Effective Teaching Methods Research Articles

Operational Techniques Utilized by EFL Faculty Members for Bettering English Oral Communication Skills of EFL University Students

This study aims to find out the most effective techniques used by EFL faculty members to enhance students' English oral commination skills of EFL university students at Prince Sattam ibn Abdul-Aziz University. 29 faculty members participated in answering the questions of the questionnaire. The data was gathered employing a 5-point Likert scale questionnaire and, it was scrutinized linguistically and statistically by applying the SPSS program. The findings reveal that applying some useful techniques has a positive influence on students' earning outcomes, especially English oral communication skills. The study recommends EFL instructors should vary teaching method techniques to engage students and minimize the amount of hesitation to speak in class. Also, EFL teachers should receive continuous and professional training sessions to help them cope with the updated and useful techniques of effective teaching methods.

Analysis of the Application of Storytelling and Flashcards

The need for English language learning for early childhood is very high, especially in the context of developing students' skills at the PAUD level. The progress of a nation requires its people to be proficient in using English. Therefore, the Indonesian education system is currently trying to introduce English as an international language to early childhood students. English language education is highly recommended if introduced to young children. Especially before the age of 12 years. The early childhood category includes those aged 2 to 7 years. This age stage is a golden moment for the development of children's language skills. They can understand various languages like native speakers, so this opportunity needs to be utilized to the maximum. Therefore, learning English requires an effective and appropriate teaching process and methods. There are several methods used to teach English, including context which includes game media, experience using cards, namely the flashcard method and storytelling methods using songs and story methods. Storytelling and flashcard methods are suitable and successful methods in the English language learning process for early childhood.

Model Integrasi Pembelajaran PAI di Sekolah dan Pesantren

The results of the research that have been researched by the author are: First, the reason for the integration of PAI learning at SMP BP Amanatul Ummah Pacet is to deepen students' understanding of Islamic religious teachings. Therefore, integration of PAI learning with book learning is carried out, such as Fiqh using Mabadiul Fikihiya and Arabic using Akidatul Awam. Obstacles faced include the difficulty of teachers dividing time between PAI and muis as well as the challenges of adapting new grade 7 students from elementary school. Solutions include teacher adaptation to changing moods and student maturity levels as well as developing engaging and effective teaching methods to maintain student focus. Second, the form of integration of learning that uses the Integrated model (The Integrated Model).

Effective Teaching Methods in Physical Education Classes: A pilot study implementing a new survey for teachers

Physical education (PE) classes for children play a crucial role in promoting physical activity and healthy lifestyle. The PE in the Kosovo primary schools, together with its teaching and organizational issues have long been a key topic of political, sport and scientific debate. However, the various actions carried out so far have not been enough to recognize contents and methods of PE correctly oriented in an educational way. The aim of the study is to highlight the latest method and strategies of the teachers, and the new curriculum used in the field of PE for better learning and developing health among children through physical activity. The research involved (n = 100) PE teachers from Kosovo public schools. All teachers are from Kosovo primary schools, classes VI-IX, with an average of 16 years of work experience. Data was collected using questionnaire by an online survey. The learning methods mostly applied are: practical learning method (96%), teaching through lectures (79%), interactive method (72%), effective teaching method (66%), learning through certain goals (47%). The factors that influence the effective use of teaching strategies are: infrastructure and equipment (94%), teacher skills (89%), competitive activities among children (57%), and children’s desire for physical and sports activities (46%). The factors that can influence the increase in the effectiveness of teaching strategies are: the addition of teaching hours (92%) teacher trainings (84%) and curricular improvements (78%). Teaching methods help teachers to have an effective communication with students, clear instructions, demonstrations, and techniques being taught.

동물기르기와 연계하여 예비유아교사가 제작한 과학그림책 분석

Objectives This study analyzed the themes of science picture books produced by pre-early childhood teachers in connection with their experience raising animals, the composition of stories and picture expressions included in the picture books, and identified problems that may arise when pre-early childhood teachers conduct early childhood science education. We sought to explore implications for early childhood science education classes at early childhood teacher training institutions. Methods We collected animal raising observation logs, individual story boards, production intentions, group story boards and picture books, and individual evaluation sheets from 15 third-year students in the Department of Early Childhood Education at a four-year university in the Gyeongbuk region, focusing on the text and pictures of individual story boards and science picture books. Themes and characteristics were analyzed, and analysis was conducted to find meaning in the individually written production intentions and evaluation sheets. Results First, most of the topics of the individual story boards and group picture books composed by pre-early childhood teachers appeared to deal with the growth process of animals, and topics related to the preciousness of life and love of nature were not included. Second, the pre-early childhood teachers composed stories and expressed them with pictures based on what they observed, but it was confirmed that some of the content and picture expressions contained scientific errors or were different from what was observed. Conclusions Picture book-making activities linked to raising animals are the same as writing observation logs, composing individual story boards, producing and sharing picture books for each group, and writing peer evaluation sheets. By providing opportunities for repeated reflective thinking, pre-early childhood teachers can check for errors in their practical knowledge. It is an effective teaching method that can help form correct scientific knowledge.

ТИПОЛОГИЯ НЕКОТОРЫХ ЛЕКСИЧЕСКИХ ОСОБЕННОСТЕЙ АНГЛИЙСКОГО И РУССКОГО ЯЗЫКОВ В ТЕОРИИ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ

Typology of some Lexical Features of English and Russian Languages in the Theory of Communicative competence Summary The article deals with a small comparative grammar analysis of English and Russian languages and reveals some aspects of communicative competence in the study of these languages. It also analyzes the most effective teaching methods for developing communicative competence. In the modern world, knowledge of foreign languages is becoming vital for a person. And from this point of view, the process of proper language teaching is important. Communicative competence plays a big role in learning foreign languages. In this article, we tried to give a small description of the theory of communicative competence by comparing some lexical features of English and Russian languages. Key words: language, communicative competence, linguistic competence, language competence

The Influence of Ummi Method Using Mother Tongue Approach on Arabic Reading Skills

Students’ reading skills depend on their teacher and effective teaching methods are crucial, especially for Arabic language teachers. The Ummi method designed for learning to read the Quran is easy and enjoyable. The Ummi method can be applied to teaching reading in Arabic because the language used in the Quran is Arabic. The Ummi method has three mother tongue approaches: the Direct method, Repetition, and Affection. This study employs a quantitative approach with a quasi-experimental, non-equivalent control group design. The research population includes students from SMP Laboratorium Percontohan UPI Bandung, with purposive sampling techniques. Class VII-C is the experimental sample, while Class VII-D is the control sample. Data collection involved observation, interviews, pre-tests, and post-tests. The main objective of this research is to demonstrate the effect of the Ummi method through the mother tongue approach, on the skills of reading Arabic texts. The hypothesis test result showed a significance value of 0.009<0.05, which rejects Ho and accepts Ha. The experimental class had a mean gain score of 23.4531, higher than the control class’s 13.9219. It was concluded that the Ummi method through the mother tongue approach, significantly improves Arabic reading skills.

How Can I Get It Right? Using GPT to Rephrase Incorrect Trainee Responses

AbstractOne-on-one tutoring is widely acknowledged as an effective instructional method, conditioned on qualified tutors. However, the high demand for qualified tutors remains a challenge, often necessitating the training of novice tutors (i.e., trainees) to ensure effective tutoring. Research suggests that providing timely explanatory feedback can facilitate the training process for trainees. However, it presents challenges due to the time-consuming nature of assessing trainee performance by human experts. Inspired by the recent advancements of large language models (LLMs), our study employed the GPT-4 model to build an explanatory feedback system. This system identifies trainees’ responses in binary form (i.e., correct/incorrect) and automatically provides template-based feedback with responses appropriately rephrased by the GPT-4 model. We conducted our study using the responses of 383 trainees from three training lessons (Giving Effective Praise, Reacting to Errors, and Determining What Students Know). Our findings indicate that: 1) using a few-shot approach, the GPT-4 model effectively identifies correct/incorrect trainees’ responses from three training lessons with an average F1 score of 0.84 and AUC score of 0.85; and 2) using the few-shot approach, the GPT-4 model adeptly rephrases incorrect trainees’ responses into desired responses, achieving performance comparable to that of human experts.

THE APPLICATION OF ENGLISH FUN DUBBING APP AND PROBLEM-BASED LEARNING FOR ENGLISH LISTENING SKILL OF THE FIRST-YEAR SECONDARY VOCATIONAL CHINESE STUDENTS

The objectives of this study were to improve the first-year secondary vocational Chinese students’ English listening skills and examine their satisfaction with the application of the English Fun Dubbing APP and problem-based learning (PBL). We obtained the quantitative data using four lesson plans, a pretest, a posttest, and a 5-point Likert scale questionnaire. We analyzed the collected data using means, standard deviations, and paired sample t-tests. The pretest and posttest results showed a significant improvement in the students' English listening skills, with a pretest mean score of 60.00 (SD = 3.73) and a posttest mean score of 67.10 (SD = 5.38), respectively. The questionnaire data showed that students rated all items at both the highest and lowest levels. Simply put, the students were remarkably satisfied with the application of the English Fun Dubbing APP and PBL in learning English listening skills. The study's findings clearly demonstrated that China and other countries should apply English Fun Dubbing APP and PBL as another effective method for teaching and learning English listening skills.

Reproductive Health Assessment and Reports of Fertility Counseling in Pediatric and Adolescent Patients with Sickle Cell Disease After Hematopoietic Cell Transplantation

Conditioning regimens for hematopoietic cell transplant (HCT) in patients with sickle cell disease (SCD) place patients at risk for reproductive health issues. The purpose of this study was to assess reproductive health and reports of fertility counseling in patients with SCD who received a transplant. This was a secondary analysis of gonadal hormone production, future infertility risk assessment, and parent-proxy/patient reports of fertility counseling in SCD transplant recipients who are currently pubertal and were enrolled in the Atlanta sites of the Sickle Cell Transplant Evaluation of Long-term and Late Effects Registry (STELLAR) between May 2017 and October 2023. Clinical information was abstracted from medical records and reproductive health survey data from the STELLAR database. Descriptive statistics were reported as median (interquartile range [IQR]) or percentages. There were 20 females and 12 males in the study population. Females were median (IQR) 19.6 (9.4) years old and males 20.8 (11.4) years old at the time of the study. Transplants most commonly occurred in the decade 2010 to 2019 at 10.7 (4.8) years old for females and 11.1 (4.1) years old for males. Most participants received bone marrow stem cells (95.0% females, 100.0% males) from matched sibling donors (90.0% females, 100.0% males). Participants received one of seven HCT conditioning regimens with cyclophosphamide equivalent doses ranging from 3388 to 9706 mg/m2. The majority of females (90.0%) had diminished ovarian reserve with low anti-Mullerian hormone levels, and 61.1% had premature ovarian insufficiency with two follicle-stimulating hormone levels (FSH) ≥40 mIU/mL post-HCT. All males had normal testosterone levels, but 63.6% had elevated FSH levels suggestive of impaired spermatogenesis post-HCT. Parent proxies (for patients <18 years old) and patients ≥18 years old completed surveys 9.0 years (5.2) and 7.9 years (9.3) since HCT in females and males respectively. Twenty-five percent of parent proxies and 45% of patients reported that they had not been informed by a healthcare provider of the risk of infertility post-transplant. There are high rates of gonadal dysfunction post-HCT, but many parent proxies and patients do not recall being told of the risk for future infertility. More effective methods of education are warranted to ensure SCD patients and their families clearly understand the risk for reproductive health issues post-HCT.

Motivation and learning psychology of teachers in language translation learning

AbstractThis study aimed to understand pre‐service teachers’ motivations and learning psychologies in language teaching. The study used a phenomenology pattern, a qualitative research method, to gather pre‐service teachers’ views about language teaching, motivations and learning psychologies during translation activities. The study group consisted of 42 language department undergraduate students from the Education Faculty of a private university in TRNC in the 2022–2023 academic year, selected using the criterion sampling method. Data were collected through semi‐structured interviews. The NVIVO‐R1 qualitative data analysis program was used for categorisation and coding in the data analysis. The findings revealed that translation studies motivate and improve comprehension–explanation skills, increasing academic success, positively impacting learning psychology, and reducing anxiety. Effective teaching methods and motivation were influential factors in teaching language to pre‐service teachers. The study also found that reinforcers, intrinsic motivation, exemplification–association, measurable goals, teaching environment, teaching method and applied learning significantly affect the language teaching process and academic success. It was concluded that pre‐service teachers are attentive to their professional careers and motivations. Additionally, the study revealed that learning the historical development of the language and different types of translation positively contributed to the motivation levels, academic achievement and language learning knowledge and skills of pre‐service teachers. Regarding grammar teaching, pre‐service teachers highlighted the importance of focusing on the social and interactional dimensions of language in addition to grammar learning. They expressed that language learning anxiety stemmed from insufficient practice. Finally, the study suggested that the language‐learning problems of pre‐service teachers could be attributed to the neglect of translation studies.

Decision Support System for Selecting Online Teaching Methods Using the Fuzzy MCDM Algorithm

The global pandemic that has hit the world recently has forced educational institutions to adopt online teaching methods. However, choosing an effective online teaching method is a major challenge. This research develops a Decision Support System (DSS) that uses the Fuzzy Multi-Criteria Decision Making (FMCDM) Algorithm to select the best online teaching method. This system is designed to assist decision making in educational institutions by considering various criteria such as learning effectiveness, technology affordability, ease of use, and user satisfaction. This research uses data collection methods that involve surveys from lecturers and students to obtain their preferences and experiences with various online teaching platforms. The data collected is then processed using the FMCDM model to evaluate and rank teaching methods based on predetermined criteria. Fuzzy systems are used to overcome uncertainty and subjectivity in criteria assessment. The results of this research show that the system developed is able to effectively assess and rank various online teaching methods. From the analysis carried out, interactive teaching methods using videos and real-time quizzes received the highest ranking based on predetermined criteria. This suggests that the combination of engaging visual content and high interactivity is highly valued in online teaching contexts

Design and Effect of Neurosurgical Educational Software Using Gamification on Students' Learning and Motivation.

Gamification is an innovative learning approach that, when combined with technology, aligns well with students' preferences. Recognizing the necessity of employing effective educational methods in surgical team training, this study aims to examine the impact of gamification-based educational software on students' learning and motivation in the surgical technology field. This study was conducted as a quasi-experimental single-group pre-and post-test design in Iran in 2023. The study sample comprised 40 undergraduate students majoring in surgical technology, selected through a census method. The educational software is designed according to the nine principles of the model of Karl Kapp and Sharon Buller, using the mechanics, dynamics and aesthetics (MDA) framework. After implementation, the software's impact on students' learning and motivation was assessed. The students' learning levels before and after using the educational software were evaluated using a multiple-choice test. To measure students' motivation, a researcher-developed questionnaire was utilized. The Shapiro-Wilk test was used to check the normality of the distribution of the studied variables. Through SPSS version 26, descriptive statistics such as frequency, percentage, mean, and standard deviation were analyzed along with inferential statistics, including paired t-tests. Among the participants, 55% were female, and the sample had a mean age of 22.30±0.99 years. A significant difference was observed between the mean learning scores before and after using the educational software (10.43±4.38 vs. 21±4.11, p < 0.001). The motivation level of the students showed a significant increase. Based on the results of this study, gamification-based software has led to improved learning and increased motivation among students in surgical technology.

Impact of Career Design Simulation on Japanese Medical Students: An Educational Study.

The present study aimed to evaluate the effect of career design simulation on the attitude of Japanese medical students toward doctoral life planning, including qualification acquisition. In this study, we conducted a career-design simulation trial with fourth-year medical students. The three-hour course comprised lectures on career design and individual career design, including an ideal plan and a modified plan according to unexpected work and life events, as well as group discussions. Nine questions regarding career design attitude (awareness, significance, or intention to acquire a doctoral degree or medical specialty, work-life balance, and flexibility) were answered in both pre- and post-career design simulation training. The response rate was 67.5% (79/117). Attitudes toward career design significantly improved after the career design simulation, regardless of the duration after graduation (p < 0.001, each). Attitudes toward the significance of doctorate degrees significantly improved after participation (p = 0.007), while attitudes toward medical specialties did not (p = 0.128). In contrast, confidence in obtaining a medical specialty and doctoral degree was improved by career design simulations (p = 0.009 and p = 0.003, respectively). These findings suggest that career design simulations can be an effective educational method for developing active learning, motivation for career image, and lifelong education.

Utilizing a participatory curriculum development approach for multidisciplinary training on the forensic medical evaluation of asylum seekers

BackgroundClinicians play an important role in asylum applications through the forensic medical evaluation (FME). The lack of adequately trained and knowledgeable clinicians limits access to FME. Participatory curriculum development is a powerful tool that elevates voices of multiple stakeholders to generate innovation in FME education. The objective of this study was to conduct an interview-based curricular needs assessment of the core skills needed to perform safe and effective FME and the most effective teaching methods targeting multidisciplinary learners. MethodsIn accordance with a participatory curriculum development framework, we conducted semi-structured interviews of individuals in four key stakeholder groups that play an important role in FME: asylees, experienced educators, prospective learners, and attorneys. We used grounded theory, an inductive approach to the thematic coding of interview transcripts. ResultsInterview participants described the most important skills for performing FME and approaches to teaching these skills. Thematic saturation was reached at 13 interviews. Four major themes central to an FME curriculum were identified: (1) Core knowledge and technical skills to perform effective FME, (2) Practical skills in a trauma-informed approach to FME, (3) Mitigating secondary trauma and building resilience, and (4) Teaching approaches for multi-disciplinary learners. ConclusionWe conducted an interview-based study utilizing participatory curriculum development principles to investigate the most important skills to conduct safe and effective FME of asylum seekers. We found that experiential training that emphasizes the practice of skills in a multi-disciplinary environment is more aligned with stakeholder needs than existing frameworks built around one-way knowledge transfer.

Enhancing Early Childhood Educator's Digital Competencies through AI-Powered Learning Modules (AI-PEL) Training Program

Purpose – Digital skills among educators are becoming increasingly important and essential for creating interactive and relevant learning experiences. However, many teachers are still unprepared to fully integrate technology into their teaching and need to improve their understanding of AI technology to support the learning process. This study aims to determine the effectiveness of improving the digital skills of early childhood education (ECE) teachers through AI-Powered Learning Modules (AI-PEL) training. Design/methods/approach – This research employs a quantitative approach with a quasi-experimental method to evaluate the effectiveness of AI-Powered Learning Modules (AI-PEL) training for Early Childhood Education (ECE) teachers in the Tumpang Sub-district. Purposive sampling was used to select 80 ECE teachers who participated in the training. Data were collected through pre-tests and post-tests. Data analysis involved descriptive statistics using SPSS 17.0, including the Kolmogorov-Smirnov test for normality, Cronbach's Alpha for reliability, and Independent t-tests to compare group means. Findings – This study found a significant improvement in the digital skills of ECE teachers in the Tumpang Sub-district after the AI-PEL training. Initially, the teachers struggled with technology integration, but after the training, their skills and understanding of digital tools improved. Evidence shows that 68 out of 80 participants successfully created teaching modules and picture stories using AI technologies such as Chat GPT, Gemini, DeepL, and Bing Image Creator within the specified deadline. Research implications/limitations – This finding highlights the importance of improving digital skills among teachers, as it enhances their teaching effectiveness and positively impacts students' learning experiences and outcomes. This fosters an engaging, interactive, and effective learning environment in the 21st century. Practical implications – This research emphasizes the importance of supporting strategies such as developing digital learning modules, continuous mentoring, and integrating technology into the ECE curriculum. Partnerships with stakeholders are also crucial to ensuring the sustainability and effectiveness of the AI-Powered Learning Modules (AI-PEL) Training Program. These measures are essential for improving teachers' digital skills and the overall quality of teacher education in the 21st century. Originality/value – This research highlights that early childhood teachers can develop more creative and effective teaching methods with good digital skills. Ultimately, this will improve the quality of early childhood education for the 21st century. Paper type Research paper

AWARENESS OF EFFECTIVE TEACHING METHODS IN HYBRID TEACHING A SURVEY OF EDUCATORS

As hybrid teaching becomes increasingly prevalent in educational settings, understanding educators' familiarity with effective teaching methods within this model is crucial. This study aims to evaluate the awareness levels of educators concerning various pedagogical strategies that are integral to successful hybrid teaching. A comprehensive survey was administered to 167 respondents, encompassing a diverse group of educators across different educational institutions. The analysis of the survey data reveals a nuanced landscape of awareness among educators. While a majority demonstrate a strong understanding of several key teaching methods such as delivering information through multiple channels and employing game-based learning however there are notable gaps in awareness, particularly concerning the use of dashboards to track student progress and the implementation of cooperative learning strategies. The findings underscore the importance of targeted professional development programs aimed at bridging these knowledge gaps. By enhancing educators' understanding and application of these lesser-known strategies, the overall effectiveness of hybrid teaching can be improved, leading to better educational outcomes for students.

문제중심학습이 간호학생의 자기결정성 학습동기, 자기주도적 학습능력, 문제해결과정에 미치는 효과

Objectives This study is a single-group pre-post quasi-experimental study aimed at applying problem-based learning and identifying changes in self-determined learning motivation, self-directed learning ability, and problem-solving process. Methods The subjects of the study were 142 fourth-year nursing students at a university located in the U city who took adult nursing courses and agreed to participate in this study. Data were collected by self filling out questionnaires on self-determination learning motivation, self-directed learning ability, and problem-solving process before and after problem-based learning. The collected data were analyzed using SPSS 26.0 to determine frequency and percentage, mean and standard deviation, and differences in variables before and after problem-based learning using paired t-test, and the relationships between variables were analyzed using Pearson's correlation analysis. Results After problem-based learning, overall classes, the nursing students are self-determination learning motivation (t=-4.29, p&lt;.001) and among the sub-domains of self-determination learning motivation, evaluation identified regulation (t=-2.12, p=.036), and intrinsic motivation (t=-5.13, p&lt;.001) were significant improved. Self-directed learning ability (t=-4.31, p&lt;.001) and among the sub-domains of Self-directed learning ability, management of learning process (t=-4.94, p&lt;.001), evaluation of learning outcome (t=-3.38, p=.001), ego concepts (t=-2.06, p=.041), continuity of learning (t=-2.99, p=.003), and management of learning resource use (t=-3.41, p=.001) were significantly improved. In addition, problem solving process (t=-6.42, p&lt;.001), and among the sub-domains of problem solving process, clarifying problem (t=-4.45, p&lt;.001), seeking a solution (t=-4.86, p&lt;.001), decision making (t=-3.72, p&lt;.001), applying the solution (t=-5.04, p&lt;.001), and evaluation and reflection (t=-4.72, p&lt;.001) were signficantly improved. Conclusions This study was confirmed that classes applying problem-based learning are an effective teaching and learning method in improving nursing students' self-determined learning motivation, self-directed learning ability, and problem-solving process.

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

ABSTRACT While the effectiveness of online instruction has been well established, there remains a limited understanding of the correlation between language skills and performance across various instructional sections. This study investigates the language proficiency outcomes of college students in online and on-ground language instruction, focusing on four essential language skills: Reading, Writing, Listening, and Speaking. Data were collected from students enrolled in third-semester language courses in French, German, Italian, and Spanish during the Spring semesters of 2019 and 2021 with on-ground and online instruction respectively in a public university in the United States. Descriptive statistics, the Kruskal-Wallis test, and pairwise correlation analysis were used to analyze the students’ performance in both modalities. The results indicate that students generally outperformed in the online modality, demonstrating a significantly higher positive correlation range compared to on-ground instruction. This finding suggests that multi-modality language instruction has the potential to foster more integrated and cohesive language proficiency development. The implications firstly show the positive correlation range in the online modality indicates that college instructors may be more capable of implementing effective online teaching methods due to various reasons. Secondly, college students’ potential for self-directed learning in the online setting may contribute to their enhanced outcomes. However, the study also reveals challenges for less taught languages, such as the need for additional support in terms of resource curation and networking opportunities for instructors.

Collaborative Research on the Educational Outcomes of Classical Reading Education : Focused on Diagnosing the Educational Performance of four Korean Universities

The new rise of classical reading education is one of the important features of liberal arts education in recent years. This study aims to diagnose the performance of classical reading education through pre- and post-surveys of students taking classical reading courses at four universities in Korea, and analyze the results to determine what specific outcomes classical reading education can achieve. Based on a total of 339 students who took a classical reading course in the second semester of the 2023 academic year at four universities, two in the Seoul metropolitan area and one each in the Chungcheongbuk-do and Daegu/Gyeongbuk regions, the results showed that classical reading education promotes not only reading comprehension but also communication, creativity, and problem-solving efficacy, despite the characteristics and differences in the course operation of each university. In particular, classical reading education was found to foster contextual reading, the three-dimensional reading of texts, and inferential reading. Through discussions and debates with classmates, reflective writing, and reflection, the classical reading experience allows students to grow and mature by developing a precise and in-depth understanding of the text, as well as through the discovery of new content and meanings that they hadn't noticed before. These experiences, coupled with the results of fostering students' creativity and increasing their problem-solving efficacy, support the benefits of classical reading. Classical reading has also been shown to positively change students' personal and contextual interest in academics. This change in students' willingness and attitude toward academics is very important because it is closely linked to the development of an active learning approach. This study confirms that classical reading education has the effect of broadening and deepening thinking, stimulating and satisfying intellectual curiosity and thirst for knowledge, and renewing students' commitment and attitudes toward their lives and their studies. In particular, the fact that these outcomes were not identified at the level of individual universities, but were common to four universities in different regions, serving students at different levels, and operating in different ways, proves this study to be an objective confirmation of the universal outcomes of classical reading education. A more politicized analysis of the specific factors that drive these outcomes and the search for effective teaching methods is a future task.