Effective Teaching Practices Research Articles

Disparity in sustainability competencies of business professionals and students: implications for lecturing as a teaching pedagogy

PurposeThis study aims to assess the level of sustainability competencies among full-time students and professional students, foresee any noteworthy change in students’ competencies after applying teaching pedagogy and determine whether lecturing is an effective teaching pedagogy for developing all five sustainability competencies in both cohorts.Design/methodology/approachThe presence and development of competencies after varying pedagogical practices are assessed using a pre-/post-test based on two case studies. This research approach of comparative case study is more advanced and is particularly useful when seeking to understand differences and similarities between distinct entities, which in our case were students of two different capacities. The study targets two cohorts: the first includes 15 professional students with considerable industry experience, while the second consists of 24 full-time students without industry exposure.FindingsThe study revealed that professional students have more sustainability competencies than full-time students. Also, lecturing is an effective pedagogical practice when all five sustainable competencies have to be enhanced in full-time students. In contrast, lecturing does not work for interpersonal competence in professional students.Research limitations/implicationsThere are certain limitations of the study that future researchers undermine. Firstly, the study was conducted only on business students at Bahria University. Secondly, the sample size for the study is small as the data were qualitative, and the researchers had time constraints. Thirdly, the effectiveness of only one teaching pedagogy has been gauged in the current research.Practical implicationsIt is recommended that higher educational institutions (HEIs) of Pakistan introduce sustainability courses or programs to its students to spread awareness among learners and develop sustainable competencies. All service and production industries in Pakistan should train their employees in sustainable practices so that hazardous impacts in the future can be reduced. It is a need of time for the country to move a step ahead towards sustainable development goals.Originality/valueThis research contributes to education for sustainable development (ESD) in Pakistan. Pakistan is a developing country that is far behind ESD. Therefore, this study identifies how sustainability education can become a part of the academic system. It also identifies the need for sustainable education not only for students but also for professionals. It also identifies teaching pedagogy required for developing sustainability competencies and is relevant to learners’ exposure.

Evaluation of the Implementation of Project-Based Curriculum for the Development of 21st Century Skills in Students

This study evaluates the implementation of a project-based curriculum aimed at fostering 21st-century skills in students. As the demands of the modern workforce shift towards critical thinking, creativity, collaboration, and communication, educational institutions are increasingly adopting project-based learning (PBL) as a pedagogical approach. This research employs a qualitative methodology through literature review and library research, synthesizing findings from various academic sources to assess the effectiveness of PBL in cultivating these essential skills. The study highlights the theoretical framework underpinning PBL, emphasizing its role in creating authentic learning experiences that mirror real-world challenges. Key components, such as student autonomy, interdisciplinary learning, and reflective practices, are explored to understand their contribution to skill development. Results indicate that while PBL significantly enhances problem-solving abilities and collaborative skills, its successful implementation depends on factors such as teacher competence, resource availability, and institutional support. Moreover, the study identifies potential barriers, including inconsistent assessment methods and resistance to change within traditional educational structures. This paper concludes by offering recommendations for improving PBL integration, advocating for comprehensive teacher training programs and the establishment of clear assessment criteria. By bridging the gap between theoretical insights and practical applications, this research provides valuable contributions to the discourse on 21st-century education, paving the way for more dynamic and effective teaching practices that align with global educational standards.

Bridging The Gap: Tackling Students Challenges in Applying Politeness Strategy in English Daily Conversation

The study examines the difficulties BBC Tlogosari English Course students face when using politeness strategies in daily conversation. Communication is crucial in today's interconnected world, especially for EFL students. The qualitative research study used document analysis and questionnaires to gather information and questions from other students to analyze their experiences. According to the data, students have many challenges that make it hard for them to be polite. Language barriers, especially English, and emotional and cultural issues are among these challenges. The study showed that students used negative politeness strategies to avoid overgeneralization and cultural misunderstandings. These studies emphasize the need for differentiated instructional approaches that address these concerns, adding to current knowledge. This study shows that English politeness education can improve esteem escalation communication and culture. In the long term, this will improve student communication and cultural awareness. This research emphasizes the importance of politeness strategies and EFL contexts and representatives for more research into effective teaching practices that can improve learners. Communicating in English. Thus, by addressing these issues, teachers improve communication skills to the extent that they have cultural competence.

Constructivist Philosophy in the Context of Merdeka Belajar

This research aims to analyze the application of constructivism philosophy in the context of Freedom of Learning in Indonesia. The specific issue raised is how constructivism philosophy can help students build their own knowledge through experience and interaction with the environment. The proposal given is to apply learning methods that are based on experience and interaction, such as project methods and discussion methods. The research method used is a qualitative method with data collection techniques through interviews and observation. The research results show that the application of constructivism philosophy can help students build their own knowledge, increase learning motivation, and develop critical thinking skills. Apart from that, this research also found that the application of constructivism philosophy can help students develop effective collaboration and communication skills. The philosophy of constructivism can be a strong foundation for implementing the concept of Freedom of Learning in Indonesia. This research can contribute to the development of more effective and efficient educational theory and practice. The results of this research can also be used as a reference for developing curricula and educational programs that are more appropriate to student needs. In the context of education in Indonesia, this research has broad implications. By applying the philosophy of constructivism, education in Indonesia can become more relevant and effective in preparing students to face the challenges of the 21st century. Therefore, this research can be a reference for educators, curriculum developers and educational policy makers to advance education in Indonesia.

Teaching Writing in the Chinese Primary and Secondary School Contexts: An Analysis of the Discourses of Writing in L2 Curriculum Documents

ABSTRACTDespite the significance of second language (L2) writing curricula in guiding effective and successful teaching practices, limited studies have explored the underlying pedagogical philosophies and values in writing curricula in L2 school contexts. Utilizing the writing discourse framework, the current study assessed and analyzed L2 writing curriculum documents in primary and secondary schools in the Chinese Mainland, Hong Kong, and Macau. The findings revealed prevalent skills and social practices discourses, insufficient process and genre discourses, and minimum creativity and sociopolitical discourses in L2 writing curricula. Such findings, together with the observed curricular consistency and distinct curricular features across different regions, provide insights into curricular teaching philosophies and the development of L2 writing curricula and teaching approaches in L2 school contexts.

(Dis)Connected Generation

College students have a variety of temptations that can keep them from making the most of their learning in and out of the classroom. Moreover, students’ habits and behaviors related to mobile device use can hinder their learning and can stymie faculty’s effective teaching practices. To explore these issues, we conducted a phenomenological study to examine first-year college students’ responses to questions about mobile devices to determine how faculty can improve classroom engagement. Findings included that students recognize the distraction that mobile devices have on their learning yet need more self-management skills to ensure that technology does not disrupt the focus required to learn. Students also revealed that they did not see the use of mobile devices in the classroom by other students as impeding their ability to learn. The implications of these results point to an opportunity to develop instructional strategies that can help students develop better self-regulation that could positively impact learning.

Bibliometric Analysis of CEFR-Based Strategies in University-Level Speaking Instruction

A bibliometric analysis was conducted on CEFR-based strategies in university-level speaking instruction, based on data from 43 publications from 2014 to 2024. The CEFR's significant global influence on curriculum design, teaching methodologies, and assessment practices was substantiated. The data revealed an increase in the number of publications in 2016, 2019, and 2022, with a decline in other years. This pattern is likely influenced by external factors, such as the impact of the global pandemic caused by the SARS-CoV-2 virus. The primary focus was on linguistic and cultural dimensions, with "Language Communication and Culture" representing the most highly-cited publication. The most frequently cited sources, such as "Speaking Teaching" and the "International Journal of Emerging Technologies in Learning (iJET)," emphasized the integration of technology in language instruction. Co-authorship analysis revealed the existence of well-established regional collaborative networks, which underscored the importance of collaborative efforts. The analysis confirmed the CEFR's enduring impact on speaking education and identified trends and gaps, which highlighted the need for greater international collaboration and diversity to enhance effective language teaching practices and inform policy decisions.

From Crisis to Insights: Leveraging Data Analytics to Shape Pandemic-Era Educational Technology Innovations

The COVID-19 pandemic led to the disruption of conventional education systems, which led to the adoption of digital and remote learning platforms. This revolutionary change uncovered the need for new approaches in the development of educational technology. This paper emphasizes the importance of data analytics during this time and provides a framework for how data can inform effective EdTech developments for teaching and learning. This study aims to understand how real-time data from learning management systems, virtual classrooms, and engagement metrics can offer valuable insights into students’ behaviors, learning styles, and academic difficulties. Such insights help educators, technologists, and policymakers develop adaptive learning solutions tailored to the different needs of students. Through the presentation of case studies and realworld examples, this paper explains how the use of data-driven innovations has led to enhanced student success, effective teaching practices, and the reduction of learning disparities during the COVID-19 pandemic. Furthermore, the paper critically discusses the ethical challenges that are linked to educational data analytics including privacy concerns, bias-free learning analytics, and ensuring there is equity in the provision of technology to learners. It also highlights the importance of transparency, inclusivity, and collaborative input of all stakeholders to ensure the development of ethical and more sustainable EdTech solutions.

The teaching-learning process of children in the context of music as a tool in pedagogical actions: an integrative literature review

Early childhood education is crucial for fostering creativity and promoting cognitive, emotional, and social well-being in children. Music plays a fundamental role in this process, facilitating early language acquisition and communication skills. Using a systematic approach, studies published from 2020 to 2024 were identified and analyzed through databases such as Web of Science, Scopus, and SciELO. Inclusion criteria prioritized research exploring the integration of music into pedagogical practices, highlighting its cognitive, emotional, and social benefits for children. The methodology involved searching for specific keywords and applying Boolean operators to refine searches. After a rigorous screening process, 13 articles were selected for detailed analysis, addressing topics ranging from the impact of music on cognitive development to its application in formal and informal educational programs. Data analysis highlighted music as an effective tool for enriching learning experiences, enhancing language skills, and promoting the holistic development of children, contributing to more inclusive and effective pedagogical practices in early childhood education.

Enhancing English Literacy through Ethnopedagogy: A Focus on Cultural Relevance in Teaching Practices

Information and Communication Technology (ICT) provides digital media innovations to gain Literacy and understanding. In South Sumatra, the potential of local wisdom, such as folklore and traditional songs, highlights the importance of these elements in Ethnopedagogy and cultural preservation. The research provides contributions to both educators and learners. By incooperating ethnopedagogy into the learning materials, it can make teaching practice become more inclusive and enhance literacy in a culturally contextualized manner optimally. Therefore this study aims to enhance students’ English literacy by integrating Ethnopedagogy context throuh learning material, which emphasizes cultural relevance and teaching practices that also reflect students' cultural backgrounds. This study employs a descriptive qualitative methodology to explore the enhancement of English literacy through Ethnopedagogy. Data were collected through a literature review. The qualitative approach facilitated an in-depth analysis of how cultural relevance and effective teaching practices can improve English literacy education. This study investigates the integration of cultural contexts into Literacy Instruction. The study then addresses the role of cultural identity in literacy achievement. The research further explores challenges and solutions in culturally relevant literacy instruction. The findings underscore the significance of incorporating local wisdom and cultural elements in developing effective English literacy programs that resonate with students' cultural backgrounds and enhance their learning experiences.

Teachers’ Motivation, Self-Efficacy, and Competence in Teaching in an Inclusive Classroom

This study explores the profile, motivation, self-efficacy, and competence of teachers in inclusive classrooms, with a focus on how these factors vary across age, sex, educational attainment, length of service, and position. Using descriptive statistics, the study analyzed levels of motivation, self-efficacy, and competence among teachers. Analysis of Variance (ANOVA) revealed significant variations influenced by professional positions rather than demographic factors like age, sex, or length of service. Correlation analysis showed strong positive relationships between motivation, self-efficacy, and competence, underscoring the interrelated nature of these factors in fostering effective inclusive teaching practices. The findings emphasize the need for tailored professional development and support strategies, particularly for teachers in lower positions, to enhance their confidence and effectiveness in inclusive settings. Additionally, the study highlights the role of school culture and leadership in supporting teachers’ professional growth and commitment to inclusive education. Keywords: Inclusive education, teacher motivation, self-efficacy, teacher competence, professional development, educational attainment, school culture, leadership, teacher position, demographic analysis

Exploring the impact of blended learning instruction on preservice teachers' self-efficacy beliefs in organizing educational field trips to out-of-school learning environment

Abstract The integration of the flipped classroom model, self-efficacy theory, and the value of out-of-school learning environments forms the foundation for this study. By employing the flipped classroom model, preservice teachers can develop their instructional skills and build self-efficacy in organizing educational field trips. The active, student-centered learning experiences facilitated by the flipped classroom model can enhance preservice teachers' self-efficacy beliefs, preparing them to effectively utilize out-of-school learning environments in their future teaching careers. This study aims to explore the impact of the flipped classroom model on preservice teachers’ self-efficacy beliefs, specifically in the context of organizing and conducting educational field trips. By understanding the theoretical underpinnings and practical implications, the study seeks to contribute to the development of effective teacher education practices that promote innovative and confident teaching professionals. The study’s participants were 57 preservice teachers in the science teacher education program. It was undertaken employing a sequential, explanatory mixed-methods study. The preservice teachers in the experimental group were educated using the flipped classroom model, while the control group was instructed through the conventional classroom model. The “Self-Efficacy Belief Scale for Organizing Educational Field Trips to Out-of-School Environments” and a semi-structured interview form were used to gather data. Results indicate that the flipped classroom implemented in the course has positive effect on the self-efficacy beliefs of preservice teachers towards organizing trips to out of school learning environments. Furthermore, it was concluded that the use of this model was encouraging for pre-service teachers to use it in their teaching professions.

Is everything (im)possible? Exploring the belief systems of Chinese pre-service special education teachers regarding students with moderate and severe intellectual disability

Objectives This study aims to explore the belief systems of Chinese pre-service special education teachers (PSETs) regarding students with moderate to severe intellectual disability (MSID). Methods A qualitative research design was employed. Semi-structured interviews were conducted with eight PSETs and analysed using inductive thematic analysis. Results The findings revealed four key themes in PSETs’ beliefs about students with MSID: educational placement, approaches to learning, priority development areas, and growth in abilities. These beliefs ranged from limiting to constructive, forming either nested or divergent belief systems. Conclusions This study sheds light on the diverse belief systems of Chinese PSETs regarding students with MSID. The complexity of these belief systems underscores the need for targeted teacher education programs designed to foster more constructive beliefs, thereby promoting effective teaching practices and improving educational outcomes for students with MSID.

What do you do with a problem? A teacher educator’s radical autoethnographic response to the TEEP report

ABSTRACT In this article, I respond creatively to the recent Australian Government Department of Education Teacher education expert panel [TEEP] report entitled Strong Beginnings. Released in July 2023 and led by Professor Mark Scott AO, the report outlines problems pertaining to teacher education in Australia. It aims to improve student outcomes and help prevent the rising crisis in teacher attrition. It makes recommendations designed to ensure that graduate teachers understand and can apply effective teaching practices. The report contains unfavourable commentary on Universities’ preparation of pre-service teachers for classroom practice, specifically in reading instruction. Here, I explore the issues related to educating pre-service teachers on reading instruction. I draw on Yamada and Besom’s New York Times best-selling children’s book What do you do with a problem? to structure the details. Using palimpsests drawn from the picture book, I narrate my experience of professional angst. I demonstrate data collected from first-year Bachelor of Education (B.Ed.) students to gauge their self-perceptions of literacy levels. I examine problems identified through a critical autoethnographic lens and with insights drawn from revolutionary praxis theory. I make alternative recommendations to improve pre-service teachers’ preparation for reading instruction. These much-needed recommendations are intended to improve reading outcomes for all.

Consent and literary education: the opportunities and challenges of teaching consent in secondary school English

ABSTRACT This article explores whether secondary school English teachers can contribute to consent education in Australia. A scoping study involved reviewing research on consent education, examining both commonly taught and contemporary adolescent literature for themes of sexual consent, and conducting focus groups with English teachers. The textual analysis found frequent sexual consent themes in literature, often linked to interpersonal and intersectional violence. Focus groups revealed that teachers often avoid discussing consent or sexual assault due to concerns about triggering upset or backlash and a lack of frameworks and professional development. The study concludes that further research is needed to identify effective teaching practices when dealing with literary texts that include themes of sexual victimization or assault.

AI-Driven Tools in Providing Feedback on Students’ Writing

Artificial Intelligence (AI) has seen substantial progress in recent years, establishing itself as a crucial element in diverse sectors, particularly education. Providing feedback is one of the key areas where AI has made a notable impact, and it is essential for fostering students’ learning, particularly in developing writing skills. Feedback in writing represents a critical component of effective teaching practices, and AI introduces innovative approaches to enhance its delivery and impact. This systematic review rigorously examines the existing body of literature on the use of AI in educational feedback systems. By synthesizing findings from scholarly research, the review explores the effectiveness, challenges, and prospects of AI-driven feedback mechanisms. The studies illustrate the potential of AI to deliver personalized, timely, and constructive feedback while also addressing challenges such as integrating AI tools into diverse pedagogical contexts and their applicability across various educational levels. Furthermore, the review identifies significant gaps in the current literature and suggests directions for future research to optimize AI-powered feedback for improving students’ writing abilities. This study aims to serve as a valuable resource for educators, researchers, and policymakers striving to harness the potential of AI in enhancing feedback practices.

Integrating TPACK to Enhance Quality Assurance in General English Teaching: A Case Study in Higher Education

This paper explored the integration of Technological Pedagogical Content Knowledge (TPACK) to enhance the quality assurance of General English instruction within higher education. Despite the recognized significance of TPACK for ESL teachers, scant research exists on its application, specifically in ensuring the quality of General English teaching. The study in a public university focused on a division of General English consisting of 61 lecturers. Data was collected using both quantitative and qualitative methods, including a questionnaire adapted from Schmidt et al. (2009) and an interview combined with class observation. The findings revealed that although most lecturers self-rated their TPACK competence at a high level, a small percentage of them integrated technology into their teaching. Therefore, lecturers are recommended to participate in peer observation to share authentic applications of their TPACK knowledge. Regular internal workshops should also be held to revive lecturers’ TPACK skills. More significantly, lecturers have to attend external workshops on AI in TESOL and available TESOL conferences to improve their teaching skills in general. As for managers, incorporating TPACK competencies into teacher evaluations, particularly observation strategies, is recommended to recognize and encourage effective teaching practices. These comprehensive approaches can enhance the quality of general English teaching in this digital era.

A Review towards Enhancing Geospatial Technologies in South African Rural Education

This study investigates the geospatial technologies in the South African rural schools. Despite the increasing importance of geospatial technologies, there is inadequate research examining their integration into rural education curricula. This gap in the literature raises questions about the effectiveness of current pedagogical practices in fostering proficiency in utilizing geospatial technologies among students preparing for careers in this field. The rationale behind this study lies in recognizing the critical role that geospatial literacy plays in contemporary professional practice. By identifying effective pedagogical practices, educators can enhance teaching and learning experiences, ultimately improving student outcomes, and the study addresses the broader societal need for skilled geospatial professionals in South African rural schools. The study employed a Systematic Literature Review (SLR) on geospatial technologies in South African rural schools. In addition, the inclusion and exclusion research design were adopted for the study, while the social constructivism theory guided the study. The review process resulted in a detailed analysis of 54 relevant articles utilized for the study. The findings reveal that the challenges to utilizing GIS in South African rural education curricula are multifaceted, encompassing infrastructural deficiencies, limited access to technology and resources, lack of teacher training, curriculum integration issues, The findings contribute to understanding how proficiency in geospatial technologies can be enhanced through innovative teaching methods, addressing the growing demand for geospatial skills in various professional domains. This study recommends the enhancement of geospatial technologies rural education programs and standardizing geospatial curriculum frameworks, hands-on learning experiences, and interdisciplinary collaborations.

Teachers’ Knowledge, Implementation Strategies, and Management Support and Student Engagement in Teaching Dance

This study explores the factors influencing student engagement in teaching dance within the MAPEH curriculum in the Schools Division of Iloilo, Philippines. The research focuses on the roles of teachers’ knowledge, implementation strategies, and management support, aiming to understand how these elements interact to impact student participation and enthusiasm. Utilizing a descriptive-correlational design, the study involved 375 MAPEH teachers, assessing their instructional practices and the corresponding levels of student engagement. The study employed statistical tools such as frequency distribution, percentages, and means to describe the profile of the respondents and their knowledge levels. Pearson’s r was utilized to determine correlations between variables, while Analysis of Variance (ANOVA) and t-tests were used to examine significant differences in teachers’ knowledge, management support, and student engagement across various demographics. These tools enabled a comprehensive analysis of the relationships among the factors studied. The findings reveal that higher educational attainment and professional positions significantly enhance teachers’ knowledge and implementation strategies, which in turn, positively correlate with student engagement. Moreover, management support was identified as a crucial factor in fostering effective teaching practices. Despite the consistently high levels of engagement and support across various demographics, the study suggests the need for further improvements in inclusivity, technology integration, and tailored professional development programs to address specific needs. Keywords: dance education, student engagement, teacher knowledge, implementation strategies, management support, MAPEH curriculum, educational attainment, professional development, Philippines education system

Equitable Engagement Methodologies in Engineering Education: Innovative Teaching Strategies and Their Impact

Engineering programs involve extensive math, detailed problem-solving, and critical thinking posing challenges for students who may easily become distracted or lose motivation during the course. Given the diverse nature of learners, accommodating learners’ variability is crucial in effective teaching practices. Recognizing the difficulty students face in catching up once they miss essential information, we emphasize the significance of diverse teaching methodologies that significantly raise engagement and target the principles of universal design for learning to foster an equitable and inclusive learning environment. In this paper, we explore the teaching methods we employ to provide equitable learning opportunities for students. The outcomes of these methods and their impact on student learning will be revealed by sharing the students’ anonymous feedback and instructor observations. Moreover, we anticipate further refinement and enhancement of these methods in subsequent courses, thereby contributing to ongoing pedagogical improvement.