Teaching Methodology Research Articles

Liberal Education: A Path to Holistic Learning in the 21st Century

In the ever-evolving landscape of education, liberal education stands out as an approach that fosters comprehensive, holistic learning, interdisciplinary learning. The liberal education model emphasizes the development of critical thinking, creativity, problem-solving skills, and adaptability. With the advent of the 21st century, there is an increasing demand for educational frameworks that not only provide specialized knowledge but also cultivate a broad skill set necessary for the globalized and rapidly changing world. This article explores the concept of liberal education, examines its significance in the context of the National Education Policy (NEP) 2020, and reflects on its potential to meet the challenges and opportunities of the 21st century. The study will analyse the core objectives, methodology, and advantages of liberal education while also considering its potential challenges.

Developing a Design Approach from Scenario to Space in Interior Architecture Education via the Scamper Method: Christy Brown Example

This study aims to investigate the role of empathy in the disciplines of cinema and interior architecture, with a particular emphasis on individuals with disabilities. The objective is to assess the potential benefits of this empathetic approach through the learning outcomes derived from a workshop study. Workshops are recognized as effective educational tools, as they facilitate a discussion and evaluation environment that transcends conventional standards of interior architecture education. The primary focus of this research is to cultivate empathy and human-centred thinking skills, specifically through the application of the Scamper method in interior architecture design. This study aspires to provide students with opportunities for abstract and creative thinking while fostering innovative design approaches that integrate various disciplines. The Scamper method is a technique designed to encourage creative thinking and to foster diverse perspectives in the design process. The method encompasses nine key steps: Substitute, Combine, Adapt, Modify, Minify, Magnify, Put to Another Use, Eliminate, and Reverse. It is assumed that the Scamper method will prove effective in the field of interior architecture design education by promoting a problem-oriented approach, enhancing abstract thinking, and cultivating empathy skills, particularly in the context of inclusive design. The objective of this study is to introduce an innovative educational framework for interior architecture design that prioritizes empathy and human-centred design. This approach incorporates the Scamper method within the curriculum, adopts an interdisciplinary perspective, and emphasizes the development of inclusive design practices. Additionally, the study seeks to improve abstract thinking skills in design processes and to explore experimental educational methodologies. It is anticipated that such multidisciplinary strategies and pedagogical innovations will significantly enhance the future of interior architecture design education.

Effect of combined clinical pathway and scenario simulation teaching on psychological stress and anxiety among tuberculosis interns: A retrospective cohort study.

In the realm of medical education, clinical internship represents a pivotal phase where theoretical knowledge must be practically applied amidst real-world patient care, often leading to heightened stress and anxiety among interns. This transitional challenge is particularly acute for tuberculosis (TB) clinical interns, requiring innovative teaching methodologies. Therefore, we aim to evaluate the efficacy of integrating clinical pathway instruction with scenario-based simulation teaching in alleviating psychological stress and anxiety among TB clinical trainees. Data extraction from electronic health and educational evaluation records spanned September 2020 to September 2022, focusing on TB clinical interns. The investigation centered on 2 principal teaching methodologies used during training: the combination of clinical pathway and scenario simulation approaches. Standardized instruments quantified psychological stress and anxiety at 3 intervals - pre-teaching, post-teaching, and a 6-month follow-up. The study encompassed 70 TB clinical interns, allocating 34 to a combined teaching approach integrating clinical pathways and scenario simulations, while 36 underwent conventional teaching methodologies. Post-intervention assessments revealed significant reduction in psychological stress levels among those subjected to the combined methods (t = 2.522, P = .014). This difference was further magnified at the 6-month follow-up, with the combined teaching method group demonstrating markedly lower psychological stress levels (t = 3.54, P < .001). Also, immediately following the intervention, the combined method group experienced significantly lesser anxiety (t = 2.278, P = .026), and the beneficial effect endured through the 6-month mark (t = 2.41, P = .019). Combining clinical pathway teaching method and scenario simulation teaching method are associated with reduced psychological stress and anxiety levels among TB clinical interns.

Visual Thinking to Explore “Relational Pharmacology”: Systemic Maps for Managing Non-Selective Antidepressants in Cardiovascular Prevention

Relational pharmacology introduces an innovative approach using visual thinking to understand how drugs interact with multiple body systems, addressing the limitations of the traditional “reductionist approach”. While conventional pharmacology focuses on individual drug effects, it struggles with the complexities of polypharmacy, where multiple medications interact via shared metabolic pathways. This article highlights integrating systemic maps into educational methodologies to empower students in identifying and assessing medication risks. By visualizing the body and drug therapy as interconnected systems, students can better understand complex pharmacological interactions beyond linear frameworks. This approach enables active learning and real-life case analysis, such as cardiovascular prevention with non-selective antidepressants, where multiple drug interactions must be considered. It also fosters global health education by promoting the exchange of effective teaching practices and addressing challenges in healthcare training. Systemic maps prepare students for clinical decision-making by enhancing their ability to manage risks and complex cases effectively.

Embracing complexity: Applying intersectional, post-oppositional approaches to examinations of students with disabilities in educational psychology research

This article responds to calls for transdisciplinary collaboration between educational psychology, special education, and Disability Studies in Education (DSE) to better include and support students with disabilities in research and practice. Drawing from embodied experiences and an intersectionality-informed perspective, the author critiques traditional frameworks that perpetuate ableism and reductive understandings of disability. By examining tensions between special education and DSE, the article emphasizes the potential for transformative, post-oppositional collaborations that transcend adversarial discourse. It advocates for systemic understandings of training pathways, professional structures, and theoretical approaches to foster equity and inclusivity. The author explores historical inequities, underscores the value of centering marginalized voices, and calls for thoughtful partnerships to dismantle silos and advance holistic educational practices. This work contributes to expanding the discourse on equity in educational psychology, proposing intersectionality and collaborative methodologies as essential tools for creating inclusive and equitable systems that serve all learners.

Deradicalization Strategy: Correcting Terrorist Inmates’ Understanding of the Implementation of Islamic Law in Indonesia

The deradicalization program in Indonesia has yet to achieve its intended goal of halting the spread of radical terrorist ideologies. This article explores a deradicalization strategy focused on Islamic religious perspectives concerning the application of Islamic law in Indonesia, specifically targeting terrorist inmates at a correctional facility located in Sentul, Bogor. Data were collected through interviews and document analysis. This study finds three core elements are instrumental in the deradicalization strategy aimed at correcting inmates’ misperceptions of Islamic law enforcement in Indonesia through religious education: instructional content, instructors/facilitators, and teaching methodologies. Elements from Islamic law and the Indonesian legal system positively contribute to the curriculum, serving as educational material for instructors. The content provided is in-depth and addresses fundamental Islamic legal concepts integrated with Indonesia's prevailing legal framework. As a result, terrorist inmates can gain a more comprehensive and integrated understanding. However, the current curriculum does not adequately cover the legislative application of Islamic law in Indonesia through statutory regulations, necessitating its ongoing development and periodic revision. There is also a shortage of qualified personnel capable of integrating and effectively communicating both Islamic legal principles and Indonesian law in a factual and comprehensible manner. An integrated understanding of Islamic religious perspectives and national identity is essential to align inmates’ knowledge with the legal application of Islamic law in Indonesia. Furthermore, the limited understanding among terrorist inmates regarding Indonesia's legal system and democratic governance has led to the erroneous belief that Indonesia is not a country that applies Islamic law.

Belief in building a full-fledged distance learning course in athletic training

The problem of developing distance learning in physical education and sports is relevant to the growing demand for flexible educational models and modern technologies. Even though distance education is developing rapidly in the context of intensive digitalisation of social processes, and physical education and sports specialists were among the first to use digital technologies, research in this area indicates a lack of structured approaches to developing distance courses that would meet modern needs. The practical orientation of activities, sometimes an increased level of danger and special requirements for logistical support create significant obstacles to education and training in a distance format, which is associated with the ambiguous practicality of distance courses in this area. Objective: to form the direction of development of the structure of distance learning in athletic training. Methods: analysis of scientific and methodological literature, survey, and modelling. Results: The study focused on the available types of athletic training to understand the possibilities of organising and implementing distance learning in this area. The key factors of structuring a distance course in athletic training were identified. They are presented as three main blocks: theoretical, practical and controlling. An algorithm for organising practical training in athletic training has been formed. It involves the use of e-learning tools. The possibilities of creating a full-fledged distance course in athletic training are substantiated. The survey results of 20 experts show a high level of support for the proposed structure and key elements of the distance course in athletic training. In particular, the experts mostly agreed with the logic and completeness of the course structure, the expediency of centralised content placement in the cloud environment, the optimality of the selected communication channels (email and cloud services), the clarity of the motor learning algorithm for remote performance by students, the adequacy of the proposed evaluation system and the presence of significant advantages in the use of tablets/smartphones in the educational process. In general, changes in the perception of obstacles to distance learning in physical education and sports can occur with the expansion of technological accessibility of innovative tools and modernisation of teaching methodology. Conclusions: Distance learning courses are a promising area for developing physical and sports education. The study was conducted to anticipate the possibilities of expanding education in this area by emphasising the issue of distance learning. Creating effective distance learning courses requires an integrated approach. This approach includes integrating modern technologies, adapting educational content to the audience's specifics, and providing proper feedback. The article provides substantiated evidence of the possibilities of creating full-fledged distance learning courses in physical education and sports training. Further research should improve distance learning methodology, develop specialised mobile applications for athletic training, and use modern tools to assess learning outcomes.

MODEL OF DIGITALIZATION PROFESSIONAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS

Digitalization in higher education constitutes a fundamental vector of contemporary societal progress, reshaping traditional paradigms of pedagogy, research methodologies, and institutional governance. Within the global information landscape, digital technologies function not merely as facilitators of educational communication but as transformative agents that redefine knowledge acquisition, processing, and dissemination. The current phase of educational evolution is characterized by the proliferation of digital platforms, which significantly enhance accessibility to academic resources and foster flexible, adaptive learning environments. The integration of advanced digital technologies across all facets of the academic process underpins the digital transformation of universities. The adoption of digital tools necessitates a reconfiguration of conventional instructional methodologies, incorporating multimedia applications, interactive simulations, and immersive technologies such as virtual and augmented reality. These innovations serve to augment student engagement and align educational experiences with practical professional scenarios, particularly in disciplines where experiential learning is indispensable, such as pedagogy and engineering. Beyond instructional practices, digitalization exerts a profound influence on the organizational and administrative dimensions of higher education institutions. The implementation of automated management systems optimizes processes such as student enrolment, academic performance monitoring, and institutional communication. Concurrently, the integration of digital technologies within scientific research fosters interdisciplinary collaboration and enhances access to extensive electronic repositories, thereby amplifying the efficiency and scholarly impact of academic inquiry. The present study seeks to develop a comprehensive model for the digitalization of professional training for future vocational education teachers. To achieve this objective, a comprehensive theoretical analysis of scholarly literature on educational digitalization was conducted, complemented by an empirical study employing a structured survey. The survey aimed to evaluate students’ foundational digital competencies, the readiness of both educators and learners to integrate digital technologies into the educational process, and the primary challenges hindering this transition. The research utilized both quantitative and qualitative methods for data analysis to ensure a robust and multidimensional assessment of the findings. The findings serve as the foundation for the development of a structured model aimed at enhancing the digitalization of vocational education teachers, ensuring its congruence with contemporary educational imperatives.

Improving The Methods Of Training And Selection Of Female Handball Players

The theory and methodology of physical education and sports is the science that studies the laws of physical education and sports. Handball is a means of physical education, because it contributes to improving health, harmonious physical development, the development of motor and mental qualities, as well as the acquisition of motor skills. In order to achieve high results, it is necessary to practice it within sports teams in which the training work must be well planned and carried out on a scientific basis. The road to the heights of sports mastery is difficult, requires a lot of work and very careful and, above all, continuous training. However, mastery is achieved faster than in other sports games. The purpose of this work is to develop and experimentally implement a training program that includes proprioceptive means, oriented towards optimizing the means of training and selection of players for the game of handball, juniors III, in order to maximize the use of performance skills. The results obtained in the physical assessment are very good, which indicates that, in the physical training and selection process, means and exercise structures appropriate to the children's age were used.

Design and implementation of a module for teaching and research on SCRs for power electronics.

The conversion of energy is a fundamental aspect for adequate use of energy resources; thus, counting on appropriate devices and methodologies in education and research is essential. This document presents an experimental module for teaching and research on silicon controlled rectifiers (SCRs) in power systems, where different experiments designed to cover a diverse range of complexities are also proposed. In low complexity, the experiments focus on implementing phase control rectifiers and three-phase AC-AC voltage controllers, with particular attention to passive loads. On the other hand, in the field of high complexity, the experiments delve into the application of full-wave phase control three-phase rectifiers in direct current transmission systems, as well as the use of AC-AC voltage controllers in static reactive power compensators. The results show that the desired behavior is achieved according to the theory for the different experiments proposed.

Design Studio Pedagogy: A Comparative Study of Teaching Approaches

Objectives: This study presents a comparative analysis of various teaching methodologies within design studio instruction, focusing on their impact on student learning outcomes, creativity, and problem-solving skills. Methods: Utilizing both quantitative and qualitative research methods, the study includes a student survey and interviews with faculty members. Results: The results, derived from a comprehensive survey of 100 students from universities in Bahrain, reveal a positive perception of design studios. Interviews with instructors highlight the strengths and challenges inherent in different teaching methods. Traditional lectures are effective in conveying fundamental knowledge, whereas project-based learning, design thinking, collaborative learning, and experiential learning prioritize hands-on experiences, real-world applications, and innovation. Conclusion: The study identifies challenges such as technological issues and resource constraints, and proposes tailored teaching methods, enhanced engagement, resource provision, and professional development as mitigation strategies. This research provides valuable insights into the effectiveness of various educational approaches and offers recommendations for improving design studio education and addressing challenges to enhance the overall educational experience.

Education Research: Current State and Effectiveness of EEG Education for Residents: A Systematic Review and Meta-Analysis.

EEG interpretation is crucial for residents. However, studies indicated poor competency among residents in interpreting EEGs. We conducted this systematic review and meta-analysis to assess the current state and effectiveness of EEG education for residents. A literature search was conducted in electronic bibliographic databases including PubMed, EMBASE, Web of Science, and Cochrane Library. Official websites of organizations including the International League Against Epilepsy, American Clinical Neurophysiology Society, American Epilepsy Society, International Child Neurology Association, Canadian Society of Clinical Neurophysiologists, and China Association Against Epilepsy were also searched for information on EEG education. The Preferred Reporting Items for Systematic Reviews and Meta-analyses methodologic standards for reporting systematic reviews were followed. The inclusion criteria of the articles were those that evaluated the effectiveness of EEG education or surveyed the status of EEG training for residents. Methodologic quality was assessed using the Risk of Bias in Nonrandomized Studies of Interventions, Version 2, tool. A meta-analysis of eligible studies was performed to compare precurriculum and postcurriculum test scores. A total of 28,024 articles were identified of which 38 were included in the systematic review and 14 in the meta-analysis. EEG education methodologies varied widely. EEG curricula covered a range of topics, from fundamentals and advancements in EEG technology and interpretations to signal analysis, seizure semiology, and clinical applications for patients with epilepsy. There was a significant improvement in posttest scores compared with pretest scores, with a pooled standardized mean difference (SMD) of 1.76 (95% CI 1.14-2.39, p < 0.00001). A subgroup analysis of neurology residents, based on 8 studies, showed a pooled SMD of 0.97 (95% CI 0.73-1.22, p < 0.00001). EEG education significantly improves residents' test scores and enhances their diagnostic skills of seizures. Future research should focus on evaluating the long-term retention of EEG knowledge following training, particularly regarding specialties.

Towards a Novel Digital Twin Framework Proposal Within the Engineering Design Process for Future Engineers: An IoT Smart Building Use Case

The continuous evolution of Internet of Things (IoT) technologies presents significant opportunities and challenges within the domain of engineering education. This paper introduces a novel and comprehensive framework that extends the established Engineering Design Process (EDP) by incorporating a modular Digital Twin (DT) structure specifically tailored to smart building IoT applications in education. Unlike previous approaches, our framework enables real-time system feedback, simulation-based design iteration, and hands-on experimentation—all integrated within a pedagogical flow aligned with engineering curricula. It comprises seven distinct phases, providing a complete methodology that guides learners from fundamental concepts to advanced applications, including data visualization, real-time simulation, and system optimization. To demonstrate the applicability of the proposed framework, we design and experiment with a practical use case related to a meteorological station and data, which incorporate IoT-enabled sensors, actuators, and microcontrollers for real-time monitoring of environmental parameters and energy consumption within a smart building campus facility. Additionally, to support EDP extension, a hybrid pedagogical approach is introduced, which combines traditional engineering hands-on education methodologies with DT activities, to further foster experimental learning, iterative system design, and complex systems thinking development. To this end, our approach aims to bridge the gap between theoretical science and engineering knowledge, along with practical application use cases, contributing to a better preparation of future engineers capable of addressing interdisciplinary challenges associated with smart systems and digital transformation within the Industry 4.0 era.

Metacognitive Strategies Empowering Junior High School English Reading Instruction: Practical Exploration and Effectiveness Analysis

With the continuous renewal of educational concepts and the innovation of teaching methodologies, metacognitive strategies, as an efficient learning strat-egy, are gradually being integrated into junior high school English reading in-struction. This paper aims to explore the practical application of metacogni-tive strategies in junior high school English reading teaching, analyze their im-pact on students' reading abilities, autonomous learning capabilities, and read-ing interests, and propose corresponding teaching implementation suggestions. Through empirical research and case studies, this paper reveals the significant value of metacognitive strategies in junior high school English reading in-struc-tion, offering new perspectives and methods for enhancing the quality of junior high school English teaching

Applying Alfred Korzybski's General Semantics to Language Teaching: Bridging Theory and Practice in Modern Classrooms

Alfred Korzybski's general semantics theory has significantly impacted numerous fields, such as education and linguistics. The following paper examines the use of Korzybski's theory in language instruction, focusing on their applicability in contemporary classrooms. The article illustrates how his abstracting, time-binding, and map-territory principles can be used to improve language learning and critical thinking. Concrete teaching methods integrating these principles are provided, proposing novel ways to encourage student interest and comprehension. The inspiration for this paper is the increased necessity to unite theoretical linguistic theories with applied pedagogical methodologies. While rote learning takes center stage in most conventional approaches to language pedagogy, Korzybski's concepts promote a more analytical and contextualized methodology. This study is intended to cover this gap by suggesting new ways of making language learning both efficient and mentally challenging. The future scope of this work includes empirical studies to evaluate the impact of these strategies on student learning outcomes. Additionally, the application of Korzybski’s ideas can extend to interdisciplinary education, fostering collaborations across subjects like science, history, and media studies. Such initiatives can further enrich educational practices, preparing students for complex communication challenges in a globalized world.

Aprendizaje basado en retos (ABR) para el fomento del pensamiento creativo y divergente en adolescentes: diseño, implementación y evaluación en contextos escolares del nivel secundario

Secondary education faces a persistent structural problem: the lack of pedagogical methodologies that promote creative and divergent thinking in adolescents, thus limiting their development as critical and purposeful individuals. This study addresses this problem through a systematic literature review on Challenge-Based Learning (CBL), an educational strategy focused on the collaborative resolution of real problems. Forty-eight research studies published between 2010 and 2024 were analyzed, selected under rigorous inclusion criteria from recognized databases such as Scopus, WoS and ERIC. The results show that RBA favors the generation of original ideas, stimulates creative self-regulation and enhances students' intrinsic motivation. Likewise, essential conditions for its effective implementation were identified: the role of the teacher as a facilitator of learning and an institutional environment that supports pedagogical innovation. It is concluded that ABR offers a viable and transformative solution to overcome the limitations of the traditional model, preparing young people to face complex challenges with creativity and autonomy.

Personalized E-Learning Assistant Using Knowledge Graph and LangGraph-Orchestrated Multi-Agent Framework

The design of an e-learning system incorporating a personalized instructional approach, surpassing conventional pedagogical methodologies, is presented in this study. Many adaptive tutorial systems don't consider students' existing knowledge and past learning well enough. To fix this, the system uses knowledge graphs and multi-agent systems. The main focus is to build an academic system that can record students' likes learning styles, and grades in a clear way. A semantic graph model has been set up in Neo4j to store and manage this data. The system uses modular agents run by Lang Graph, to work with the knowledge graph. This allows it to change learning paths, teaching content, and make extra materials that fit each student. As students use the system more and take quizzes, each round of learning gets better to stay relevant and teach well. Adding Django makes the system more flexible and able to work with different front-end apps. This approach stands out because it's forward-thinking, can change, and aims to make learning better over time making it a strong choice compared to other options.

Trendlines in research methodology and topics in teacher education: big data analysis of theses in Swedish teacher education between 2005 and 2023

ABSTRACT The paper aims to map and analyse changes over time for the research methods used and topics of theses in Swedish teacher education between 2005 and 2023. The titles, abstracts, and keywords of 32,199 theses from 29 universities were analysed. The results indicated no large change in either methodological approach, methods used, or topic areas investigated depending on university. The trend lines show an extreme increase in qualitative, but not quantitative, approaches. Interviews were most prevalent with 47% of theses and for theses mentioning multiple methods, most involved interviews. In contrast, the use of surveys has decreased (from 25% to 10%), while document analysis, phenomenography and interventions have increased, although with just a few percentage points. With regard to topic areas, learning and instruction was the most prevalent, accounting for 26% of all theses. The topic areas special education, multiculturalism and citizenship, and relational pedagogy did also increase.

Textual Enhancement as a Strategy for Communicative Grammar Teaching: A Study Carried Out on Senior Secondary ESL Learners

Even in a classroom that uses Communicative Language Teaching (CLT) methodology, strategic teaching of grammar, sometimes, finds a backseat, which may hinder acquisition of desirable language competence by the learners. Grammar should, therefore, ideally be taught following the basic principles of CLT methodology in a communicative language classroom. This paper seeks to find out if grammar can be taught effectively, using textual enhancement as a strategy, in a communicative classroom. The methodology adopted revolves round an experiment conducted on a homogeneous sample of fifty ESL learners of 12th standard class. The students are divided into two equal groups. One group is imparted textual enhancement based grammar instruction, while the other group is given a similar instruction on grammar for the same length of time, but without textual enhancement. Both the groups were then made to give an achievement test to measure their progress in comparison with each other. The group which received grammar instruction based on textual enhancement was found to show comparatively more progress than the other group. This leads us to the conclusion that textual enhancement as a strategy for communicative grammar teaching may yield desired outcome in an ESL classroom.

THE IMPACT OF GENERATIVE AI ON SECOND LANGUAGE ACQUISITION

This paper explores the integration of generative AI tools, particularly ChatGPT, into second language training programs. With rapid advancements in artificial intelligence, these tools offer innovative opportunities for enhancing language learning by providing draft translations, clarifying vocabulary and grammar, and delivering real-time feedback on language production. The study examines the potential of AI-assisted language training to improve learning efficiency, linguistic accuracy, and cultural adaptability in both academic and professional settings. Through a comprehensive review of current literature and practical exercises in simulated language learning scenarios, the research highlights the benefits and challenges of using AI as a collaborative partner rather than a substitute for human instructors. Key issues such as ethical considerations, data confidentiality, and the necessity for post-editing AI-generated outputs are discussed in detail. The findings indicate that while ChatGPT and similar models can significantly streamline the language learning process, the role of the human teacher remains crucial in ensuring that nuance and context are preserved. This balanced approach merges traditional teaching methodologies with innovative digital tools, ultimately enriching the learning experience and better preparing students for the evolving demands of second language proficiency.