization due to small sample sizes, their results consistently demonstrate a positive impact of Total Physical Response (TPR), music, literature, integrated and project-based learning, as well as digitalization on vocabulary acquisition and the emergent literacy skills of pre-primary children.

EXPLORING THE RELEVANCE OF SRI AUROBINDOS INTEGRAL EDUCATION PHILOSOPHY IN CONTEMPORARY EDUCATIONAL PRACTICES

In todays educational landscape, educators grapple with the challenge of nurturing students for holistic development and lifelong learning amidst a rapidly evolving world. The Integral Education Philosophy of Sri Aurobindo provides significant insights in line with contemporary teaching methods. Sri Aurobindos philosophy, which emphasises the harmonious development of physical, mental, emotional, and spiritual elements, promotes education to help people realise their full potential in order to promote planetary change, social harmony, and personal fulfilment. The current movement towards student-centred learning approaches is in line with core ideas including experiential learning, holistic growth, individualised teaching, multidisciplinary integration, ethical cultivation, and spiritual improvement. This qualitative study examines how Integral Education might be used in contemporary educational settings by examining primary and secondary sources. Results highlight Integral Educations connection with modern educational techniques and clarify its guiding principles.The study also highlights the advantages, difficulties, and real-world applications of incorporating integral education into a range of educational contexts. The implementation of Integral Education presents a number of problems, including resource allocation, curriculum revision, assessment techniques, teacher preparation, cultural sensitivity, socio-political context, and opposition to change, despite its promise of holistic growth and well-being. To overcome these obstacles, careful preparation, teamwork, and on-going assistance are needed. To sum up, Sri Aurobindos Integral Education Philosophy is a revolutionary approach to learning that gives insightful guidance for developing well-rounded people who can successfully navigate a complex and interrelated world in a variety of educational settings.

Statement of Removal

ABSTRACT Based on the qualitative data gathered from the existing literature pertaining to science curriculum with analytical and critical research designs, this article considers the implementation of the science Competence-Based Curriculum (CBC) in Sub-Saharan African (SSA) countries. The study findings reveal that even though the CBC has been introduced in different SSA countries to enhance the quality of education, the science curriculum is still implemented in traditional ways. Consequently, CBC is not effectively addressing socio-economic needs as intended, at both individual and national level. The authors are concerned with how CBC is being implemented in other SSA countries that recently have adopted this kind of curriculum and how it will be implemented in other SSA countries that are planning to embrace it. In this paper, the authors suggest ways the new ideas could be introduced and reflect on how CBC can be implemented in SSA countries that share socio-economic and environmental similarities. They finally strongly recommend the establishment of special ‘laboratory’ schools or science education centres as well as school-based communities of practice to enhance teachers’ content knowledge and nurture contemporary teaching methods for the successful implementation of the new ideas.

Comparison among Three Articles of Instructional Pedagogies : A critical Review on Three Journal Articles Reporting Research about Contemporary Teaching Methods and Current Pedagogical Issues)

Comparison among Three Articles of Instructional Pedagogies : A critical Review on Three Journal Articles Reporting Research about Contemporary Teaching Methods and Current Pedagogical Issues)

The role of interactive learning in mathematics education: fostering student engagement and interest

This article examines the role of active learning in mathematics and its impact on stimulating students' interest in the subject. It analyses contemporary methods of active learning, such as group projects, discussions, and problem-based tasks, and considers their applicability in teaching mathematics. The article discusses different methods of stimulating students' interest in mathematics, including the use of practical examples, interactive teaching methods, and support for independent research. Based on the analysis conducted, recommendations are provided for creating a learning environment that fosters the maximum development of students' interest in mathematics and enhances the effectiveness of their learning. The article highlights the significance of contemporary teaching methods in mathematics. These methods concentrate on fundamental mathematical concepts and foster critical thinking, communication skills, and independent research skills. The article discusses the importance of studying formal geometry in mathematical education and proposes original methods for solving classical and authorial problems based on new dependencies that were previously unknown. In conclusion, the article highlights that active learning is a crucial component of successful mathematics education. It promotes not only the assimilation of material but also the development of skills necessary for successful adaptation and application of knowledge in various life spheres and careers.

Perspectives and a plethora of New Educational and Entrepreneurial Approaches between 2020–2023 in Andhra Pradesh, India

COVID-19 has pushed 75 million Indians back into poverty; the risk-control decisions to slow down thevirus by the Indian government have adversely affected the education system in the country and led studentsinto temporary 'home-schooling' situations in 2020–2021. The present study focused on the inconveniencecaused to students living in Visakhapatnam, identifying the technology that has prompted new examples ofeducational innovation and its impact on the trajectory of learning innovation and digitization in the Indianeducation system, on a random sample of 309 students from 8 schools under the public, private, and unaidedcategories. The sample size calculated on a sample of 'n' student beneficiaries is n = z2*p q /d2 (calculated onn = the desired sample size, z = the normal standard deviation, p = the proportion in the target population, andd = absolute precision or accuracy). The data was analysed using a mixed methodology, using a quantitativesampling method by sending an online questionnaire and qualitatively measuring the responses of the targetgroup by percentage. The centuries-old, classical, or lecture-based approaches to teaching methodology,entrenched institutional biases, and outmoded classrooms are still prevalent in some poverty-strickenregions and developing states like Andhra Pradesh in India. In 2023, the education system continued topractice learning anywhere, at any time. Learning outcomes with digital education in various formatspositively impact education. The classical in-person classroom can complement new learning modalities,from live broadcasts to 'educational influencers' to virtual reality experiences. Bridging the gap betweenclassical and contemporary teaching methods, improvising learning, and heading towards lifelong learningby making it a habit integrated into daily routines is valid and should be made a lifestyle.

The evaluation of gamification implementation for adult learners: A scale development study based on andragogical principles

This study utilised scale development analysis to evaluate the effectiveness of gamification based on Knowles' andragogical principle in facilitating online learning for adult students. An exploratory sequential mixed-method research design was employed, incorporating interviews and field notes to gather qualitative data for scale construction. The Gamification for Adult Questionnaires (GAQ) scale was developed via questionnaires and analysed quantitatively. The thematic analysis of qualitative interviews revealed 23 sub-themes based on the five main andragogical principles used as a foundation for the quantitative analysis scales. Initially, 47 items were constructed, but five items with low communalities were excluded and an EFA with varimax rotation was performed on the remaining 42 items. The KMO and Bartlett test yielded a satisfactory value of 0.90 Williams et al. (2010). The Chi-square test (Bartlett's method) resulted in a significant sphericity level of p < .01. The EFA results enabled the categorisation of the 42 items into four factors: independent learning (9 items), learning engagement (15 items), knowledge-experience sharing (7 items), and application to real-life situations (11 items). The high alpha coefficient of 0.97 suggests the scale is reliable, and the 42 items account for 81% of the variance. The results indicate that the GAQ scale is a valid and reliable tool for evaluating gamification based on andragogical principles in adult learning settings. This study provides a foundation for future researchers interested in exploring gamification with contemporary teaching methods and technology for adult learners using Knowles' andragogical principles.

Assessment of Educational Digital Game-Based Learning and Academic Performance of Grade Six Pupils

Digital games have surpassed the movie box office and are making their way to revolutionize the contemporary teaching methods of today’s classrooms. Educators, parents, and policymakers are debating its effect on the students, and more researchers are offshooting to prove its effectiveness and suitability for the recent digital natives. This study, therefore, found empirical evidence underpinning the efficacy of Educational Digital Game Learning on the learners’ academic performance, specifically in English concepts, using a quasi-experimental control group and descriptive design. Two classes of grade VI students were involved and labeled as the control and experimental group. During the study, the researcher used a validated test instrument. The researcher also filmed how EDGBL was conducted in the classroom and recorded interviews with experienced students. Frequency counts, percentages, weighted mean, and t-tests for independent samples were used to investigate the aims and establish the results. The findings revealed that students who underwent Educational Digital Game-Based Learning had improved their academic performance in learning English concepts. It was also found that those students who were exposed to EDGBL developed more positive habits in learning English. In contrast, those exposed to the traditional method tended to misbehave and have a monotonous learning environment. Moreover, conducting EDGBL as a method requires teachers to have practical facilitating skills to maintain solid work coordination throughout the implementation of EDGBL.

Methodical Recommendations for Passing the "Digital World" Topic in 6th Symphony Language Classes

This article describes methodological recommendations for the organization of 6th grade mother tongue lessons from new generation textbooks based on the National Curriculum. This study aims to enhance mother tongue education using modern and interactive methods, tailored to students' characteristics, to foster interest in digital world topics. The methodology employs discussions, oral speeches, and reading comprehension exercises on internet-related terms and digitization and utilize interactive media to engage students in the learning process. The results show successful implementation of contemporary teaching methods, considering students' attributes, achieves the goal of imparting knowledge effectively. Students demonstrate understanding of digital concepts, critical thinking, and vocabulary expansion. Encouraging the use of Uzbek alternatives enhances lexicological skills. The study underscores the importance of adapting teaching approaches to the digital age.

Criteria and Approaches for Optimization of Innovative Methods for STEM Education

The proposed research aims to evaluate the modern learning process in STEM subjects in a technology-rich environment. The study examines contemporary teaching methods and evaluates their application in different educational levels in Bulgaria. The aim is to provide information for developing a concept of a modern technology-based learning process and integrating innovative methods with appropriate technological tools.

사회과교육에서 디지털아카이브 활용 부마민주항쟁 교육 프로그램 개발 및 적용

This study aims to cultivate students' awareness of democracy and civic engagement by incorporating the Bu-ma Democratic Protests as educational material in social studies. Despite the protests' significant role in our nation's democratic history, it has been somewhat overlooked in the curriculum. This study highlights the protests' historical significance and addresses gaps in the current curriculum through a program utilizing digital archives. This program educates elementary students about democracy's fundamental principles, civic responsibility, and social participation. It enables a deeper, more interactive understanding of historical events through the creation of historical maps. The integration of digital archives is anticipated to revolutionize social studies, with historical cartography enabling students to comprehend events in both spatial and chronological contexts. This method fosters a novel exploration of history, enhancing students' engagement in historical learning. The program's implementation has shown a positive effect on students' civic participation. Students began to view the protests not merely as a historical occurrence but as a manifestation of democratic progress through citizen involvement. This innovative approach to social studies deepens students' understanding of the interplay between history and democracy and encourages them to be proactive members of a democratic society. Integrating the Bu-ma Democratic Protests with contemporary teaching methods, this educational approach effectively communicates the value and significance of democracy, preparing students to comprehend and enact democracy as future citizens.

OUTDOOR EDUCATION AS AN INTERFACE BETWEEN TRADITIONAL AND MODERN LEARNING APPROACHES: A CURRICULUM-BASED ANALYSIS AT CORE CURRICULUM STAGE IN ROMANIA

This study delves into the pivotal role of outdoor learning in acting as a connecting thread between conventional and contemporary teaching methods within the realm of core curriculum education. As educational methodologies continually evolve, educators are keen to adopt innovative approaches that effectively engage and educate students. Traditional teaching methods, while enduring, coexist with modern pedagogical practices that emphasize experiential learning, active participation, and holistic development. The research explores how outdoor learning functions as an intermediary, facilitating a seamless fusion of traditional and modern educational practices. Its primary focus is to investigate the influence of outdoor learning on student motivation, critical thinking, and overall educational achievements, particularly within the core curriculum stage. By employing a combination of quantitative and qualitative analyses, this study seeks to highlight the advantages and obstacles associated with the incorporation of outdoor learning in core curriculum subjects. It aims to pinpoint effective methods for embedding outdoor experiences into conventional classroom settings, thereby contributing to a more comprehensive comprehension of how outdoor learning can enrich the educational experience. The insights garnered from this research endeavor have the potential to provide valuable guidance to educators, curriculum designers, and policymakers in striking a harmonious balance between time-honored teaching techniques and innovative strategies. This equilibrium aims to create a well-rounded, enhanced learning environment for students at the core curriculum level.

Translating Linguistic Theories into Practical Solutions for ESP Materials Design: from Discourse Analysis to Teaching Political Discourse

Linguistics plays a key role in foreign language education both in relation to the teaching/learning process and to materials development. As a point of departure the article examines the implications of linguistic paradigms for foreign language teaching methods and follows the evolution of the concept discourse competence. Together with Discourse Analysis it is identified as central to updating contemporary teaching methods and instructional materials. The major objective is to show how research within linguistics informs and gives new impetus to FLT which is illustrated by a model of ESP instructional material designed for teaching political discourse to university students. The main conclusion is that such a form of mediation between theory and practice can broaden the focus on authenticity to encompass not only exposure to real language but also to genuinely analytical and critical thinking experiences typical for the academia.

KOOPERATIVNO UČENJE U NASTAVI JEZIKA I KNJIŽEVNOSTI

Contemporary teaching methods and approaches are increasingly being directed towards learners (instead of teachers), learner competences (instead of abilities), learner autonomy and responsibility for learning (instead of viewing them as “empty recepticles”, i.e. passive participants in the learning process). Thus, learners and learner outcomes have been growingly placed at the forefront of modern-day teaching, which is visible both in scholarly papers within the educational studies, as well as tendencies in teaching practices and practical suggestions proposed by national education systems. In conclusion, despite the insightful comments given by a large number of the participants, some teachers still appear to cling to the belief that traditional classes and the teacher as the only relevant source of knowledge are crucial for complex teaching units (e.g. the introduction of a grammar unit that learners find difficult and complex). Finally, it is deemed necessary that teachers in Serbian state schools should be given support and trained in such a teaching approach. Consequently, the fact that a considerable number of the participants expressed their wish to attend a cooperative learning workshop is promising. Finally, in future studies, we aim to investigate not only the general perception of language teachers, but also their knowledge on concrete cooperative learning postulates to gain more valuable insights into the extent to which teachers are familiar with this teaching approach, but also to determine their beliefs and attitudes towards its actual use in the classroom. Such investigations might provide a step forward in Educational Studies, as well as Applied Linguistics.

Progressive Islamic Teaching and Learning: Integrating Knowledge and Practice for Societal Advancement

&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D; This conceptual study explores the paradigm of progressive Islamic teaching and learning, addressing the disconnection between traditional teachings and modern science, which hinders their societal relevance. Fueled by the "progressive Islam" paradigm initiated by Muhammadiyah, this research advocates for integrating Islamic doctrines and practices with scientific knowledge to enhance individual and societal well-being. Employing a conceptual survey, the study analyzes existing literature to propose that modern teaching methods should be employed to facilitate a deeper understanding, practical application, and reflection of Islamic teachings. The study's implications underline the significance of fostering a harmonious integration between Islamic education and modern knowledge, contributing to the advancement of both individual growth and social progress.&#x0D; Highlight:&#x0D; &#x0D; Societal Disconnection Addressed: This study explores the paradigm of progressive Islamic teaching, bridging the gap between traditional teachings and modern science, crucial for enhancing societal relevance.&#x0D; Integration for Well-being: Fueled by the "progressive Islam" paradigm, the research advocates for merging Islamic doctrines and practices with scientific knowledge to bolster individual and societal well-being.&#x0D; Modernization of Education: Through a conceptual survey, the study emphasizes the importance of utilizing contemporary teaching methods to enable a comprehensive grasp, practical implementation, and thoughtful contemplation of Islamic teachings, thereby contributing to individual growth and societal advancement.&#x0D; &#x0D; Keyword: Progressive Islamic Teaching, Modern Science, Societal Relevance, Integrating Knowledge, Teaching Methods&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;