Education Landscape Research Articles

CHALLENGES AND ADVANTAGES OF SHADOW EDUCATION IN MALAYSIA: A QUALITATIVE ANALYSIS FROM MALAYSIAN EDUCATOR’S PERSPECTIVES

This study examines the challenges and advantages of shadow education (SE) in Malaysia from the perspectives of educators. Shadow education has become integral to Malaysia's educational landscape, especially after the COVID-19 pandemic, which necessitated a rapid shift to online learning platforms. The primary issues identified include a lack of essential skills and tools for online education, widening socioeconomic divides, and inconsistencies in teaching quality. There is a notable gap in understanding how these challenges and benefits play out in the Malaysian context. The objectives of this study are to identify the specific challenges and advantages of SE, understand how educators overcome these challenges, and explore the importance of SE's advantages in maintaining educational success. This qualitative analysis involved semi-structured interviews with seven private tutors, six teachers, and five shadow education institution owners, focusing on their experiences and perspectives. The findings highlight significant challenges such as accessibility, affordability, and quality control, alongside advantages like personalized learning, flexibility, and enhanced academic performance. The discussion underscores the need for effective communication, continuous professional development, and strategic integration of technology to harness SE's benefits while addressing its disadvantages. The study concludes with recommendations for policymakers to ensure equitable access to quality education through supportive SE frameworks.

THE LANDSCAPE OF PHYSICS SUBJECT EDUCATION IN ASEAN COUNTRIES: A BIBLIOMETRIC STUDY

This study examines the research encompassing physics subject education conducted between 2000 and 2023, sourced from the Web of Science database using bibliometric analysis. The paper's objective is to analyse the evolving research landscape surrounding physics subject education in the ASEAN countries. While previous studies have explored the area of physics education on a global scale, this research offers a more focused analysis, exclusively focusing on the ASEAN nations. To accomplish this, an array of bibliometric analysis tools, including MS Excel, VOSviewer, and Harzing’s Publish or Perish software, were used. Performance analysis was done and named based on the subsection. The study’s findings unveil a trend that exhibited an upward total publication trajectory from 2014 to 2020, followed by a gradual decline from 2021 to 2023. Indonesia’s substantial contributions account for an astounding 81.5% of total ASEAN publications, spanning both influential and prolific organization categories. Among the top authors were from Singapore, Indonesia, Malaysia and Thailand. From the authorship section, the collaborative nature of researchers within ASEAN countries can be seen, particularly those who share common affiliations. The funding shows that only 30.1% of overall physics subject education publications in ASEAN are funded. Finally, the keyword analysis shows the patterns highlighting its evolving interaction with technological advancements. This marks a compelling transformation within the sphere of physics subject education landscape, providing valuable insights for educators, researchers, and policymakers to assess their performance and indicators to assess the nation's educational initiatives and their impact on various aspects of physics subject education.

Determinants Affecting Students’ Satisfaction In The Use of Learning Management Systems on Instructional Content, Interaction, and Accessibility

<p>An Learning Management Systems (LMS) is important in boosting knowledge acquisition and information management in the digital world. This investigation examines factors affecting students' satisfaction with each aspect of the LMS instructional content, interaction, and accessibility. Using a quantitative research design, data was collected through an online survey from 104 undergraduate students at Universitas Pendidikan Indonesia. The results showed that over half of the participants were satisfied or highly satisfied with LMS features such as interaction, accessibility, and instructional content. 89.4% of students were satisfied with direct communication from the LMS in interaction. When asked about accessibility, 99% of respondents praised the platform's flexibility and ease of use. For the instructional component, 90 percent of students expressed satisfaction with the quality and accessibility of the materials provided. These findings are significant for educational institutes to enhance learning management system features as per user requirements, enabling more flexible and interactive learning approaches. Research related to learning management systems introduced at a tertiary institution to improve learning effectiveness during the pre- and post-COVID-19 period requires deep analysis, including different particulars shaped in the higher education landscape by the impact of the pandemic. This study significantly contributes to developing technology-based education policies in the digital age.</p>

Concept Analysis of Adaptive Learning Strategy in English Language Teaching (ALS-ELT)

Adaptive Learning Strategies (ALS) are revolutionary forces in the ever-changing educational landscape, where varied learning contexts and technological breakthroughs converge. This study aimed to acquire a nuanced understanding of the concept while providing empirical support and new information on the usefulness and effects of ALS on language learning outcomes. Research articles from open-access databases such as Google Scholar, CrossRef, and OpenAlex published from 2019-2024 were carefully analyzed using Walker and Avant’s eight-step analysis. Keywords utilized were adaptive learning, knowledge translation, and English language teaching. The 17 research articles analyzed determined five attributes of adaptive learning pedagogy: enhanced motivation and involvement, personalization and customization, improvement in language proficiency and communication skills, support for autonomous and independent learning, and technological integration and innovation. Antecedents included five themes: learner needs and context, availability of technology and resources, teacher training and proficiency, administrability support and policy alignment, and student motivation and engagement. Consequences also generated five themes: personalized learning experiences, enhanced technological integration and innovative learning tools, effective implementation of ALS, institutional commitment to ALS adoption, active student participation, and improved learning outcomes. Adaptive learning strategy in English language teaching (ELT) effectively engages students by aligning content with their interests and providing relevant challenges, fostering active participation and motivation. Individualized learning paths and real-time feedback enhance learning outcomes, improving language proficiency and communication skills. The seamless incorporation of technology, such as language learning apps and AI-driven tools, enables personalized experiences and data-driven adaptation, promoting student autonomy and independence.

Kepemimpinan Transformasional Untuk Kepala Sekolah Indonesia: Konsep Dan Pengukurannya

This study explores the application and significance of transformational leadership among school principals in Indonesia. Transformational leadership is considered a pivotal approach for improving the role of principals in driving positive change within educational institutions, impacting teachers, students, and the entire school community. Drawing on transformational leadership theories by Bass and Avolio (2003), the Principal Leadership Questionnaire (PLQ) is adapted specifically for the Indonesian context, measuring dimensions such as Professional Interaction, Participative Decision-Making, Individual Support, Intellectual Stimulation, and Moral Perspective. This instrument has undergone rigorous validation and reliability testing, confirming its suitability for evaluating teachers' perceptions of principals' leadership effectiveness in Indonesian schools. The study highlights the relevance of transformational leadership in addressing challenges unique to Indonesia's educational landscape, including resource limitations and geographic disparities. It concludes by emphasizing the need for principals to adopt transformational leadership to foster a collaborative school climate and calls for further research on adaptive leadership practices within local contexts. Keywords: Transformational Leadership, Principal Leadership Questionnaire, School Principal, Indonesia’s Education, Applied Psychology.

A complete workflow from embalmed specimens to life-like 3D virtual models for veterinary anatomy teaching.

Understanding normal structural and functional anatomy is critical for health professionals across various fields such as medicine, veterinary, and dental courses. The landscape of anatomical education has evolved tremendously due to several challenges and advancements in blended learning approaches, which have led to the adoption of the use of high-fidelity 3D digital models in anatomical education. Cost-effective methods such as photogrammetry, which creates digital 3D models from aligning 2D photographs, provide a viable alternative to expensive imaging techniques (i.e. computed tomography and magnetic resonance imaging) whilst maintaining photorealism and serving multiple purposes, including surgical planning and research. This study outlines a comprehensive workflow for producing realistic 3D digital models from embalmed veterinary specimens. The process begins with the preservation of specimens using the modified-WhitWell (WhitWell-Liverpool) embalming protocol, which ensures optimal tissue rigidity and improved colour enhancement, facilitating easier manipulation and better photogrammetry outcomes. Once embalmed, specimens are photographed to create digital 3D models using photogrammetry. Briefly, all images are processed to generate a sparse point cloud, which is then rendered into a 3D mesh. The mesh undergoes decimation and smoothing to reduce computational load, and a texture is applied to create a lifelike model. Additional colour enhancements and adjustments are made using digital tools to restore the natural appearance of the specimens. The 3D models are stored on a cloud repository and integrated into the University of Liverpool's Virtual Learning Environment, providing continuous, remote access to high-quality anatomical resources. The switch to embalmed specimens during the COVID-19 pandemic allowed for longer-term use and detailed dissections, enhancing the quality of digital models. Fresh specimens, though naturally coloured, are less stable for photogrammetry, making embalmed specimens preferable for accurate 3D modelling. Our method ensures embalmed specimens are rigid enough for precise modelling while allowing texture adjustments to enhance digital representation. This approach has improved logistical efficiency, educational delivery, and specimen quality. Innovative embalming techniques and advanced photogrammetry have the power to revolutionise anatomical education with the creation of a vast digital library accessible online to students at any time. This approach paves the way for integrating digital 3D models into immersive environments and assessing their impact on learning outcomes.

Conducive conditions for curriculum practice in teaching accounting at a rural school in the KwaZulu-Natal

The education landscape constantly evolves and brings new challenges and opportunities in teaching practices, particularly in specialised subjects such as accounting. The curriculum's adequacy and delivery significantly influence learners' preparedness for professional pathways and academic advancements. This paper presents a theoretical overview of the conditions conducive to practical curriculum practice in accounting instruction. Building on a synthesis of educational theories and empirical studies, we posit that a multidimensional approach incorporating pedagogical, contextual, technological, and evaluative components is necessary to align accounting education with the demands of the contemporary business environment. In recent years, discourse on teachers’ content knowledge, pedagogy knowledge, and pedagogical content knowledge and their influence on learners’ learning outcomes has garnered increasing attention from various stakeholders in the education sector. The theoretical framework we propose aims to support teachers and curriculum developers in fostering educational experiences that enhance learners' engagement and understanding and in applying accounting principles in a multifaceted world. Key to this framework is the integration of technology in pedagogy, the responsiveness of curriculum content to market needs, the adoption of diverse and inclusive teaching methods, and a continuous feedback mechanism to refine teaching strategies. This overview serves as a guide for promising practices and a catalyst for further research on optimising accounting education in a rapidly changing economic landscape.

Revolutionizing e-Learning with AR, VR, And AI

According to its increased accessibility, enhanced movement, and ability to provide learners with individualized settings for learning, remote instruction has emerged as a crucial component of contemporary schooling. The emergence of artificially intelligent (AI), augmented reality or AR, and virtual reality, or VR, is expected to cause even more impairment to remote education. In this study, the prospective use of VR is investigated describing the advantages, uses, challenges, and limitations of AI and AR in e-learning. This essay explores the prospects and ramifications for online education going forward, as well as possible trends and advancements in the industry. Ultimately, virtual reality, augmented reality, and artificial intelligence (AI) in distance learning has the potential to completely transform the educational landscape and alter how people educate in the near future.

Factors Influencing University Students' Behavioural Intention to Use Generative Artificial Intelligence for Educational Purposes Based on a Revised UTAUT2 Model

ABSTRACTBackgroundGenerative artificial intelligence (AI) represents a significant technological leap, with platforms like OpenAI's ChatGPT and Baidu's Ernie Bot at the forefront of innovation. This technology has seen widespread adoption across various sectors of society and is anticipated to revolutionise the educational landscape, especially in the domain of tertiary education. However, there is a gap in understanding factors influencing university students' behavioural intention to use generative AI, leading to hesitation in its adoption.ObjectivesThe primary objective of this study was to investigate the factors that influence university students' behavioural intention to engage with and utilise generative AI. The study sought to delve into the fundamental reasons and obstacles that university students encounter when contemplating the adoption of this technology for their academic endeavours.MethodsThe study used a quantitative research design, utilising a revised version of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. Data were collected from a sample of 380 university students in Changsha, the capital city of Hunan in China. Partial least squares structural equation modelling (PLS‐SEM) was used to analyse the relationships between the variables of the model, which included performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), learning value, habit and behavioural intention.ResultsThe analysis revealed that PE and EE have a direct impact on learning value. Additionally, SI and FC were found to directly affect the formation of habit. Among these factors, learning value emerged as the most potent predictor of university students' behavioural intention to use generative AI. Habit also demonstrated a significant, albeit smaller, effect on behavioural intention.ConclusionsThe study's findings underscore the importance of learning value in driving the adoption of generative AI among university students. Efforts to enhance the learning value of generative AI could significantly increase its uptake in higher education. Furthermore, the role of habit, while less pronounced, suggests that consistent exposure and use can foster a greater inclination towards generative AI. These insights provide a foundation for targeted interventions aimed at improving the integration and application of generative AI within educational settings. Stakeholders, including educators, policymakers and designers of generative AI, can leverage these findings to create an environment conducive to the adoption and effective use of generative AI in higher education.

The Effectiveness of A Graphical Form Lecture on the Learning Comprehension of Business Administration and Accountancy Students of Jose Rizal University Under A Hyflex Modality

This research aims to determine if graphical lectures can enhance learning comprehension compared to traditional text-based lectures delivered in a Hyflex environment. In the contemporary educational landscape, where flexible learning environments are paramount, the HyFlex model integrates face-to-face and online components. The research focused on assessing the impact of graphical form lectures on the learning outcomes of Business Administration and Accountancy (BAA) students during Hyflex modality. Findings revealed a significant increase in learning comprehension scores among students who participated in the hyflex graphical lecture compared to traditional full-text learning presentations. The implementation of graphical elements in lectures yielded encouraging student responses regarding learning effectiveness. Keywords: HyFlex; Graphical form; Full-text lectures; Comprehension

Innovative Design and Practical Reflections on Teaching Ideological and Political Aspects of ‘Pharmacoeconomics’ in the Digital Era

Objective: This study examines the innovative design and practical application of ideological and political (IP) teaching in the Pharmaceutical Economics course in a digitally evolving educational landscape. It seeks to effectively integrate IP education into the curriculum, enhance the synergy between disciplinary and IP education, and foster students’ holistic skills and social responsibility.Material and Methods: The research began with a literature review to identify the unique characteristics of the “Pharmaceutical Economics” course and the theoretical underpinnings of IP teaching in a digital context. It then employed empirical analysis, using specific teaching cases to compare the outcomes and challenges of innovative versus traditional teaching methods. Finally, feedback from students and teachers was gathered through interviews and surveys to provide deep insights into the practical implementation of these methods.Results: Findings indicated that leveraging online platforms and digital resources enhances the diversity and engagement of “Pharmaceutical Economics” teaching. Integrating IP education into professional instruction not only helps students link theory with practice, enhancing their overall qualities and skills, but also improves the relevance and effectiveness of IP education. Nonetheless, challenges persist; including the selection and use of digital resources, the impact of blended learning, and the fairness and accuracy of evaluations.Conclusion: Digital teaching opens new avenues for incorporating IP education in “Pharmaceutical Economics”. Careful strategic and methodological choices are required to ensure the pedagogical rigor and effectiveness of IP education. Future research may explore the transformation of teacher roles in digital environments, the empowerment of student agencies, and the seamless integration of online and offline teaching modalities.

AI-empowered applications effects on EFL learners’ engagement in the classroom and academic procrastination

BackgroundIn today’s rapidly evolving educational landscape, AI-powered applications like ChatGPT, POE, and Duolingo are revolutionizing language education, offering personalized learning experiences in EFL. However, challenges such as student engagement and academic procrastination persist. This study delves into how these AI tools impact EFL learners’ engagement and procrastination tendencies, aiming to inform effective technology integration in language instruction.ObjectivesThe primary goals of this research are to assess the influence of AI-empowered applications on affective, cognitive, and behavioural engagement and academic procrastination among EFL learners. By considering both the affective and cognitive aspects of engagement, the study aims to provide insights into optimizing EFL instruction through AI-driven tools while addressing academic procrastination challenges.MethodologyA quasi-experimental research method was employed, involving ten intact classes comprising 350 students divided into two groups. Engagement and procrastination scales were administered before and after the treatment. T-tests were utilized to analyze the data, comparing pre- and post-treatment scores between the groups.FindingsThe results indicate that the experimental group, exposed to AI-empowered applications, demonstrated significantly higher levels of affective, cognitive, and behavioural engagement than the control group. Keywords: AI-empowered applications, Academic procrastination, engagement, Chinese EFL learners’ engagement. Moreover, a substantial reduction in academic procrastination was observed among students exposed to AI-empowered applications.ConclusionsThe study underscores the potential of AI-empowered applications to enhance learner engagement and mitigate academic procrastination. The findings contribute to the pedagogical discourse surrounding technology integration and advocate adopting learner-centred approaches. The incorporation of AI-empowered applications in diverse educational settings is recommended.

Navigating Colonial Challenges: Edwin Wade Koons (1880–1947) and Kyungshin School (John D. Wells Academy)*

This study explores the life and contributions of Edwin Wade Koons, a missionary and educator who played a pivotal role in shaping Korea's educational landscape during the Japanese colonial period. As principal of Kyungshin School for 26 years, Koons navigated the complexities of colonial educational policies and internal conflicts within the missionary community. A prominent figure in Korean society, Koons was frequently featured in local media, yet despite the attention he garnered during his lifetime, his contributions have largely been overlooked. This study addresses that gap by providing a comprehensive analysis of Koons' educational work, with a particular focus on his pragmatic approach to maintaining the school's operations amid challenges such as Shinto shrine worship and student boycotts. Drawing on contemporary newspapers and primary sources, this study highlights Koons' efforts in developing Kyungshin School into one of Korea's foremost educational institutions and his impact on Korean education. The findings restore Koons to his rightful place in the historiography of Korea's colonial period, emphasising his influence as an educator and his commitment to sustaining educational opportunities under oppressive colonial rule.

Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education

Background Pedagogical best practices play a pivotal role in ensuring the academic success of students within the higher education landscape. This study aims to systematically synthesize innovative pedagogical best practices within the university context. Methods We conducted a thorough systematic review using the rigorous PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. Our review involved comprehensive searches of scientific databases, including Eric, Scopus, and Proquest, covering both Spanish and English publications. We strategically employed Boolean operators like AND and OR to create a robust search equation. Our primary research question guiding this investigation was: “What innovative pedagogical practices have been developed in university settings to improve teaching and learning effectiveness?” This central question led us to delve deeply into the strategies utilized, pedagogical approaches adopted, and the noticeable impact achieved after their implementation. Additionally, we carefully established stringent inclusion and exclusion criteria in accordance with PRISMA guidelines to ensure methodological rigor. Results A total of 25 scholarly articles that met the pre-established criteria were meticulously identified and included in this systematic review. The results were thoughtfully categorized into three distinct teaching strategies: the first emphasizing student-centered approaches, the second showcasing the integration of educational technology, and the third highlighting evaluation and feedback methodologies. Conclusions This systematic exploration of pedagogical best practices underscores their paramount importance in driving continuous improvement in teacher training and fostering innovation within the educational arena. Such practices not only create an engaging and effective learning environment but also set the stage for ongoing advancements in the teaching and learning processes.

Enhancing Teachers’ Creativity with an Innovative Training Model and Knowledge Management

In the post-COVID-19 era, education requires teachers to engage learners across diverse learning environments (at school or other formal institutions, at home, outdoors, or in virtual environments) using innovative learning strategies. To meet these challenges, teachers must upskill their creativity and strengthen their pedagogical digital competencies and knowledge management skills. This study introduces the innovative teacher training and support (TTS-IPCD) model to enhance teachers’ creativity and pedagogical digital competencies. This research involved a sample of 350 teachers from 75 primary and secondary schools over a four-year period. Teachers’ creativity was measured using the Kirton Adaption–Innovation Inventory (KAI), assessing key metrics such as problem-solving flexibility, openness to change, and inclination toward novel approaches. Quantitative analysis was conducted using an independent samples t-test to evaluate teacher creativity changes. The results indicated that the TTS-IPCD model enhanced teacher creativity in the direction of a stronger propensity toward innovative behaviors, including embracing diversity and change in their work, solving problems through novel approaches, and adopting a holistic perspective rather than strictly adhering to established routines. Furthermore, the TTS-IPCD model improved teamwork and collaboration, contributing to the development of more adaptive and innovative learning environments. These findings highlight the importance of continuous professional development of teachers focused on creative pedagogy and digital competencies to equip teachers for the evolving educational landscape.

Internet of Things in Education: Transforming Learning Environments, Enhancing Pedagogy, and Optimizing Resource Management

In the educational sector, Internet of Things (IoT) is poised to redefine learning environments by facilitating interactive and personalized experiences tailored to individual learner needs. Additionally, it offers transformative solutions for managing educational infrastructures, optimizing resources, and enhancing administrative efficiency. This study provides a comprehensive examination of IoT's development, definitions, and emerging trends, with a specific focus on its applications within the educational domain. Utilizing a methodological framework based on an analysis of academic literature, the research traces the evolution of IoT-related studies and assesses its implications for teaching and learning. The findings reveal a significant surge in IoT-related publications since 2010, underscoring its applicability across diverse sectors, including education. In this context, IoT technologies are shown to enrich learning experiences by offering adaptive, student-centered approaches while improving the operational efficiency of educational institutions. Despite its transformative potential, the study also highlights persistent challenges, such as technical limitations, data privacy concerns, and ethical considerations, which require careful attention to ensure responsible and equitable implementation. As IoT adoption continues to expand, the research underscores its potential to reshape the educational landscape and contribute to a more connected and technologically advanced future.

Re-articulating care and carelessness in precarious times: An introduction

Care is a contradictory terrain, as seen in the persistence of both socioeconomic vulnerabilities and the wide range of compassionate discourses and practices in society, including in the education landscape. The pandemic has laid bare the fault lines embedded within healthcare systems, schools, and biopolitical frameworks, unveiling important challenges that permeate the institutional, emotional, and relational dimensions of care provision and reception. Engaging in interdisciplinary thinking spanning from Education, Philosophy, Environmental Humanities, Film Studies, Literary Studies, to Cultural Studies, the collection in this special issue hopes to contribute to the burgeoning growth of global conversations about the need to critically reevaluate the challenges, opportunities, and ambiguities associated with ‘care and caring’ today. This introductory essay provides a framing of the essays in the collection, shedding light on the complexities and challenges associated with care in schools and universities, in mental health crises, and in film and literary representations. Each essay offers its own theoretical exploration of the multifaceted nature of care, the challenges it faces, and the potential for transformative interventions to re-articulate care through the notion of ‘becoming mattering’.

ARCGIS STORYMAPS IN GEOGRAPHY LEARNING: A SYSTEMATIC LITERATURE REVIEW

This systematic literature review examines the use of ArcGIS StoryMaps in the context of high school geography education, with a particular focus on the methods of implementation, the resulting impact, and the benefits derived from their use. ArcGIS StoryMaps provides an innovative platform for the creation of interactive and engaging geographic content, given the increasing influence of digital tools in the educational landscape. The findings of the eleven studies selected from the 290 articles are presented in this review. The studies highlight the ways in which ArcGIS StoryMaps enhances student engagement, spatial thinking, and comprehension of geographic concepts. The tool is compatible with a variety of learning approaches, including project-based, inquiry-based, and case-based learning. Furthermore, it facilitates digital learning environments through immersive and dynamic presentations. The findings indicate that ArcGIS StoryMaps not only facilitates students' comprehension and creative capabilities but also assists educators in enhancing their pedagogical approaches and geographic expertise. However, the limitations of the study, such as the focus on positive effects, may affect the generalizability of the findings. It would be beneficial for future research to address these limitations by examining potential implementation challenges. In conclusion, ArcGIS StoryMaps has the potential to revolutionize geography education by enhancing the learning process in both engagement and efficiency.

Exploring High School Students' Experiences on Chemistry Laboratory Classes in Blended Learning Environment

Chemistry laboratory activities cultivate scientific inquiry that enable students to experience and discover scientific processes and occurrences. Likewise, research examining the synergy of online and face-to-face modalities in the context of post-pandemic education is still in its formative years. Drawing from this premise, this study aimed to analyse the insights and experiences of senior high school students in chemistry laboratory classes in a blended learning environment. This research utilized a case study approach that involved fifteen (15) Grade 12 STEM students. Data sources included responses to survey questionnaire and semi-structured interviews which elicited students’ insights and experiences on chemistry classes in blended learning setting. Thematic analysis revealed several themes such as social interaction, affective domain, lesson understanding, and course design and resources that encapsulated the benefits, challenges, and suggestions for improvement of a blended learning environment. Particularly, designing chemistry laboratory classes in a blended learning set-up should capitalize on the learners’ context, hence, a framework illustrating the considerations in redesigning chemistry classes is also crafted based on student’s experiences and recommendations. These findings shed light on the redesigning of both the online and face-to-face components of blended learning into a seamless learning environment that optimizes science learning amid the transition in the educational landscape.

Exploring the Efficacy of Scaffolded Learning in English Language Learning at the Secondary School Level

The educational landscape is evolving, with a shift towards innovative pedagogical strategies to improve student learning outcomes. This article explores the effectiveness of scaffolded learning in secondary school English language education as a means to enhance student engagement and learning experiences. By comparing scaffolded learning with traditional teaching methods, the study aims to evaluate its impact on English language skills, student motivation, attitudes towards learning, and long-term retention and application of language skills. Challenges faced by educators in implementing scaffolded learning, its influence on classroom dynamics, feedback mechanisms, inclusivity, and adaptability to diverse student needs and IQ levels will also be examined. The findings seek to contribute valuable insights to optimize English language teaching practices in secondary schools.