Current Educational Approaches Research Articles

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

AbstractBackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

THE USE OF VIRTUAL REALITY AND ITS IMPACTION REGARDING LEARNING ATTITUDE AMONG YOUNG ADULTS IN BANGI, SELANGOR, MALAYSIA

Virtual Reality (VR) technology is a computer-based simulation system designed to create novel learning experiences within a virtual realm. VR establishes a simulated environment that has significant impact one's attitude toward learning. This new environment enables interaction with three-dimensional, dynamic views, thereby influencing physical learning behaviour. Virtual reality is a crucial component of the innovation process, facilitating real-time interaction within simulations and representing cutting-edge technology for enhanced comprehension of products. In contrast, traditional learning methods tend to be monotonous, whereas current educational approaches prioritise interactivity, saving time, fostering positive learning attitudes among young individuals, and enabling learning at any location and time. The primary objective of this study is to investigate the acceptance and utilisation of virtual reality among young adults and its effect on learning attitudes. One of the notable advancements in VR technology is its integration into educational institutions, with universities and schools emphasising alternative learning methods. This observation highlights the significance of embracing VR in a world increasingly focused on digitalisation. The study employs a quantitative methodology, utilising face-to-face surveys involving questionnaire distribution to a sample of 200 young adults within the Bangi, Selangor, Malaysia. The research findings reveal that Virtual Reality Hedonic Motivation plays a significant role in shaping the Behavioural Intention to use virtual learning (as indicated by a Pearson correlation of r=.726 and Regression R2 = .527). This result indicates that, VR is accepted as an alternative learning method, especially within the context of Malaysia, where online digitalisation is gaining prominence within the education sector. This discussion on existing literature provide valuable insights for future researchers seeking to enhance the learning attitudes of young adults through the integration of VR technology.

“Not For An Age, But For All Time:” Autobiography and a Re-origin of Shakespeare Studies in Canada

Despite independence as a country, Canada belongs to the Commonwealth and has deep colonial roots and the British educational system was key in creating Canadian curricula. Given the centrality of Shakespeare’s work in the British literary canon, it follows that it would also figure heavily in the academic requirements for Canadian students. At the dawn of the Confederation (1867), the high school curriculum used Shakespeare to emphasize a “humanist” approach to English literature using the traditional teaching methods of reading, rhetoric, and recitation. Presently, Shakespeare continues to be the only author in the high school curriculum to whom an independent area of study is dedicated. The origin of Shakespeare in Canada through curriculum and instruction is, thus, a result from the canonic tradition imported from Britain.
 This traditional model no longer fits the imperative of multiculturalism, as reflected in the Canadian Constitution Act (1982). Yet, with the appropriate methodology Shakespeare’s texts can be a vehicle for multiculturalism, social justice, and inclusivity. In light of recent disillusionments concerning the relevance of Shakespearean texts in high school curricula, this paper proposes an alternative pedagogical approach that envisages changing this paradigm and fostering a re-origin of Shakespeare studies in Canada through an intentional pedagogical process grounded in individual experience.
 Scholarship has highlighted the importance of autobiographies in the learning process and curriculum theorists William Pinar and Madeleine Grumet designed a framework that prioritizes individual experience. Our approach to teaching Shakespeare’s works aligns with the four steps of their currere method, presented as: (1) contemplative, (2) translational, (3) experiential, and (4) reconceptual, fostering an opportunity for self-transformation through trans-historical social themes present in the text.
 The central argument is that Shakespeare’s text can undergo a re-origin when lived, given its initial conception as embodied, enacted narrative in the early modern period. In this method, students immerse themselves in Shakespeare’s text through films and stage productions and then manifest their interpretations by embodying the literature based on their autobiographical narratives. To undergo a re-origin in the Canadian secondary curriculum, current pedagogical approaches to teaching Shakespeare require a paradigm shift.

Embracing educational transformation: exploring personalised, collaborative and contextualised education through dilemma theory

ABSTRACT Higher education institutions must prepare students for success in the dynamic knowledge economy by providing a high-quality educational experience. As the world and our understanding of learning processes continually evolve, educators face the challenge of developing innovative strategies to engage and motivate students in their own learning. Scholarly literature advocates a shift away from traditional educational methods towards personalised, collaborative, and contextualised education. This transformation can be understood through the lens of Dilemma Theory, which reveals that current educational approaches predominantly align with Western cultural values. The suppression of opposing values has created a need for approaches that reflect a broader spectrum of values. It is important to recognise that navigating value conflicts is integral to creative endeavours and resolving these conflicts enables progress towards successful outcomes. This article is written to help educational leaders, policy makers, teachers, and administrators seeking successful and sustainable educational change in their institutions.

Civic-Moral Education Research in China (1992-2022): A Scoping Review.

Civic-moral education is a topic that has been widely discussed globally. In China, civic-moral education has a long history and presents different characteristics and methods from other countries due to political, economic, and cultural factors. To summarize the current status of research on civic-moral education in China, we identified 715 papers in 30 years (1992-2022) under related topics and selected a total of 72 papers for further analysis. To show the study trend more clearly, we divided the result section into three parts: the historical and cultural resources of education, the current educational approaches, and the existing challenges in civic-moral education. China is rich in historical resources for civic-moral education, which had an impact across generations. Currently, Chinese educators employ many approaches to improve civic-moral education: building a civic-moral curriculum system, transforming the social climate, and making the most use of the campus. The emphasis on intelligence over morality and the emphasis on knowledge over action, however, may undermine the effectiveness of civic-moral education. To conclude, China attaches great importance to civic-moral education and has come up with many approaches inspired by ancient cultural resources.

A study of Inter-Technology Information Management (ITIM) system for industry-education integration

The integration of big data technology in the manufacturing process has become a norm, and as society's dependence on the digital economy increases, colleges and universities must adjust their teaching methods to cater to their students' needs. In evaluating the success of business-school partnerships, there is a need for common criteria and visualising data analysis results. However, the current educational approach presents some challenges, including a lack of practical experience with software, overemphasis on theoretical concepts, and inadequate training in problem-oriented statistical modeling and big data statistics projects. Industry-education cooperation should be leveraged to enhance the implementation of big data technology and promote its overall development. This paper analyses the shortcomings of traditional talent training models in higher education and proposes incorporating industrial education to address the gaps. The paper aims to bridge the industry-education gap by developing and implementing an Inter-Technology Information Management (ITIM) system for quality education. The ITIM system uses a fuzzy algorithm to evaluate the quality of education and provides various intelligent functional modules, such as group management, financial management, and process-to-process communication. Compared to other integration models, the proposed management system offers superior performance with an industrial education performance accuracy of 98%, an average analysis, and calculation time of 20 ms and a maximum performance efficiency of 98%.By incorporating dynamic analysis of industry education, the experimental results of the talent training model have led to improvements in teaching effectiveness, student learning, and theoretical-applied teaching quality.

A Current Educational Approach in Nursing Education: Flipped Learning

Yirminci yüzyıldan itibaren hızlanan paradigma değişimleriyle birlikte hemşirelik eğitiminde öğrenci merkezli, aktif öğrenme deneyimleri kazandıran, yenilikçi eğitim arayışlarına başlanmıştır. Ters yüz öğrenme yaklaşımı, günümüz hemşirelik eğitiminin ve teknoloji çağının gereksinimlerini karşılayabilir özelliklere sahiptir. Ters yüz öğrenme yaklaşımı sınıf dışında çoğunlukla multimedya destekli çeşitli çevrim içi öğrenme araçlarıyla sürdürülen, sınıf içinde ise yüz yüze ve/veya çevrim içi platformlarda sürdürülen aktiviteleri birleştirmektedir. Sınıf içi aşamada bilginin pekiştirilmesi için öğrenci merkezli aktif öğrenme yöntemleri kullanılmakta, ders daha verimli hale gelmektedir. Ters yüz öğrenme yaklaşımı, doğrudan öğretimi yapılandırmacı eğitimle harmanlamaktadır ve bireyselleştirilmiş bir öğrenme sağlamaktadır. Bu sayede öğrencilerin farklı öğrenme biçimlerine hitap edilebilmekte, eğitim öğretim süreci daha etkin yönetilebilmektedir. Ters yüz öğrenmede temel amaç öğrenmeyi etkili kılmak, problem çözme, akıl yürütme, eleştirel düşünme becerilerini desteklemektir. Öğrencilerde ters yüz öğrenme yaklaşımı ile daha iyi gelişen bilgi, beceri ve tutum davranışları, bireysel ve mesleki kazanımlarını da etkilemektedir. Ters yüz öğrenme yaklaşımı bilişsel, duyuşsal, psikomotor ve diğer entelektüel becerilerin gelişmesine önemli katkılar ve öğrencilere unutulmaz deneyimler kazandırmaktadır. Bu derlemenin amacı hemşirelik eğitiminde ters yüz öğrenme yaklaşımının kullanılabilirliğini tartışmaktır.

A therapeutic intervention for an ailing medical education: The values prism model as proof of concept

Purpose To articulate proof of concept in relation to a complex pedagogical values intervention for a range of medical education’s historically accumulated symptoms. Methods Using a discursive approach, symptoms that hinder development of medical education are set out. Such symptoms rest with the instrumentality of current pedagogical approaches, supressing potential. A ‘cure’ is articulated – that the dominant values complex of instrumentalism is raised in quality through embracing ethical, aesthetic, political, and transcendental (meaning) values. Key to this is the use of language in clinical encounters, where the productive metaphor count is repressed in instrumental-technical approaches but multiplied in embracing other values and qualities. This ‘Values Prism’ model shows instrumentalism passing through an expansive educational prism to create expansion in types and qualities. Results and conclusions Proof of concept is achieved. The Values Prism model can be adapted for any undergraduate medicine curriculum as a process model – a set of values that permeate the curriculum beyond the dominant instrumental. The enhanced and expanded curriculum acts in a translational capacity.

The Influence of Entrepreneurial Education on Individual Entrepreneurial Orientation of University Students: A Systematic Review

The level of entrepreneurship in a country is an important determinant of economic growth and success. However, it is essential to ensure that individuals are gaining the necessary knowledge and skills to choose an entrepreneurial career upon completion of their studies. A qualitative research approach was employed by systematically reviewing approaches to entrepreneurial education and their effect on an individual’s entrepreneurial orientation. Data were analysed by means of thematic content analysis. Articles were identified in prominent databases according to a set of inclusion and exclusion criteria. The findings were grouped into six themes: The importance of the practical nature of entrepreneurial education; the impact of entrepreneurial education on the economy; entrepreneurial education approaches; the importance of individual entrepreneurial orientation; common individual entrepreneurial orientation factors and the interchangeability of individual entrepreneurial orientation, intrapreneurial orientation, and entrepreneurial attitude orientation. The findings of the systematic review indicate that there is a gap in the current body of knowledge, and the value of the study lies in the fact that many studies have explored the influence of entrepreneurial education on the intention of students, but very few have analysed this influence based on a student’s individual entrepreneurial orientation. Furthermore, findings also reveal that current entrepreneurial education approaches employ theory-based teaching but do not place enough emphasis on practice-based teaching. The findings of this study contribute to the existing body of knowledge by investigating the influence that entrepreneurial education has on the individual entrepreneurial education of university students.

Language attitudes towards French: A mixed-method investigation on potential Chinese immigrants in Ontario and Quebec Canada

This mixed-methods study aims to explore the language perceptions of Chinese individuals who live in Canada and consider immigration, specifically focusing on their attitudes towards French. The goal is to understand their attitudes towards French and, ultimately, increase policy makers’ awareness of the future maintenance of French in Canada and re-evaluating the current language teaching approach. Seventy-eight Chinese participants from Quebec or Ontario regions completed two questionnaires that were derived from the Belief about Ethnolinguistic Vitality framework, followed by a semi-structured interview conducted with sub-sampled nine participants to explore reasons behind their attitudes. In terms of analyses and results, although Quebec participants believed that French would become more commonly valued and used in the future, both Ontario and Quebec participants claimed that French would not be as essential as English, and they had more positive attitudes towards the English acquisition because of its great regional power and instrumental benefits. Additionally, a multi-regression analysis demonstrated that attitudes towards French engagement were affected by sociocultural differences and language proficiency but were not affected by educational contact (French language course). The findings of thematic analysis indicate that problems about the monolingual teaching approach led to a negative view of French lessons and even a negative attitude towards engaging with the French language. Finally, practical implications and suggestions were provided in order to enhance their attitudes towards French engagement in Canada.

Survey Paper on Effect of Different Tools developed for Online Learning Education (Like Blended Teaching Learning Philosophy- TLP) in Engineering Education

Abstract: The aim of this paper is to explain online different tools for Teaching Learning Philosophy to design additional courses in engineering education to fill the gap in academia and industry by practicing of Survey done for Faculty Members as well as Students. Continuous learning is key for excellence of human kind and education is foundation of a successful nation. Hence India’s National Education Policy (NEP-2020) focuses on designing multidisciplinary higher education and improvising current teaching approach by emphasizing on use of blended Teaching-Learning Philosophy (TLP). Due to COVID-19 situation around, in this crisis educators and students moved towards contactless approach of learning without physical interaction. Hence various different tools come into the picture to provide online education. We are studying all the tools so that we will design add-on and bridge courses for students which will help to increase their chance at getting placed in good companies. This paper will highlight such tools which are being used by Vikrant Institute of Technology and Management for conduction of TLP smoothly as well as further actions on how to conduct add-on and bridge course in institute. Keywords: Teaching Learning Philosophy, Blended Learning, Pedagogy

A Systemic Literature Review: Educational Programming Models For Gifted Students in Indonesia

This study presents a systemic literature review that discusses the state of educational programming models for gifted students in Indonesia. The purpose of the study is to give a summary of the current educational programming approaches for gifted students at all academic levels and to depict students who are eligible for educational programming models. This study uses the guidelines of the systemic review process by Newman Gough which consists of several stages. The selected publications for literature study were based on inclusion and exclusion criteria in terms of document type, year of publication, language, and place of research. The results of this literature study provide an overview that (1) most teachers have the same understanding of gifted students who are defined as having a standardized IQ test score above 130, and some schools apply specific additional criteria for students who will receive gifted programs, and ( 2) the model of educational programming that is often used for gifted students is acceleration, either a full-year or grade-skipping acceleration.

QR Code-Based Pedagogy for Laboratory Resource Management in Indian Higher Education Institutes

Abstract: Blending digital education with traditional teaching learning requires revamping current pedagogical approaches. Recently India has adopted a New Education Policy 2020 (NEP 2020). NEP 2020 has given the focus on skill-based blended education with multiple entries and exit facilities. The learners will learn the skills in the laboratory. Students with varying skill levels and edges interact and have the opportunity to observe human behaviours as a result of the multiple entry and exit points. On the other hand, these gatherings can be viewed as opportunities to develop appropriate resources for both administrations and users. Hence there is a need to deal with and introduce a novel approach for updating laboratory management, administration and student handling approach. This article proposes a new methodology with the Internet of things and QR code technology. Proposed method has quickly and readily reading capability of a two-dimensional barcode called a Quick response code (QR code) arranged in systematic manner for ease of operation. The Laboratory components such as noticeboard contents,l a b m a n u a l s , s a f e t y i n s t r u c t i o n s , v i d e o demonstrations, attendance can be methodically arranged and utilised in the efficient manner. In this research, we are presenting laboratory management system having a Raspberry Pi-based QR Code Scanner. The system implementation is implemented with OpenCV and the ZBar library to improve students' laboratory course learning experiences in higher education. Keywords: QR code; NEP 2020; raspberry pi; thingspeak cloud; lab management; Internet of Things.

Primary English teacher education in Portugal: An exploratory study

ABSTRACT The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools.

Learning Outcomes of Particle Physics

In recent years, many researches and experiments have been carried out in the field of particle physics in our world, and important results have been achieved. The results of the research are transferred to the field of education, the curricula and the books taught are updated. The subject of particle physics is given in the 4th unit of the High School Physics Curriculum. In the study, particle physics learning outcomes given in the Introduction to Atomic Physics and Radioactivity unit were examined scientifically and educationally. With the document analysis method, one of the qualitative research methods, the subjects and achievements given in the relevant unit were determined first. Then, the quantitative and qualitative status, scientific and educational features and actuality of the learning outcomes were evaluated. Then, it was compared whether the achievements were compatible with the program objectives. At the end of the research, it was seen that the learning outcomes were aimed at teaching knowledge, scientific skills and competencies were secondary, the suggested teaching methods and techniques were inadequate, and the outcomes met the program objectives at a limited level. For an effective particle physics teaching in our country, it has been suggested that the high school physics curriculum should be updated, the learning outcomes should be compatible with the program, and the numerical, scientific and educational aspects should be determined well. In addition, it is recommended to focus on skills such as research, experiment, observation, classification, comparison and questioning in the teaching process, and to benefit from information and communication technologies with current methods and techniques.

A Philosophical Discussion of the Support of Self-Regulated Learning in Medical Education: The Treasure Hunt Approach Versus the (Dutch) “Dropping” Approach

Issue: Many current educational approaches are intended to cultivate learners’ full (learning) potential by fostering self-regulated learning (SRL), as it is expected that those learners with a high degree of SRL learn more effectively than those with a low degree of SRL. However, these attempts to foster SRL are not always successful. Evidence: We considered complexities related to fostering self-regulated learning by use of an analogy. This analogy was based on two (Dutch) children’s games: the treasure hunt (children can find a “treasure” by following directions, completing assignments and/or answering questions) and the dropping (pre-teens are dropped in the woods at nighttime with the assignment to find their way back home). We formulated four interrelated philosophical questions. These questions were not formulated with the intention to provide clear-cut answers, but were instead meant to evoke contemplation about the SRL concept. During this contemplation, the implications of definitional issues regarding SRL were discussed by use of the first question: What are the consequences of the difficulties to explicate what is (not) SRL? The second question (How does SRL relate to autonomy?) touched upon the intricate relationship between SRL and autonomy, by discussing the role of social interaction and varying degrees of instruction when fostering SRL. Next, a related topic was addressed by the third question: How much risk are we willing and able to take when fostering SRL? And finally, the importance of and possibilities to assess SRL were discussed by the fourth question (Should SRL be assessed?). Implications: From our contemplations it has become clear that approaches to foster SRL are often insufficiently aligned with the experience and needs of learners. Instead these approaches are commonly defined by contextual factors, such as misconceptions about SRL and lack of leeway for learners. Consequently, we have used principles that apply to both treasure hunts and droppings, to provide guidelines on how to align one’s approach to foster SRL with the educational context and experience and needs of learners.

Integration of Graphic Design Thinking Assessment Tools for 21st Century

21st Century of quality education involves multiple facets, nevertheless it shouldn’t limit to content knowledge while learning skill development such as thinking skill, communication and creativity have to be the emphasis. P21 framework [1] have been addressed to the educators without offering any effective instructional formulae to achieve those upgraded objectives. To propose a revised graphic design instructional framework that places emphasis on competency, it would be helpful to analyze the current Malaysian educational approaches to match the new generation of learning trends. This paper suggests that the flexibility and multiple dimensions of assessments in graphic design learning should be taken into consideration in proposing a revised graphic design instructional framework. An updated instruction framework has been introduced to focus on learners’ creativity, ownership, and real-world problem-solving skills, as well as the ability to communicate and collaborate. Giridharan’s [2] report suggested that there is a necessity to update graphic design curriculum to prepare the students for upcoming challenges, especially in the era of IR 4.0. Indeed, today’s education should measure how much one has learned through ownership instead of how much knowledge one has gained. In encouraging graphic design pedagogy to be more inclusive, a newly revised teaching instructional framework is proposed to stimulate active learning as well as thinking skills embedded in the learning experience. Integrated Creative Activity Instruction (ICAI) is the recommended solution for the next generation of graphic design learning with problem-based learning as a key vehicle. ICAI framework was developed and designed based on James Gibson’s [3] Affordance Theory and Robert Marzano’s [4]. New Thinking taxonomy It is imperative to implement new ICAI pedagogy to infuse creative and critical thinking into the course curriculum to produce graduates who will be in line with the industry and professional demands. There are three stages in this research study, needs analysis, pilot test, and ICAI evaluation stage. The final phase of ICAI evaluation has proven that the newly proposed framework can stimulate the academic performance of average and low achievers for better learning satisfaction and creativity development in a graphic design context. Research findings have proven that high creativity is parallel with higher learning satisfaction and performance in graphic design learning. To ensure graphic designer professionalism align with the digital economy, the finding of this study encompass the importance of creativity development and thinking skills in producing future graphic design graduates with high competency in solving real world problems.

Designing A Science Lesson: Developing Pre-service Teachers' Lesson Planning Skills Based on Real-life Context-based Approach

In this study, it was aimed to support pre-service primary and science teachers’ ability to implement real-life context-based course design in the 5E Model and to use current science education approaches in lesson designs. For this purpose, action research, one of the qualitative research types, was adopted. 13 pre-service primary and science teachers participated in the research. The data of the study were obtained from pre-post measurements, lesson plans developed by the pre-service teachers and observations made by the researchers as participant observers. The data were analyzed with descriptive and content analysis methods. The preliminary results show that pre-service teachers could not use basic teaching approaches such as the real-life contextual approach, nature of science,
 scientific reasoning, STEM activities, Web 2.0 tools, laboratory implementations. At the end of the trainings, pre-service teachers’ competencies in preparing a science lesson plan based on context-based science teaching and in accordance with the current and basic science education paradigm increased significantly. This study supported the pre-service teachers’ science self-efficacy for introducing current practices related to science teaching during their undergraduate education to become classroom and science teachers and to gain skills on how to reflect these practices in lesson plans. The findings indicate that there is a need for practical training in teacher training due to field studies in Turkey, and that pre-service teachers should adopt the 21st century science teaching approach.

Tasting Water at Canal Convergence 2021

Consumer hesitancy around using wastewater as a drinking water source has proved a stumbling block for water reuse projects. When water professionals technologically clean up wastewater, they begin the process of making it “forget” its previous interactions with humans. Current educational and communication approaches used by water utilities, however, “forget” to engage the sociality of tasting. To activate consumers’ sensory experiences—the thing most often seen as getting in the way adoption of water reuse projects—and to investigate how tasting can help bring to remembrance the other things communities value about water, we developed a multi-modal art–science public engagement exhibit, Tasting Water. First exhibited at Scottsdale’s 2021 Canal Convergence festival and again at the 2022 AZ Water Conference, Tasting Water engaged the public and water professionals in an open-ended invitation to rethink the way they use taste within a larger series of remembering practices in evaluating their water.

Understanding Effective Teaching Beliefs of Instructors and Students: A Qualitative ‎Study at an Ethiopian University

This article explores instructors and students’ beliefs toward effective teaching in higher education in Ethiopia. Besides classroom observations, we developed and conducted semi-structured interviews with ten instructors and 12 students at one higher education institution. We followed the data condensation and displayed it for interpreting the data. The findings highlight the qualities of effective teaching and the hope for a change in the current teaching approach to actively participate in the teaching-learning action. This, however, demands a change in designing the course syllabus and assignments and the continuous professional development of the teaching faculty. Keywords: beliefs, effective teaching, student-centered approach, professional development, higher education, Ethiopia