This study aims to describe the implementation of the Project-Based Learning (PjBL) model in creative dance learning. It also analyzes the results of creative dance projects produced by grade XI students of SMA Negeri 14 Semarang. This study uses a descriptive qualitative approach with data collection techniques including observation, interviews, and documentation. The research subjects consist of one Cultural Arts teacher and students of grade XI. Data analysis employs the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The results show that the implementation of PjBL is conducted through seven systematic stages: project determination, planning, scheduling, exploration and movement creation, monitoring, project presentation, and reflection. Students demonstrate active involvement in group discussions, movement exploration, and collaboration. Each group successfully produces creative dance work with diverse themes, reflecting the development of creativity and critical thinking skills. This study highlights students creative processes at each stage of the project, which has not been widely explored in previous studies.

Pedagogy students’ assessment of their own learning allows for a better understanding of how creative learning is implemented during university studies. 143 university students of pedagogical studies participated in the questionnaire survey. The research revealed the academic and personal development of students and their progress: students acquire sufficient knowledge and successfully assimilate it; they are aware of the development of their creativity and skills; the students’ strong point is the social and emotional competence. Challenges to creative learning emerged: students still lack the ability to motivate themselves; they do not sufficiently understand the interconnections between individual course units; students are not yet active enough participants in the educational process. Senior students assessed their creative learning better than junior students.

This study examines the use of Canva-based picture word cards in improving early reading skills of elementary school students. The problem addressed in this research is the low level of students’ beginning reading ability, which is influenced by limited use of engaging learning media and teacher-centered instruction. The purpose of this study is to analyze early reading skills, identify learning problems, and evaluate the effectiveness of picture word cards designed using Canva. This research employs a Systematic Literature Review (SLR) method by collecting, selecting, and analyzing relevant studies published between 2020 and 2025. The data were analyzed using content analysis techniques to identify patterns, themes, and findings related to the use of visual learning media in early reading instruction. The results indicate that the use of picture word cards can significantly improve students’ ability to recognize letters, syllables, and simple words, as well as enhance reading fluency, motivation, and participation. Furthermore, integrating Canva in developing learning media contributes to more creative, interactive, and student-centered learning environments. Despite some challenges such as limited digital skills among teachers, this media proves to be an effective and innovative solution to enhance early reading skills in elementary education.

This qualitative study employed a phenomenological research design to explore the lived experiences of junior high school students in writing poetry through TiktTok. Grounded in Experiential Learning Theory, Connectivism Theory, and Cognitive Load Theory, the research examined how TikTok influences student engagement and creativity in poetry writing. Fourteen research participants were purposively selected: seven Grade 9 students participated in in-depth interviews (IDI), and another seven joined a focus group discussion (FGD), including two English teachers, a Master Teacher, two academically inclined students, and two struggling students to ensure diverse perspectives. Findings revealed that students faced challenges such as limited vocabulary, grammar issues, poor reading habits, and time management difficulties. Despite these, participants shared that TikTok enhanced their creativity, motivation, and self-expression. The platform’s multimedia features supported autonomous learning and encouraged students to align their poetry with digital trends. The integration of TikTok allowed a more relatable and engaging approach to poetry writing, bridging the gap between conventional curriculum tasks and students’ evolving digital preferences. The results point to the potential of social media platforms as effective educational tools when meaningfully integrated into instruction. By adapting learning experiences to students’ interests and environments, educators may find new ways to foster creativity, confidence, and engagement in language learning.

This article offers a critical analysis of the role of the body in the development of AI in the field of education. It challenges the dominance of symbolic and disembodied AI models based on abstract information processing and advocates for a paradigm shift toward embodied AI grounded in situationality, emergence, and sensorimotor coupling. Drawing on post-cognitivist frameworks, the article highlights the cognitive and experiential limitations of current GenAI systems, such as the loss of proprioception, multimodal agency, and the devaluation of embodied practices. It proposes a redefinition of Human–Computer Interaction (HCI) centered on a perceptual–affective choreography. The article advances a more inclusive and emancipatory vision of AI in education, aimed at fostering creative, critical, and situated learning through a set of embodied design principles.

Abstract Empirical studies show that participation in primary schools improves the well-being, development, and skills of children with and without Special Educational Needs (SEN). However, it remains unclear to what extent children’s experiences of participation vary across (diverse) SEN and non-SEN groups and school types. The present study ( n = 147) addresses this research gap using qualitative interviews conducted in German primary schools and analyzed via a Grounded Theory approach, supplemented by descriptive quantitative analyses to capture the prevalence of children’s experiences of participation. The findings show that some children experience everyday school life as externally controlled and report that teachers normally decide learning content, tasks, and organizational processes. This is reported particularly often by children with SEN (SEN, i.e. intellectual development, learning, and social-emotional development) who attend special schools (71%). Furthermore, some children view participation as unfair, seeing it as favoring certain individuals. In creative learning contexts, some children report only limited opportunities for participation, particularly children (with or without SEN) in mainstream schools (45%). These children interpret a lack of participation as unjust. By contrast, in so-called “democracy schools”, which focus on child participation, 80% of children report extensive opportunities to get involved. There, teachers are described as learning facilitators, and participation is understood as fair and self-evident. Yet such participation is also experienced as challenging, particularly by girls and by children with SEN. The findings have implications particularly with regard to children’s rights and the structural exclusion of children with SEN.

LEGO Serious Play (LSP) and Metaplan are innovative, student-centered teaching strategies that promote creativity, critical thinking, and meaningful learning. Their combined use offers an experiential approach to addressing complex topics in mental health education. A pre-post experimental design was implemented with 131 nursing students. Participants engaged in interactive workshops where they built LEGO models to represent mental health disorders and used Metaplan to discuss symptoms, treatments, and care strategies. Academic performance, motivation, and critical thinking were assessed before and after the intervention. The intervention significantly improved students' academic performance, motivation, engagement, and critical thinking. Participants demonstrated a deeper understanding of mental health concepts, reduced abstraction, and enhanced knowledge of retention. Integrating LSP and Metaplan techniques effectively strengthens learning outcomes and competency development in mental health nursing education. Their inclusion in nursing curricula is recommended to foster creativity, reflection, and applied understanding.

This paper introduces Temporal Rhythms Observed in Space (Trois), an educational art-based framework designed to teach computer programming concepts through an interactive generative system inspired by quantum computing concepts. Traditional programming courses rarely expose students to emerging topics like quantum computing; instead, they focus on traditional programming concepts. Trois addresses this gap by combining cellular automata with visual patterns inspired by quantum time crystals to create an accessible, creative learning experience. While not a complete simulation of a quantum system, Trois conceptually models behaviors such as temporal symmetry breaking, emergent oscillations, and many-body interactions. The aim is to provide students, especially those without advanced mathematical training, with a hands-on framework to explore programming constructs alongside quantum-inspired thinking. The framework is implemented in Python, using a modified version of Conway’s Game of Life, extended with real-time visual feedback and interactive parameters. Students can experiment with rule variations, observe evolving states, and manipulate inputs to better understand core programming ideas such as loops, conditionals, and state transitions. Future work includes broader deployment in programming curricula and additional features to further align with quantum computing concepts. This paper discusses Trois’ major components, current implementation details, and the next steps for using it for a programming course.

Educating students about love for their homeland and country through teaching plays a particularly important role in shaping and developing their personality. Through the analysis of literary texts in the Vietnamese language curriculum, the author clarifies the advantages of artistic language in arousing aesthetic emotions, fostering national pride, and cultivating a sense of responsibility naturally. The research focuses on typical themes to highlight the connection between knowledge and emotion. Based on this, the article proposes pedagogical measures such as utilizing imagery, organizing experiential learning, applying technology, and developing creative learning products.

Design thinking & virtual reality: an empirical evidence on creative organizational learning

This research was motivated by low student learning outcomes due to teacher-centered learning methods using lectures, resulting in suboptimal student participation and engagement. The Scramble method was chosen because it can create active, creative, and enjoyable learning, as well as encourage collaboration and rapid thinking. This study aims to determine the improvement in student learning outcomes in Islamic Religious Education (PAI) subjects through the application of the Scramble learning method in class VIII C of SMPN 5 Majalengka in the 2024/2025 Academic Year. This study used a Classroom Action Research (CAR) design implemented in two cycles. The subjects were 18 students of class VIII C. Data were collected through observation, learning achievement tests, and documentation. Data analysis was conducted using descriptive quantitative and qualitative methods. The results of the study indicate that the application of the Scramble method can improve student learning outcomes in the topic "Provisions of Sale and Purchase, Debts and Receivables, and Usury." The percentage of learning completion increased from 39% in the pre-cycle to 67% in cycle I, and reached 83% in cycle. Student learning activities also experienced significant improvements in each cycle. In conclusion, the Scramble method is effective in Islamic Religious Education (PAI) learning to improve student learning outcomes, active participation, critical thinking and collaboration skills. Teachers are advised to integrate this method with a variety of other learning strategies to maintain student motivation.

Background – Improving vocational high school students’ creative thinking skills and learning independence is important to meet modern industry demands, requiring innovative approaches such as STEM-integrated Project-Based Learning (PjBL) that engage students in problem-solving and real-world projects. Purpose - This study aims to analyze the application of the STEM-integrated PjBL model in improving students’ creative thinking skills and learning independence. Method/approach - This study used a quantitative approach with a quasi-experimental non-equivalent control group design involving pretest and posttest. The population consisted of grade XI vocational high school students in Purbalingga, Central Java. The sample was selected purposively from grade XI TKJ students at SMK N 1 Purbalingga and SMK N 1 Kemangkon. Data were collected through creative thinking tests, learning independence questionnaires, and observation sheets. Instrument validity was tested by comparing the calculated r-value with the r-table value (0.3809), and reliability was measured using Cronbach’s alpha. Findings - Several test items were declared valid, and the learning independence questionnaire showed factor loadings between 0.720–0.756. Reliability results showed Cronbach’s alpha values of 0.74 for the creative thinking instrument and 0.773 for the learning independence questionnaire. Conclusions - The N-Gain results showed that students’ creative thinking skills improved more in the experimental class than in the control class. However, the increase in learning independence was minimal and showed no significant difference between the two groups.

ABSTRACT This qualitative study explores pre-service early childhood teachers’ perceptions of preparing and implementing art activities that integrate natural and sustainable materials through holistic and experience-based approaches. Conducted within the Art Education in Early Childhood course offered in a teacher education programme at a state university in Turkey, the research adopted a case study design grounded in the interpretive paradigm. Data were collected from 78 participants through 16 focus group interviews and analyzed using inductive content analysis. The findings revealed that pre-service teachers valued creativity, collaboration, and hands-on learning while recognising the pedagogical and environmental benefits of using natural and sustainable materials. These activities were found to foster imagination, reflective thinking, and awareness of children’s developmental needs. However, participants reported challenges related to material organisation, time management, age-appropriate activity design, and classroom management. The experience further enabled them to link theory with practice and develop a deeper understanding of effective teaching strategies. Overall, the study highlights the importance of experiential and reflective learning in enhancing teacher preparation and underscores that integrating natural and sustainable materials into art-based pedagogies can promote meaningful, cost-effective, and environmentally conscious learning experiences that support teachers’ professional growth.

This study aims to explore the effectiveness of mentoring early childhood education (PAUD) teachers in developing Daily Learning Plans (RPPH) based on play and literacy integration at TK PGRI Mutiara Tatakalai. A descriptive qualitative approach was employed, with data collected through direct classroom observation, in-depth interviews with teachers, and analysis of RPPH documents. The mentoring focused on enhancing teachers’ competence in designing engaging, creative learning activities that stimulate children’s foundational skills, including reading, writing, critical thinking, and communication from an early age. The findings revealed that teachers were able to create structured yet flexible RPPH, integrating play with literacy according to children’s abilities, while also fostering students’ confidence, creativity, and learning motivation. Positive impacts were also observed in classroom management, higher student engagement, and the development of a sustainable literacy culture both at school and at home. This study confirms that play-based and literacy-integrated mentoring strategies can strengthen teacher professionalism and improve the overall quality of early childhood learning experiences.

The rapid evolvement of digital technologies has brought a lot of transformation in the education practices particularly in the participatory and creative learning settings. This research is aimed at providing a Digital Arts-Driven Participatory E-Learning Framework (DAPEF) that could transform the idea of teacher preparation in order to incorporate the digital arts, community participation and global learning. The proposed research is going to be premised on a mixed-methodology to determine the extent to which the suggested framework could be utilized to enhance the effectiveness of primary teaching competencies, such as creativity, digital literacy, collaboration, and global awareness among the pre-service teachers. It relies on the principles of constructivism, connectivism, and experiential learning and is implemented in a multi-step process that includes the creation of content, collaboration, interaction, reflection, and adaptation. The study will include the comparative analysis of the traditional teacher preparation and the suggested one. The findings indicate that the DAPEF model has a positive significant influence on the relationship with learners, creative expression, and digital skills and enables the building of the intercultural competence revolving around global cooperation and community learning processes. The results suggest the idea that integrating the elements of digital arts in pedagogical process will allow teachers to establish more interactive and oriented to the learner classes. In addition, participatory e-learning strategies enhance the on-going professional development and experiential learning. However, the technological connectivity concerns, structural barriers, and varying levels of digital preparedness are mentioned as potential implementation barriers. The study contributes to the field of teaching education since it provides a multifaceted and personalized system that would appeal to the contemporary education demands. It indicates the need to introduce new and interdisciplinary ways of educating teachers to be prepared to work in versatile and globally integrated learning setting.

As technology advances and globalization intensifies, creativity is increasingly recognized as a key competence for contemporary society. Enhancing students' creativity has thus become one of the priorities for educators and researchers. However, the traditional educational approach often fails to foster creative thinking and to address students’ individual differences. This study proposes the integration of mind-mapping (MM) and differentiated instruction (DI) into a Chinese course to boost students’ creativity and Chinese learning. More specifically, the study employs a quasi-experimental research design to investigate the impact of differentiated teaching methods and mind mapping learning strategies on junior high school students' Chinese language learning achievement and creativity. A total of 86 students aged 14–15 from three intact classes participated, and the classes were randomly assigned to three instructional conditions: experimental group I (Differentiated Instruction/DI, N = 28), experimental group II MM-DI (Mind-Mapping integrated Differentiated Instruction/MM-DI, N = 29), and a comparison group that received traditional lecture-based instruction (N = 29). A mixed-methods approach was adopted; quantitative data came from pretest–posttest measures of language learning outcomes and creativity, while qualitative data came from focus group interviews. The results showed significant within-group improvements in Chinese achievement and creativity across all instructional conditions. The MM-DI group showed the largest raw gains descriptively; however, ANCOVA analyses indicated no statistically significant differences among the three groups. Participants also reported that both DI and MM-DI were feasible approaches. Overall, the findings suggest that integrating DI and mind-mapping can support students’ growth in creativity and Chinese learning, while the extent of improvement should be interpreted as gains relative to each group’s own baseline. Based on these findings, educational implications and relevant practical recommendations are provided. • MM-DI showed the greatest within-group gains in Chinese achievement, followed by DI and lecture-based instruction. • MM-DI led to large improvements in both verbal and figural creativity across fluency, flexibility, and originality. • Heterogeneous roles, teacher scaffolding, and innovative teaching enhanced engagement, learning quality, and outcomes.

This study explores whether alternative approaches to education, as applied in centers such as TUMO Tirana, can support the psychoeducational development and intrinsic motivation of children with typical and atypical development in Albania. Grounded in the theories of Piaget, Vygotsky, and Erikson on cognitive, social, and emotional development, as well as Deci and Ryan’s Self-Determination Theory on competence, autonomy, and social relatedness, the research analyzes the impact of alternative education on these fundamental dimensions of child development. The study involved 50 participants (25 children with typical development and 25 children with atypical development) who had completed a one-year cycle at TUMO. Data were collected through a mixed-methods approach: a structured questionnaire for parents on observed changes in behavior and emotional development at home, and semi-structured interviews with trainers to capture psychoeducational progress observed within the center’s environment. Findings indicate that participation in a free and creative learning environment such as TUMO increases children’s sense of competence, autonomy, and social connection, with particularly positive effects for children with atypical development. The study also identifies challenges and barriers that must be addressed to strengthen inclusive education in Albania, highlighting the importance of psychoeducational approaches in modern models of alternative education.

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder with a wide range of symptoms affecting social communication, interaction, and behavior. Recently, the increase in the number of children diagnosed with autism has challenged the scientific community and schoolteachers to seek out new and effective educational and therapeutic strategies for autistic individuals. Besides conventional therapies, alternative and complementary therapies are becoming more and more a part of special education. Equine-assisted therapy or therapeutic riding is one such non-conventional therapy, which falls under the broader category of animal-assisted therapies. Therapeutic riding features a carefully designed therapeutic interaction of the client with the horse, combining physical exercise of the horse's movement, emotional involvement, and social exchanging which, through providing multisensory experiences, can lead to the development of communication skills, emotional regulation, and social engagement in autistic children. Meanwhile, the swift progress of digital technologies and creative pedagogical methods has not only opened doors for inclusive education but also paved the way for the role of Information and Communication Technologies (ICT), STEM and STEAM learning models, which are being progressively incorporated in schools to give a boost to creativity, problem-solving abilities, and interdisciplinary learning experiences among students with different educational needs. This research delves into the theoretical foundation of ASD and plays out how equine-assisted therapy can work as a complementary intervention for autistic children. It also discusses the possible merging of therapeutic riding with digital technologies and STEM/STEAM educational models that lead to the creation of innovative and acting frameworks capable of supporting autistic children in inclusive educational settings.

This study explores the growing relevance of Bloom’s Taxonomy as a foundational framework for promoting deeper learning in contemporary educational contexts. The objective of the study is to examine the significance of Bloom’s Taxonomy in fostering higher-order thinking skills and meaningful learning through a systematic thematic interpretation of existing knowledge. An exploratory research design was employed to gain in-depth insights into conceptual patterns and pedagogical implications associated with Bloom’s Taxonomy. The qualitative primary data consisted of words, phrases, and selected terms related to Bloom’s Taxonomy that reflect cognitive processes and learning hierarchies, while qualitative secondary data were drawn from relevant journal articles and books. The data were analyzed using thematic analysis to identify recurring concepts, cognitive domains, and instructional implications associated with deeper learning. The findings revealed that Bloom’s Taxonomy provides a structured progression from lower-order to higher-order cognitive skills, supports critical thinking, problem-solving, creativity, and reflective learning, and aligns assessment practices with learning objectives to enhance learner engagement and conceptual understanding. The findings reveal that Bloom’s Taxonomy remains a powerful and adaptable pedagogical framework for designing instruction that promotes deeper and more meaningful learning. This study will benefit teachers, curriculum designers, teacher educators, and educational researchers by guiding them in developing cognitively rich learning tasks in the future, and it benefits them at present by offering a clear theoretical and analytical understanding of how Bloom’s Taxonomy can be effectively applied to achieve deeper learning outcomes.

This community service program aims to equip tutors and students at the Mandiri Bakti Community Learning Center (PKBM Mandiri Bakti) with the skills and independence to foster creativity and independent learning. This activity involves training using interactive online learning media such as Google Classroom, Canva, Zoom meetings, and Quizziz. Field observations indicate that many students still experience difficulties with online learning, such as not knowing which applications or platforms to use for online teaching and learning. Given these challenges, the goal of this activity is to train tutors and students to use digital technology in the online learning process. The training method uses socialization and mentoring. Socialization activities are conducted to convey the importance of tutors' and students' knowledge of learning technologies such as Google Classroom, Canva, Zoom meetings, and Quizziz, along with examples of their application in online learning. The training results show that through this training activity, tutors' creativity in creating online learning media has increased. The use of digital technology for students can also support independent learning. Through this community service activity, the process of developing an independent learning character among tutors and students in non-formal education is beginning to emerge. With this increase, the process of strengthening character through digital technology in the classroom becomes more effective, easier, and more enjoyable.