The purpose of this article is to explore student teachers’ reflections on the pedagogy of play (PoP) as a modeling approach in mathematics. PoP has generally been perceived as a model characterized by a playful classroom environment where learners take risks, make mistakes, and explore new ideas. When student teachers are equipped with PoP knowledge, they can create effective learning environments in mathematics classrooms based on learners’ everyday contexts. This aligns with modern educational trends that advocate for integrating the arts into science, technology, engineering, and mathematics education. The phenomenological research design was employed to describe, understand, interpret, and explain student teachers’ reflections. The participants were 10 mathematics education student teachers who participated in post-intervention focus group interviews, which were used as the main data collection instrument. The findings revealed that PoP can bring a new innovative perspective into the teaching and learning of fractions. It was also revealed that music and boomwhackers may create disruptions in the learning of mathematics.

Career education often prioritizes assessment, linear planning, and the quest for the right answers. Alternatives exist that include more holistic approaches to undergraduate life-career decision-making. When discussing career planning and decision-making for college students, an important element often goes unnamed: the relevance of play. Play involves creativity, curiosity, and engagement. New graduates will hold and balance numerous paid and unpaid roles over the course of their lifetimes, and career play concepts can be intentionally integrated into holistic planning. As students prepare for uncertain work futures, they will need to employ the traits of adaptability, exploration, and lifelong learning to construct a holistic life-career. This article proposes a framework of career play that treats decision-making as provisional, purposeful, and student led. Drawing on the K–12 Pedagogy of Play and higher education scholarship, the three universal elements of play—Wonder, Choice, Joy—are translated into concrete practices for student affairs educators.

This article examines the importance of energy education in schools, in a context of global environmental challenges and the need to shape citizens with environmental awareness and capacity for action. Education for sustainable development is not limited to the transmission of information about energy, but aims at transformative learning, which enhances critical thinking, collaboration and participatory decision-making. The article analyzes the theoretical foundations of environmental and energy education and presents in detail innovative teaching approaches that can be applied in the school environment. Project methods, problem solving, experimental teaching, concept mapping, field study, storytelling, storyline and educational drama are utilized to connect knowledge with students’ everyday experience and encourage them to develop skills of investigation and responsible action. Finally, the need to integrate the above approaches into an overall sustainable school framework is underlined, where energy education becomes an element of the school culture and the local community.

ABSTRACT In the preschool period, children’s social information processing skills are critical in terms of the quality of peer relationships and social adaptation. Drama-based learning environments enriched with innovative technologies such as augmented reality offer children interactive and experiential learning experiences, thereby holding significant potential in supporting these skills. This study explores the effects of an augmented reality enhanced drama education program on the social information processing skills of children aged 60–72 months. A pre-test – post-test control group design was used. The experimental group participated in augmented reality supported drama program over eight weeks, while the control group received no intervention. Results reveal significant improvements in the experimental group, particularly in the Positive Response Generation and Positive Response Evaluation dimensions, highlighting the program’s role in fostering structured and strategic responses to social scenarios. The study contributes to the literature by integrating augmented reality technology with drama, offering an innovative approach to early childhood education. The results underscore the potential of augmented reality and drama to enhance children’s social information processing development through interactive and experiential learning. Recommendations include integrating augmented reality supported drama programs into preschool curricula, providing teacher training for effective implementation and addressing infrastructure needs to support technology-driven educational methods.

The development of computational literacy (CL) through computational thinking (CT) is becoming increasingly crucial in preschool teacher education. However, a critical gap in the literature persists concerning effective professional development models for pre-service preschool teachers. This study aimed to fill this gap by designing and implementing an educational intervention to support the cognitive, material, and social components of CL. Drawing on a design-based research-informed approach, the intervention was conducted over 5 weeks with second-year preschool education students enrolled in an “Instructional Technologies” course. Twenty-six participants completed the study. Quantitative data from cognitive tests, performance rubric, and attitude surveys were analyzed via paired-sample and Wilcoxon signed-rank tests; qualitative reflections were examined using reflexive thematic analysis. Results showed significant improvements in cognitive knowledge (p < 0.05) and positive attitudes toward CT integration (p < 0.01). Participants engaged in creating instructional activities that reflected the application of CL principles. Qualitative findings highlighted the role of a supportive social environment fostering enjoyment and practical use in building confidence. The study’s main contribution is an empirically informed set of initial design considerations centered on (1) grounding abstract concepts in playful pedagogy, (2) enabling learning through material production, and (3) cultivating socially mediated collaborative sense-making. This framework informs more holistic teacher preparation for the digital age.

ABSTRACT Playful pedagogy is often underutilized in higher education and is frequently regarded as an enjoyable enhancement rather than an essential teaching philosophy. Despite research demonstrating that play can enhance learning, its application in higher education remains limited. This study explores the experiences of 24 preservice teachers in the early childhood and elementary education program with play in academic settings by using the Playful Mindset Survey and conducting focus group interviews. The results reveal the preservice teachers’ perceptions of play-based learning, its importance for future instruction, anticipated challenges, and strategies for implementation. Preservice teachers highlighted the role of play as an effective engagement tool that fosters community and curiosity within the classroom. They also recognized the potential of play to support academic learning, reduce student anxiety, and enhance memory retention through interactive and meaningful experiences.

The rapid advancement of Artificial Intelligence (AI) has transformed educational practices, yet its integration with experiential pedagogies such as drama remains underexplored in English Language Teaching (ELT), particularly in pre-service teacher education. This study examines how AI-supported drama pedagogy contributes to the professional development of pre-service English teachers, focusing on reflective practice, pedagogical adaptability, creativity, intercultural awareness, and sustainability-oriented teaching perspectives. Grounded in sociocultural theory, experiential learning, and Education for Sustainable Development (ESD), the research adopts an interpretive qualitative case study design conducted over a 12-week elective course titled “Drama in ELT” at a foundation university in Istanbul, Türkiye. Participants included 40 second-year pre-service teachers, with 15 volunteers taking part in semi-structured focus group interviews. Data were collected through open-ended questionnaires and focus groups and analyzed using reflexive thematic analysis. Four interrelated themes emerged: creativity and pedagogical innovation, intercultural awareness and empathy, problem-solving and adaptability, and reflective professional growth with ethical awareness. Findings suggest that AI acted as a mediational scaffold that enriched drama-based learning while preserving human agency. The study concludes that integrating AI with drama offers a meaningful model for sustainable teacher education aligned with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation and Infrastructure).

General Background Digital technology integration has become an essential component of contemporary elementary education to support student-centered and interactive learning environments. Specific Background Indonesian language drama instruction at the elementary level commonly relies on conventional text-based methods, resulting in low student engagement and limited comprehension of dramatic elements. Knowledge Gap Previous instructional media generally utilize audio or visual components separately, with limited integration of gamification and multimodal approaches in drama learning contexts. Aims This study aims to develop a multimodal-based gamification learning medium named Drakocan for Indonesian drama instruction in Grade VI elementary schools. Results The development employed the ADDIE model and involved expert validation and staged field trials, producing high validation scores from language, material, and media experts, as well as positive feasibility evaluations from students in one-to-one, small group, and field group trials, accompanied by higher posttest scores compared to pretest results. Novelty The study introduces a single integrated learning medium combining gamification elements with audio, visual, and textual modes for elementary drama learning. Implications The findings indicate that multimodal gamification media can serve as an alternative instructional approach aligned with curriculum demands and active learning practices in elementary Indonesian language education. Highlights • Multistage validation confirmed strong suitability across expert and learner evaluations• Learning activities integrated gameplay progression with narrative-based instructional content• Assessment results demonstrated consistent score gains following media use Keywords Multimodal Learning; Gamification Media; Drama Learning; Indonesian Language Education; Elementary School

This paper explores the significance of two classic Georgian works, Wisdom of Lies and Teaching Through Jest, for contemporary education, drawing on Hans-Georg Gadamer’s concepts of tradition and the fusion of horizons. It begins by critiquing the dominant narratives in contemporary Georgian education, which prioritize human capital, competition, and economic outcomes, and are shaped by non-organic, external traditions. We argue that when educational systems sever ties with their traditions, they lose continuity, identity, and meaning, resulting in homogenized educational practices. As an alternative, engagement with these Georgian texts offers a rich resource to education. Both works provide critical reflections on the aims of education and the role of citizenship emphasizing the importance of truth-telling, moral courage, and the cultivation of critical, socially engaged learners. They demonstrate how humor, allegory, and playful pedagogy can foster creativity, curiosity, and reflective thinking, challenging narrow, outcome-focused approaches. A central metaphor in these works is education as a journey, highlighting transformative experiences and personal growth, in contrast to models focused on measurable outcomes and standardization. By reconnecting education with intellectual traditions, Wisdom of Lies and Teaching Through Jest demonstrate how literary and philosophical texts can inform contemporary debates on ¬pedagogy, citizenship, and aims of education.

Sexually transmitted diseases (STDs), particularly HIV/AIDS, continue to pose a major public health challenge among at-risk populations such as men who have sex with men (MSM) and transgender individuals (TG). These groups experience heightened vulnerability due to social stigma, discrimination, and limited access to inclusive health education, which often undermines prevention efforts. Population education plays a strategic role in addressing these barriers by improving knowledge, shaping attitudes, and encouraging preventive behaviors through participatory and community-based approaches. This study aims to analyze the role of population education in enhancing awareness and strengthening sexually transmitted infection (STI) prevention among at-risk groups in Parepare City, Indonesia. This study employed a qualitative descriptive design to explore participants’ experiences and community dynamics. Data were collected through participant observation, thematic dialogues, group discussions, and documentation of educational activities. The findings reveal that population education delivered through interactive strategies such as community dialogues, educational drama, public campaigns, and integration with local health services successfully increased community participation and engagement. These approaches contributed to improved awareness of HIV/AIDS prevention, greater utilization of information and communication technology for health information, and the internalization of anti-stigma and non-discriminatory values. However, implementation challenges were identified, particularly weather-related factors that affected participant attendance and activity scheduling. Overall, the study concludes that community-based population education represents an effective promotive and preventive strategy for STI prevention among at-risk populations and has strong potential to support inclusive and sustainable public health interventions at the local level.

The role of educational drama and the successful implementation of drama techniques in teaching foreign languages have been confirmed by various research findings. There is a growing need for English as a foreign language (EFL) teachers to find appropriate tools to improve the teaching and learning of EFL to satisfy learners with special educational needs (SEN). The paper focuses on the link between the incorporation of drama techniques and teaching learners with SEN in the higher level of primary school with close attention to special needs connected with cognition and learning (e.g. dyslexia, dysgraphia, etc.) and needs connected with social, emotional, and mental health (e.g. ADD, ADHD, etc.). The paper presents the findings of document analysis and semi-structured interviews with in-service EFL teachers at the higher level of primary schools with Hungarian language of instruction in Slovakia. The major aim of the interviews was to investigate EFL teachers’ attitudes and self-efficacy in implementing inclusive practices, their attitudes and experiences concerning teaching learners with SEN and using drama techniques. A secondary aim was to examine the current situation in schools and the support EFL teachers receive in their institution. Based on the findings, implications for management strategies, teacher education, and teacher training courses or trainings are discussed.

Mental health education in higher education often relies on didactic instruction and may inadequately address students’ deeper needs for self-exploration and adaptive growth. This conceptual paper explains how drama education may foster university students’ psychological resilience and self-identity development by specifying the psychological processes through which drama-based learning operates. Using a mechanism-oriented conceptual analysis grounded in educational psychology and drama pedagogy, the study synthesises existing literature and theory to derive an integrative explanatory framework comprising three core mechanisms: role experience, emotional resonance, and reflective expression. Role experience provides psychologically safe exposure to symbolic challenge and coping rehearsal; emotional resonance supports empathy, social recognition, and meaning making through shared affective engagement; and reflective expression consolidates experience into self-narratives and self-regulatory resources through structured articulation and dialogue. The proposed framework clarifies the developmental logic through which drama education can function as a psychologically generative pedagogy, rather than merely an engaging instructional activity. It also yields testable propositions and design-oriented implications to guide future empirical research and educational practice in higher education. This framework conceptualises drama education as a pedagogical approach for psychological development, not as a clinical or therapeutic intervention.

This action research study explores the use of role play as a dynamic pedagogical tool in tertiary English language classrooms, bridging the gap between drama as performance and language pedagogy. Conducted with Polytechnic students, the study investigates how structured role play activities enhance learners’ verbal and non-verbal communication, collaboration, and confidence. Drawing on observations, learner reflections, and performance assessments, the research highlights the transformative potential of integrating drama techniques into language teaching. Findings reveal that role play not only improves speaking fluency and pragmatic competence but also fosters learner autonomy and motivation. The study advocates for greater incorporation of drama and theatre practices in tertiary language education, emphasizing their capacity to enrich both the learning experience and pedagogical strategies in contemporary classrooms.

BackgroundThis study aimed to determine the effect of training with creative drama techniques on menstrual attitudes and genital hygiene behaviors of early adolescents.MethodsWe conducted a parallel-group randomized controlled trial at a public Science and Art Center among girls aged 10–14 (drama n = 32; control n = 32). The intervention comprised four weekly 60–75-min creative-drama sessions delivered by a certified facilitator using a pre-specified manual and fidelity checklists. Primary outcomes were the Genital Hygiene Behaviors Scale (GHB-S) and the Menstruation Attitude Scale (MAS). Post-test group differences were analyzed using independent samples t-tests, while within-group changes were assessed with paired t-tests. Logistic regression was conducted to examine the predictive effect of the intervention on outcomes.ResultsAt baseline, groups were similar across all measures (p > 0.05). After the intervention, the drama group showed significantly higher posttest scores. Genital Hygiene Behaviors improved from 81.06 ± 14.39 to 92.19 ± 10.66 (p = 0.001; d = 0.654), while the control group showed no significant change (p > 0.05). Menstruation attitudes also improved significantly in the intervention group (95.16 ± 11.89 → 107.91 ± 19.76, p = 0.042; d = 0.374), with no significant change in controls. Logistic regression showed that the intervention predicted improvements in both genital hygiene (OR = 0.958, p = 0.042) and menstruation attitudes (OR = 0.971, p = 0.033).ConclusionsCreative drama education effectively increases hygiene awareness, positively changing attitudes towards menstruation and developing correct hygiene behaviors. It also shows that it is a powerful educational tool that can support long-term behavioral changes related to hygiene.Trial registrationClinicalTrials.gov NCT07026396; retrospectively registered on June 10, 2025, after data collection was completed due to administrative delays in obtaining institutional approval for trial registration.

Abstract: This article introduces the concept of drama grammar, rooted in drama pedagogy, which fosters holistic, action-oriented learning in foreign language classrooms. By embedding grammar instruction in simulated, real-life scenarios, drama grammar transforms abstract content into engaging, motivating experiences. After outlining the theoretical background, the article presents applicable staging techniques and a structured teaching model with defined phases. A classroom example on the positioning of accusative and dative objects illustrates the approach. The article concludes by highlighting its pedagogical benefits, particularly regarding learner motivation, communicative competence, and long-term grammar retention. Key words: Drama grammar, drama pedagogy, grammar teaching, foreign language education, action-oriented learning, communicative competence.

In this hybrid essay, through my critical observations, research and analysis as a student of Creative Writing at Cardiff University, I intend to define drama education and its constructive impact on the creative mind. I will then postulate briefly that the classroom can be viewed as a postmodern theatre, utilizing its dramatic elements to create a pedagogy for performance teaching, grounded in reflective theories and acute observation as an academic. Postmodernism is defined as a literary movement that opposes universal truths, narratives and provides a framework for literary production that destabilizes established grammar, structure and themes. While I was studying in Cardiff, the classroom environment created a socio-cultural conflict in terms of how teaching is perceived, which differed from my previous experience in a classroom in India. From these ex-periences, I imagined the classroom as a theatre, teachers as actors, students as performers and transferred the associations of post-modern dramatic elements into classroom objects to create a model pedagogy for creative arts teaching based on drama performance. The analysis of this experience using scientific theories proved that drama performance improves meta-cognition, helps students with language and speech impairments, de-velops empathy and memory, and builds better humans.

ABSTRACT Transitions from kindergarten to primary school are pivotal in children’s education, marked by significant changes in teaching practises, expectations, and social interactions. This study explores how Norwegian educators perceive and implement play pedagogies during this transition. Using qualitative data from video-shadowing and interviews with five educators working with children aged 4–7, the research employs a critical realist framework and multimodal analysis to examine their practices and perspectives. The findings identify four educator roles in facilitating play: Leader, Gatekeeper, Supporter and Pariticpant. Kindergarten teachers emphasize child-directed play to nurture creativity, social skills, and emotional well-being. In contrast, primary school teachers focus on structured, teacher-led play to promote academic and behavioural outcomes. This divergence highlights a discontinuity in play pedagogies that may affect children’s learning and development during the tranisiton. To bridge this gap, the study calls for increased collaboration between kindergarten and primary school educators to create continuity in play-based approaches. Recommendations include professional development to balance child-led and teacher-guided play and fostering shared understandings of play pedagogies. By illuminating diverse perspectives and their impact on teaching practices, this research contributes to broader conversations on early childhood education and effective transitions.

Traditional teaching strategies often fail to dynamically adapt leading to suboptimal student engagement. However, traditional teaching strategies often fail to dynamically adapt to diverse classroom conditions, leading to suboptimal student engagement and uneven participation. This research addresses this problem by proposing an optimization framework for drama teaching strategies known as the Boosted Beluga-optimized Dual-Priority Replay-Driven Dueling Double Deep Q-Network (BBO-D3QN). Classroom data, including student participation rates and feedback ratings, were first collected and normalized during pre-processing to ensure consistency and comparability. Feature extraction using Principal Component Analysis (PCA) was applied to reduce dimensionality and emphasize the most relevant engagement indicators. A simulation environment, implemented in Python 3.10, was constructed to model drama classroom interactions, providing a controlled and repeatable setting for training and evaluation. The proposed approach employs a Dual-Priority Replay-Driven Dueling Double Deep Q-Network (D3QN) to learn optimal teaching strategies by considering both participation and feedback as reward signals. To further enhance convergence speed and policy stability, a Boosted Beluga Whale Optimization (B-BWO) algorithm was integrated for hyperparameter tuning and network optimization. The BBO-D3QN framework demonstrated significant improvements over heuristic and baseline DRL models, with increased student participation, higher average feedback ratings, and improved policy stability. Experimental evaluation confirmed that this integration led to faster convergence and superior cumulative reward performance. Overall, the proposed DRL-based framework provides a robust and adaptive approach to drama teaching strategy optimization, achieving an F1-score of 0.86. By combining advanced reinforcement learning with metaheuristic optimization, this research highlights a pathway toward intelligent, data-driven drama education systems that enhance engagement, creativity, and overall learning outcomes.

ABSTRACT Wellbeing is increasingly recognised as a critical concern in teacher education, yet pre-service teachers remain vulnerable to stress, burnout, and early attrition. This study examines Brilliant Little Things, an arts-based wellbeing initiative embedded within a drama education program. Using a phenomenological approach, the research draws on interviews, reflective journals, group chat posts, photographs, and artwork to explore how drama-based mindfulness practices can support the wellbeing of drama educators. Findings reveal how the production fostered reflection, connection, and emotional insight, offering a space for mindfulness and community. Narratives highlight the value of creative, relational pedagogies in strengthening resilience. This research contributes to conversations about wellbeing in initial teacher education, particularly the potential of arts-based strategies to complement mindfulness in accessible ways. It affirms that drama, when facilitated ethically and inclusively, can meaningfully support the psychological and social wellbeing of beginning teachers.

ABSTRACT Drama teachers often attempt to create documentary theatre with their students but without the necessary structure and framework. The Verbatim Performance Lab (VPL) creates verbatim documentary theatre performances that disrupt political, cultural, and social narratives using existing cultural media and interviews as a site of inquiry. VPL offers a specific methodology of theatre-making to schools that guides youth through the process of devising their own original interview-based verbatim documentary theatre performances. This article outlines the pedagogical methods VPL implements with students through this process of arts-based inquiry and articulates three key innovations identified through the experience of creating work with youth.