Educational Ideas Research Articles

A Review of Situational Language Teaching

Situational language teaching is a kind of English teaching method that focuses on learning in a simulated real environment, aiming to stimulate students' learning interest and motivation by creating specific language situations. This method originated from the theory of applied linguistics in England and has been widely used and developed in China. Its core idea is to integrate the learning content into the vivid teaching situation, and promote the active participation and all-round development of students through the cultivation of emotional resonance and practical skills. Situational teaching method emphasizes the importance of teachers to create specific teaching situations, combine cognitive and emotional activities, take teaching content and teaching goals as guidance, create vivid learning scenes through multimedia, physical objects and other means, concertize abstract information, and improve students' learning interest and participation. This method not only focuses on the cultivation of students' language skills, but also focuses on the cultivation of students' thinking ability and problem-solving ability. In China, situational teaching method has a long history, and similar teaching ideas have existed since the Spring and Autumn Period. Scholars such as Li Jilin further clarified the characteristics and concepts of situational teaching and promoted its wide application in primary and secondary schools. However, there are some potential drawbacks to situational teaching methods, such as increasing the difficulty and complexity of teaching. Nevertheless, its significant advantages, such as promoting practical use and enhancing learning motivation, still make it an important means in English teaching. In the future, situational teaching method is expected to be applied and developed in more fields.

Digital storytelling and Enterprise Education: A creative tool for presenting entrepreneurial ideas

Abstract This paper explores the use of digital storytelling as a tool for presenting entrepreneurial ideas in enterprise education. Using quantitative and qualitative data, it examines student perceptions of the experience and its effectiveness. An online survey was distributed to 62 students in their first year of a teacher education degree, with responses gathered from 35 students. Findings suggest that digital storytelling effectively enables students to develop and present their entrepreneurial ideas and allows them to express themselves in interesting and engaging ways. The literature on digital storytelling is common in areas such as arts and media; however, few studies examine the use of digital storytelling in enterprise education. Fewer still examine digital storytelling as a means of assessment in an enterprise education module on a teacher education programme. This study provides insight into student experiences of digital storytelling as a tool to present entrepreneurial ideas and solutions to educational problems.

Exploration of English Writing Teaching Strategies from the Perspective of Learning Science in the Context of Large-Unit Teaching

Writing is an important part of English teaching in senior high school. It is one of the important language skills that students need to master. Under the background of the new curriculum reform, teachers should pay attention to innovative educational ideas, use large unit teaching methods to teach writing skills, provide students with rich writing opportunities, and promote the improvement of students’ writing levels. Based on this, this paper studies English writing teaching strategies from the scientific perspective of large unit teaching, analyzes the value of large unit teaching in English writing teaching, and puts forward specific implementation strategies, aiming to effectively improve students’ English writing level by integrating teaching content, improving students’ writing ability and understanding of the subject.

Developing The Readiness of Future Defectologist-Teachers to Improve Their Professional Activities

The field of special education requires special competence from defectologist-teachers and readiness to apply individualized teaching and support methods, which represents an important topic for scientific research. The aim of this research is to analyse the characteristics of future professional activities and the process of competence development in future defectologist-teachers. The following research methods were used: observation, questionnaires, surveys, as well as an experiment, which included tasks for developing individualized educational programs, creating adapted educational materials, and developing correctional work methods. As a result of this research, it was established that the idea of inclusive education lies in providing equal opportunities for all students, including those with special needs and individual requirements. This includes creating supportive environments and communities where every student feels accepted and included. Teachers, especially defectologist-teachers, play a key role in implementing this concept. This research introduces a novel approach to preparing defectologist-teachers by integrating real-world simulations and targeted interventions aimed at enhancing their readiness for pedagogical activities in inclusive educational settings. The study is particularly relevant in the context of evolving educational policies and the growing demand for skilled professionals capable of addressing the diverse needs of children with special educational needs. To enhance the applicability and actionability of the findings, the study could adopt a more focused approach by concentrating on specific factors influencing defectologist-teacher readiness.

A phenomenological reading of integration in the longitudinal integrated clerkship

Abstract This paper reports on a phenomenological reading of integration in education programs, through three layers of specificity: (1) broadly, on integration as an educational idea; (2) more particularly, on integration as expressed in the program model of the longitudinal integrated clerkship (LIC); and (3) with the highest degree of specificity, on integration ‘at work’ in an actual LIC program. Each layer of penetration found different aspects of the phenomenological nature of integration. A further integrative leap across these aspects phenomenologically revealed four essential qualities of integration, being: integration transforms parts into wholes; integration’s animating locus is mutable, mobile and multiple; integration is already at work and is sustained through possibility; and integration holds open for ‘more’ integration. By appreciating integration for its essential qualities, this research adds foundational value to the literature on educational integration, and opens new questions about how we, as educators, might deliberately work with both its presence and its promise in our educational pedagogies, practices and programs.

Pedagogical Strategies of Reading Comprehension: Insights Into Best Practices in EFL Classrooms

The present study targets undergraduates studying English as a Foreign Language (EFL) in Saudi Arabia who have limited exposure to the target language in real-life contexts or a lack of real-life exposure to the target language. The study aims to investigate the actual problems of reading comprehension and suggests pedagogical strategies that can be used to achieve the communicative competence requirement. Through a questionnaire, the methodology follows the responses of students facing challenges in reading skills and suggests strategies that can be helpful for them to achieve fluency and accuracy. The researcher used a qualitative method employing a questionnaire comprising closed and open-ended statements to gather data from students studying at the undergraduate level. A total of 107 participants responded to the questionnaire. The study focuses on developing the cognitive ability of the students in EFL classrooms using different techniques and strategies for classroom pedagogy. The findings will help teachers identify the problems and create a roadmap for classroom learning that develops accuracy and fluency in reading comprehension. Additionally, this paper also explores the problems of reading skills and possible solutions in the EFL context. It also focuses on exploring the pedagogical ideas and strategies that minimize the gap between acquiring the cognition and comprehension of English language skills. Additionally, the research suggests practical solutions showcasing real-life situations to expose students to language use.

Education for sustainable development: philosophical perspectives

Abstract In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a deliberate impact. We start by discussing the mainstream definitions of sustainable development and related education alongside some of their philosophical critiques from environmental philosophy and deep ecology. We then demonstrate how the idea of education for sustainable development is strongly connected to the educational and philosophical ideals of the Enlightenment. We argue that some educational dimensions of the Enlightenment should remain at the centre of our educational endeavours. However, using critical theory and pragmatism, we introduce some of the main criticisms of the Enlightenment as problematic in terms of saving the planet. We conclude that for genuine ecological sustainability, a novel vision of education for sustainable development is required, one that educates for ecologically sustainable habits and practices, caring attitudes towards living beings, and appreciation of interaction.

Teachers' initiatives in youth literacy education – from beliefs to activities

The aim of the article is to present interesting educational initiatives supporting the improvement of young people's writing skills. They are a response to students' difficulties in using written language diagnosed by researchers and observed in school practice. The proposals presented in the article for working with youth in the field of developing text-creating competences come from language teachers – reflective practitioners. They are the result of their knowledge and experience, their own observations combined with their creativity and passion. They can become a source of inspiration for new interesting and attractive, and at the same time effective ideas for youth literacy education. Keywords: literacy, literacy education, youth, text-creating competences, teacher, educational initiatives

Political, “refugee” and peoples’ education in South African exile politics 1978–1995

ABSTRACT This article focuses on political education, a vital but neglected component in histories of education within South Africa’s liberation movement in exile during the 1970s and 1980s. The article shows how in conditions of exile the idea of political education as a forward-looking, home-bound form of education was counterposed to a notion of “refugee education”. It explores its relationship to the idea of “peoples’ education” that had emerged through the National Education Crisis/Coordinating Committee (NECC) inside South Africa, how it entered the educational debate through the ANC’s Lusaka and London Education Committees in connection with the Solomon Mahlangu Freedom College (SOMAFCO), and the roles of Jack Simons and Harold Wolpe. As such, it contributes to more complex understandings of the relationship between the national and transnational, and the entanglement and interconnections of practices and ideas across time and space.

The double intervention of world-centred education: Introduction to a book symposium

In 2022, I published a book with the title World-Centred Education: A View for the Present. In the book, a case is made for putting the world in the centre of educational attention. In this paper, I introduce a book symposium which consists of three papers in which the authors reflect on the significance of the idea of world-centred education and develop it further with reference to their own expertise and scholarship.

Teaching Reform and Practice of “Mechanical Drawing” from the Perspective of “Curriculum Ideology and Politics”

The course of “Mechanical Drawing” contains rich ideological and political elements such as craftsmanship spirit, patriotism, dialectical thinking, and professional literacy, making it an extremely important ideological and political education platform. Based on the characteristics and learning situation analysis of “Mechanical Drawing”, the construction goal of curriculum ideology and politics and the selection of ideological and political elements have been formulated. The “5S” teaching mode is used to design teaching ideas, and the expression method of gear parts is taken as an example to organize and implement the integration of ideological and political elements into the appraisal and evaluation system, so as to achieve the teaching objectives of knowledge, ability, and education in “Mechanical Drawing”, and provide references for the reform and practice of curriculum ideology and politics.

Education In The Emirate Of Bukhara (Based On The Life and Work Of The Rulers)

This article reveals the personal human qualities of Muhammad Rahimkhan, Amir Shohmurod, Amir Haydar and Amir Alimkhan, the emirs of Bukhara from House of Manghit, as well as their contribution to the field of education. As well article examines the development of pedagogical ideas introduced by the new enlighteners in Bukhara from the late 19th century and the 30s of the 20th century and to develop scientific and practical recommendations for incorporating their progressive views into the modern educational process. Moreover, clarified that in the late 19th and early 20th centuries, the main focus in the Bukhara Emirate was on religious education, while the teaching of secular knowledge remained secondary, and that the Jadids, recognizing their lag behind the world in terms of science and education, saw this as one of the most significant reasons to initiate a radical reform of the education system.

Jan Amos Komeński i jego wkład w rozwój edukacji włączającej

John Amos Comenius assumed that all children (including those with various needs, deficits and disabilities) can and have the right to study in public schools, closest to their place of residence. He focused his interest on how to teach them effectively and how to provide them with a sense of belonging to the school community. The article presents the pedagogue's views on this issue and the influence they had on the formation of legal regulations, both international and national, including people with various needs in the community, as well as on the contemporary formation of the idea of inclusive education.

Learning from simulation: pedagogical principles and presuppositions in nursing and nautical education

ABSTRACT In current simulation research, post-simulation discussions, so called debriefings, have been shown to be an effective means to learn from simulated experience. However, there is less consensus about which educational methods would guarantee successful debriefing outcomes. This article conducts a comparative study of post-simulation discussions in two professions with a longstanding history of simulation training: nursing and nautical education. We combine a literature review with a survey-based investigation (N = 168) to understand how instructors and facilitators implement their pedagogical ideas in debriefing practice. The results reveal consensus on the importance of debriefings, a shared emphasis on creating a space for self-reflection on practice in groups across practice areas. At the same time, differences emerge between nursing and nautical education in relation to the role of facilitators, focus on learning objectives, and views on instructional feedback and storytelling, both between and within educational fields.

Education as a Moral Compass: Ethical Lessons from Mr. Chips’ Life and Career

This study investigates the role of education as a moral compass through the “Model lessons” proposed by the novel, “Goodbye, Mr. Chips”. This paper exemplifies Mr. Chips as ‘Educator’ who, as a teacher and even a human being, embodies the values of fairness, empathy, inclusiveness, emotional intelligence. The qualitative research approach in this paper explores the ethical implications of Mr. Chips’ pedagogical approach and its relevance to our present educational context. The findings illustrate that his comprehensive framework; which balances an academic curriculum with a focus on cultivating moral and emotional wisdom, continues to provide relevant guidance for today’s pressing educational issues, including diversity, equality and student well-being. Mr. Chips’ warm, inclusive, and emotionally intelligent style of teaching continues to be relevant today, as students of all backgrounds are drawn to his example of creating a supportive, ethical classroom environment when they encounter diverse classrooms filled with students who come from different backgrounds. This research teaches us how the ideas of emotional intelligence, ethical leadership, and character education can be put into practice. However, the overall findings indicate that Mr. Chips’ pedagogical and moral legacy provides valuable lessons for educators on how to cultivate well-rounded, empathetic, and socially responsible individuals.

A Pedagogical Exploration of the Challenges and Efficacy Performance in Integrating Literature into Language Teaching

The adoption of contemporary teaching ideas in language education has been influenced by psychological, linguistic, political, and pedagogical perspectives derived from "a mixture of assertion, theory, observation, and experiment" over the past century. In the past few decades, literature has been regarded as a significant instrument in teaching foreign languages. It is a critical element of language acquisition and education. Nevertheless, there are certain obstacles to the integration of language and literature. The initial obstacle is the absence of suitable pedagogical instruments for teaching language through literature. The second obstacle is the absence of adequate literary preparation for language instruction. The third issue is the absence of sufficient objectives to recognise the significance of literature in language acquisition. Numerous academicians have endeavoured to integrate literature into the teaching of language; however, their objectives remain incomplete as a result of their lack of expertise in the respective discipline. Consequently, in order to address research voids, we are integrating language and literature by delineating the purpose of language education in accordance with the expectations and desires of learners. Subsequently, it is imperative that we determine an appropriate language instructional approach. Third, it is imperative to select literary materials that are pertinent to the educational objectives. Lastly, the statistical Likert scale can be employed to evaluate the efficacy of the teaching. The results have shown that literary works improve students' linguistic skills, emotional development, and creativity.

T. S. 엘리엇과 F. R. 리비스: 대학교육과 영어영문학 연구의 가치

F. R. Leavis’s critical writings on Eliot reveal various interesting perspectives, ranging from high praise to reserved judgments and even harsh criticism. Conversely, Eliot’s critical interest in Leavis is somewhat lukewarm. In the process of exploring the complex and uneven relationship between Eliot and Leavis, this paper examines the functions and value of university education and English studies. Reacting against the Machine Age, each advocates his own ideas of higher education. Leavis proposes that a “real” university should play a key role as a “creative centre,” with “English” serving as a pivotal discipline and interdisciplinary “liaison centre” to counter the perceived threats of the “technologico-Benthamite age.” Eliot’s ideas of education as a critique of his contemporary circumstances are relatively more conservative and less systematic, maintaining the importance of classic and religious education. To conclude, while Leavis’s project of the creative university opens possibilities and is more relevant to our current situation, Eliot enacts a certain linguistic creativity in his poetry and provides a “heuristic” possibility for university education. In their different ways but through their shared beliefs in the value of creativity and literary language, Eliot and Leavis offer insights into the rapidly changing paradigm of education in the twenty-first century.

Education for Global Citizenship Towards the New European Education Area

Over the last decades, many European educational systems have been reviewing the citizenship education model that they have been developing, trying to deepen the meaning of democratic citizenship practice today or the social demand inspired by the creation of adequate conditions for its exercise. Thus, it is challenging for educational systems to face education for global citizenship, and international organizations have been promoting the development of citizenship education and conducting research in this field. New research and educational practices are expected for global citizenship, and their meaning in our European societies is a point of reference for the study of the different policies that national and supranational institutions promote in this matter. The Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education from 2010 and its counterpart framework from UNESCO in 2015 have actively promoted the idea of citizenship education on a global scale through its Global Citizenship Education Model. The International Association for the Evaluation of Educational Achievement (IEA) conducted a series of reports on social and civic competencies to investigate the extent to which young people are prepared to assume their role as citizens, which recently has been reviewed by Schulz et al. Based on its main findings and the latest survey by the European EACEA/Eurydice from 2023 that covers 15 member countries of the Eurydice Network, this paper presents a cross-national study of the global citizenship education (GCE) between European Countries that updates recent national information and research developments in this field. Based on the analyzed data and the criteria established by UNESCO, the comparative study allows us to determine the dimensions and trends in global citizenship education in order to address its implications within the European education area.

The Refraction of K.D. Ushinsky's Ideas in the Process of Professional Self-Determination of Modern Schoolchildren: the Organization of a Career Guidance Festival and the Creation of a Choral Group

This paper presents the practical experience of creating a system of professional self-determination in a secondary school, based on the pedagogical ideas of K.D. Ushinsky. An approach to the formulation of the principles of professional self-determination of students in grades 8-10 according to the ideas of K.D. Ushinsky in the context of the implementation of the Federal Educational Standard of basic general education is described. The necessity of the transition of school education to the conditions of a system-activity approach is actualized. The goals and objectives of early professional orientation of schoolchildren and effective means of involving them in practical knowledge of professions are defined: the use of gaming technologies and the forms of the festival. The course of the author’s career guidance festival is described, indicating practical locations in the format of the legend of the creation of the “City of the Future”. The concept of creating a creative choral association on the basis of a general education institution is presented and justified, and the stages of its implementation are described with a detailed explanation of the content of each year of study. Not just studying, but personal comprehension of native culture through participation in the act of musical and creative performance of ensemble and choral music by Russian composers, the younger generation is able to emotionally experience native culture.

Edukacja pokojowa na przykładzie Polski i Japonii

The outbreak of the Russian-Ukrainian war has sparked a quite intense debate in Japan about war, peace and security. Fears of a nuclear World War III have caused speculations about the possibility of Japan’s nuclear weapons (supported mainly by right-wing politicians), the issue of maintaining peace education and the broadly understood culture of peace (Article 9 of the Constitution of Japan, Treaty on the Non-Proliferation of Nuclear Weapons, Treaty on the Prohibition of Proliferation). Meanwhile, the full-scale aggression against Ukraine was and still is in Poland a confirmation of existing fears about the threat from Russia as a state with neo-imperial ambitions. Poland has transferred a significant part of its military arsenal to the attacked Ukraine and has intensified the process of arming and modernizing its own army. Poland also counts on support in the event of a conflict from other member states of the North Atlantic Treaty Organization, of which it is a member. The article aims to compare – based on the curriculum content, the content of history and citizenship education textbooks and the museum narrative – teaching about peace in Poland and Japan. In both countries, the memory of World War II is a key event shaping the historical awareness of society and a point of reference for the existing historical narrative. The way of talking about peace and pacifism is quite similar. Both the narrative of the Japanese exhibition at the Osaka Peace Museum and the one presented in school textbooks in Poland strive to condemn war as a destructive force and thus fit into the idea of peace education.