Inclusive Classroom Environment Research Articles

Fostering Cultural Competence: Teaching Intercultural Understanding through Project-based Learning

This article explores the dynamic and transformative potential of projectbased learning as a vehicle for imparting intercultural understanding. It elucidates the methodology and implications of teaching an intercultural approach, emphasizing its pivotal role in fostering cultural competence, empathy, and open-mindedness among Moroccan students. The article delves into the essential components of this teaching approach, from introducing students to intercultural issues to guiding them through research and the development of collaborative projects. It underscores the significance of cultivating an inclusive classroom environment that celebrates diversity while addressing various challenges and pitfalls. In an era marked by increased globalization and cultural interactions, teaching an intercultural approach through project work equips students with the skills and attitudes necessary for effective cross-cultural communication. This article highlights the long-term impact of such pedagogy, promoting the development of informed global citizens capable of navigating and contributing to our interconnected world.

Rapport Management Framework in Classroom Interaction: A Socio-pragmatic Analysis of Teachers' Utterances

This qualitative descriptive study employing socio-pragmatic analysis aimed to analyze teachers' utterances using Spencer-Oatey's Rapport Management Framework, essential for improving teacher-student relationships and enhancing classroom dynamics. A 6-hour classroom observation and interview with 10 teachers were conducted to collect the data. The framework includes face and social rights. In terms of face, it involved the quality face, which comprised well-being concern, dialogue encouragement, openness to diverse perspectives, respect for diverse opinions, feedback and encouragement, fairness and humility; social identity face, which comprised of behavioral guidance, authority establishment, group engagement, effort encouragement, participation seeking, attention direction, guidance of understanding, correctness assurance, and support reinforcement; and relational face, which comprised of managing classroom dynamics, gentle correction, commitment to personalized support, promotion of mutual support, validation and clarification strategy. On the other hand, sociality rights involved association and equity rights: the latter consisted of the principles of involvement, empathy, and respect, while the former consisted of cost-benefit consideration, fairness and reciprocity, and autonomy-control. The results imply that both face and sociality rights can be sources of offense. Face is important for maintaining students' personal/relational/social value, while sociality rights help ensure fairness, consideration and behavioral appropriateness. These elements are important for teachers when interacting with students because they promote respectful communication and strengthen teacher-student relationships. The inclusion of these concepts in the curriculum helps create a positive and inclusive classroom environment.

Analyzing AI’s Role in Promoting Diversity and Inclusivity within Educational Systems, Addressing different Learning Styles and Needs

This comprehensive study critically examines the critical role that artificial intelligence plays in varying contexts of education towards increasing diversity and inclusion. There is a higher emphasis on how AI has highly significant impacts on the ability to include a wide variety of diverse needs to learn among the students, the facilitation of accessibility to resources for people with disabilities, and the reduction of language barriers, which often pose a challenge to effective communication and comprehension. Data was collected through a strong quantitative research method. A sample size of 300 university educators was used. They were selected with the help of stratified random sampling from the list of various institutions located in the Punjab and Khyber Pakhtunkhwa provinces of Pakistan, hence providing a well-represented view of the educational scenario prevalent in these two provinces. Data were collected using self-administered questionnaires designed to elicit and review attitudes and experiences with AI by education instructors working in the educational field. By applying correlation analysis, regression analysis, and PCA collectively, statistically relevant and significant results were brought out. Correlation analysis revealed a very strong positive correlation that exists between the adoption of artificial intelligence and the improvement of academic results. This is confirmed by the correlation coefficient, which measures 0.70 with a p-value of 0.002, which is particularly related to academic performance and an associated coefficient of 0.68 with a p-value of 0.003, which is particularly related to higher engagement in inclusive classroom environments. A regression study was also carried out that revealed AI-based technologies as the major predictors of higher engagement among students, whose beta coefficient stood at 0.65 with a highly significant p-value less than 0.01. Lastly, PCA was conducted and various critical factors found to influence the integration of AI technologies, issues such as access for students and training for educators. These significant findings highlight the incredible ability of AI technology to create and promote educational settings that are not only more inclusive but also fundamentally fairer for all participants involved.

The Role of Elementary School Teachers in Developing Moral Values ​​and Character: Psychological, Sociological and Anthropological Perspectives

In elementary school, instilling moral values and character is an essential part of education to produce a moral and responsible individual. This article examines psychology, sociology, and anthropology from the perspective of elementary school teachers in building students' character. From a psychological point of view, teachers serve as examples of the primary roles that influence students' morality through their daily interactions. Anthropology looks at how cultures shape standards of moral behavior, while educational sociology points out how important an inclusive classroom environment is to support learning social values. In this study, a qualitative descriptive approach is used as a methodology for the study of literature. It shows that developing a strong morality and character thus requires a multidisciplinary approach that integrates a variety of disciplines. This article combines these theories to give an in-depth view of moral education in elementary schools.

YOLO-Type Neural Networks in the Process of Adapting Mathematical Graphs to the Needs of the Blind

This publication focuses on verifying the AI effectiveness in adapting traditional educational materials to digital form, with a focus on blind people. Despite the existence of solutions to assist visually impaired people, the adaptation of graphics is still problematic. To address these challenges, the use of machine learning, which is becoming increasingly prominent in modern solutions, can be effective. Of particular note are YOLO neural networks, known for their ability to analyze images accurately and in real time. The potential of these networks has not yet been fully validated in the context of mathematical graphics for the visually impaired. This research allowed for the determination of the effectiveness of selected versions of YOLO in recognizing relevant elements in mathematical graphs and the identification of the advantages and limitations of each version. It also helped to point out further potential developments in adapting graphs to accessible forms for blind people. The obtained results indicate that YOLOv5 and YOLOv8 have the most potential in this field. This research not only highlights the applicability of machine learning to accessibility challenges but also provides a foundation for the development of automated tools that can assist teachers in inclusive classroom environments.

Using Inclusive Socratic Method to Remove Barriers to Diverse Student Engagement in Law School Classrooms

The Socratic method has been a foundational pedagogical approach in legal education to elicit reasoned responses and effective arguments from students. While this technique is seen as an effective means of building critical thinking skills and challenging students to analyse complex legal concepts, it can also alienate and intimidate women and minorities. Indeed, research has shown that these negative impacts can have far-reaching implications for these students’ educational performance, wellbeing, and future in the legal profession. This paper draws upon the academic literature for fostering supportive and inclusive environments in diverse law school classrooms to design and test an innovative adaptation of the inclusive Socratic method. By adding embedded dialogic feedback, authentic assessment and collaborative activities to create a supportive and inclusive classroom environment for law students from diverse backgrounds, our model promotes equal opportunities and cohort-building, while also fostering individual empowerment and wellbeing. In doing so, this new model of teaching and learning also assists in providing a solution to gender, ethnicity, class and health disparities in educational performance and participation in the legal profession.

Teaching Slovak in Hungarian-language primary schools in Slovakia

Abstract The modernisation of the Slovak language and Slovak literature teaching is driven by several political, social, and linguistic demands to enhance the quality of teaching the Slovak language as a second language. This paper aims to analyse the importance of further developing educators' competencies and the necessity of implementing student-centred learning in the educational system. The paper concentrates on the practical utilisation of language, the advancement of students' creative and intellectual capabilities, and the appreciation of Slovak cultural values. The study analyses the importance of developing educators' competencies and implementing student-centred learning. Key focus areas include supporting individualised learning, creating inclusive classroom environments, and integrating interactive teaching materials and digital resources. Additionally, the study reviews existing research on the quality of Slovak language teaching in Hungarian-language schools, highlighting the necessity of enhancing teachers' digital competencies to innovate educational programmes.

Empowering Inclusion: A Study of Pre-Service Teachers' Proposals for Enhancing Initial Teacher Education in Kazakhstan

This study explores the pivotal role of pre-service teachers' beliefs in shaping their readiness to foster inclusive classroom environments, with a particular focus on students with special educational needs (SEN). The study employed semi-structured interviews with twelve pre-service teachers across four different universities in Kazakhstan. The study underscores the critical role of Initial Teacher Education programmes in preparing pre-service teachers for inclusive education, advocating for comprehensive training, practical experiences, and a focus on diverse student needs. The study concludes by highlighting the participants' insights, stressing the importance of extended internships, enhanced collaboration between universities and schools, and improvements in ITE programmes to equip future educators for inclusive classrooms.

Engaging Mixed-Age Learners with Personal Interests in ESL Beginners

This study explores the effectiveness of using personal hobbies and daily routines to engage mixed-age learners (ages 12-17) at A1-A2 English proficiency levels over a 34-week course designed to help them progress toward B1 proficiency. The research focuses on how integrating personal interests into lessons increases motivation, participation, and language acquisition. A class of 18 students was divided into sub-groups based on age and proficiency, with activities tailored to meet their developmental needs. The findings show that connecting lessons to students' lives significantly improves engagement, vocabulary retention, and oral communication. Collaborative tasks involving both younger and older students fostered peer learning, creating a supportive and inclusive classroom environment. This approach proves beneficial in mixed-level classrooms and could be adapted for higher proficiency levels and larger class sizes.

Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom

This study explores the effectiveness of digital storytelling in enhancing communicative competence—encompassing both linguistic and narrative skills—and fostering inclusivity in a multicultural primary classroom in Genoa, Italy. The quasi-experimental intervention spanned four months and involved eight lessons designed to engage students from diverse cultural backgrounds, particularly those with migratory backgrounds. Pre- and post-intervention assessments were conducted to evaluate linguistic proficiency, narrative competence, and educational inclusion. The results from the Italian language proficiency test demonstrated that second-generation students typically performed at the B1 level, while students with more recent migratory backgrounds scored lower. However, narrative competence showed notable improvements among A2+ level students, who outperformed their peers in certain dimensions despite linguistic challenges. Observational rubrics used throughout the intervention revealed increased classroom inclusivity, active participation, and cultural exchange. Despite limitations related to the sample size and intervention duration, the findings suggest that digital storytelling can significantly enhance communicative competence and promote a more inclusive classroom environment. Future research should investigate the long-term effects of digital storytelling on multilingual classrooms and its broader applicability.

School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review

Thesis. This systematic review article argues that school well-being is closely linked to various factors, such as academic performance, interpersonal relationships, and self-concept. It posits that promoting school well-being can significantly enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Concept. School well-being is intricately linked to various factors including academic performance, interpersonal relationships, and self-concept. This study critically evaluates these factors, organising and assessing previous research to inform future studies and pedagogical strategies. Results and conclusion. The review reveals that school well-being is significantly connected to academic performance, quality of interpersonal relationships, and self-concept. Additionally, factors such as anxiety are identified as major contributors to student distress, impacting their overall school well-being and academic outcomes. The findings suggest that promoting school well-being can effectively enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Promoting school well-being emerges as a key strategy to optimise the educational experience and academic outcomes. The study highlights the importance of tailored pedagogical approaches that address individual differences and foster a supportive and inclusive classroom environment. Integrating socio-emotional learning and continuous monitoring of student well-being are recommended for sustainable educational success. Originality. This article provides a novel synthesis of existing research on school well-being, linking it to academic performance, interpersonal relationships, and self-concept. It offers practical pedagogical guidelines based on a comprehensive literature review, highlighting the importance of socio-emotional learning and continuous monitoring of student well-being to enhance educational outcomes.

Analyzing Strategies for Enhancing Classroom Interaction and Knowledge Application Through Application-Oriented Pre-Class Preparation Materials

This study explores the impact of application-oriented pre-class preparation materials on enhancing classroom interaction and fostering the practical application of knowledge. Using a qualitative approach, data were collected through semi-structured interviews, focus groups, and classroom observations in two undergraduate courses: sociology and mechanical engineering. The findings reveal that materials such as case studies, problem-based learning (PBL) scenarios, and simulations significantly increase student engagement, participation, and critical thinking. Additionally, the use of these materials shifts the role of instructors from content deliverers to facilitators of learning, promoting a more collaborative and inclusive classroom environment. However, the study also identifies challenges, including task complexity and the need for adequate support and scaffolding to ensure accessibility for all students. These insights provide actionable recommendations for educators and suggest directions for future research to further optimize the use of application-oriented materials in diverse educational contexts.

A qualitative exploration of nursing and social work university students’ experiences of sexual and reproductive health and rights education in Australia and Hong Kong

ABSTRACT Nursing and social work professionals often exhibit avoidance or a lack of competence in delivering sexual and reproductive health and rights (SRHR) care to service users. When such care is provided, it tends to be heteronormative and deficit focus. Thus, understanding how university education prepares professionals in the field is essential. This study is the first to qualitatively explore SRHR attitudes, learning experiences and educational needs of nursing and social work students in Australia and Hong Kong. Using focus groups, insights were gathered from 19 nursing and 21 social work students across two Australian and three Hong Kong universities. Thematic analysis of the data revealed that, despite regional and disciplinary differences, students’ SRHR educational needs in both regions and disciplines were not being adequately met. This negatively influenced their practical training and the quality of care provided. The study highlights the need to enhance SRHR knowledge and skills in nursing and social work curricula, thereby improving person-centred care. Recommended curriculum enhancements include promoting diversity and inclusivity, adopting a positive framing of sexuality, enhancing critical self-reflection and communication skills, fostering interprofessional learning, developing educators and mentors as role models, and creating safe and inclusive classroom and placement environments.

Empowering Learners: Strategies for Inclusive Education in Diverse Classroom Settings

Inclusive education is increasingly recognized as crucial in diverse classroom settings, where learners come from varying backgrounds and abilities. This article employs a qualitative literature review method to explore strategies for empowering learners in such environments. By examining a wide range of scholarly articles, books, and research papers, this study provides a comprehensive understanding of how inclusive education strategies can be effectively implemented to empower learners. The analysis reveals several key strategies for promoting inclusive education. Firstly, fostering a supportive and inclusive classroom environment is essential. This involves creating a sense of belonging and acceptance among all learners, regardless of their differences. Additionally, implementing differentiated instruction techniques to accommodate diverse learning needs and styles can enhance student engagement and success. Furthermore, providing ongoing professional development for teachers to enhance their skills in inclusive teaching practices is crucial. Moreover, collaboration among educators, families, and community members plays a vital role in supporting learners in diverse classrooms. By working together, stakeholders can share resources, exchange ideas, and develop innovative approaches to meet the diverse needs of learners effectively. However, challenges such as limited resources, lack of training, and societal attitudes towards diversity may hinder the successful implementation of inclusive education strategies. Overcoming these challenges requires a commitment to equity, ongoing support, and advocacy for inclusive practices at all levels of the education system

LGBTQ+ Inclusivity in U.S. Choral Classrooms

The purpose of this study was to investigate current practices pertaining to lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusivity among U.S. secondary choral teachers. Data consisted of survey responses ( N = 145) from individuals teaching choral music at the middle school and/or high school level in the United States. Results indicate that, although many choral educators avoid gendered practices and believe that it is important to address LGBTQ+ issues in the choral classroom, fewer implement further inclusive practices, such as asking students their pronouns or sharing their own pronouns, programming repertoire by LGBTQ+ composers and discussing their identities, and choosing repertoire or changing lyrics to be gender-neutral. Implications include the need for continued professional development on LGBTQ+ inclusive practices (particularly in music teacher preparation programs) and further research on the factors that may encourage music educators to provide a more inclusive classroom environment for LGBTQ+ students.

Student Perceptions of Cross-Cultural Learning Through Culturally Responsive Teaching Approaches

This study explores student perceptions of cross-cultural learning facilitated by culturally responsive teaching (CRT) approaches in the United States. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative insights from interviews and focus groups. The findings reveal that CRT significantly enhances student engagement and cultural awareness, with high ratings in these areas. Younger students (ages 18-24) reported higher engagement levels compared to older students, indicating age-related differences in CRT effectiveness. Qualitative data underscore the importance of teacher support, empathy, and knowledge in fostering an inclusive classroom environment. Despite the positive impacts, challenges such as inconsistent application of CRT and difficulties in understanding complex cultural concepts were noted. The study offers practical recommendations for educators and policymakers, emphasizing tailored CRT interventions, continuous professional development for teachers, and consistent application of CRT practices. Contributions to the field of education include empirical evidence supporting CRT effectiveness and insights into the nuances of student experiences across different demographics. Future research should focus on longitudinal studies, comparative analysis across educational settings, and the role of teacher professional development in CRT implementation.

Engaging With Race and Racism Through the Sensory: Four Pedagogical Instigations

Teaching and learning effectively, inclusively, and critically about the power and politics of race and difference remains a protracted yet important struggle. Race is an emotionally laden and provocative issue facing many societies, and the concomitant privilege and ideology that upholds it are oftentimes surpassed through processes and mechanisms of “invisibling.” In this article, I add to the plethora of debates and discussions concerning race as an organizing principle by showing how through the sensory, seemingly one of the most mundane, banal, and quotidian aspects of social life, can be a potent epistemological tool with which to teach how “race” can be reconstructed, negotiated, and maneuvered by social actors in the context of multicultural Singapore. Social formations of “race” undergo new ways of categorization, perpetuation, and judgment with the sensory as an emotive medium of recognition and placement. I foreground some of the pedagogical strategies I have employed that draw on emotions and the senses to instigate meaningful and critical class discussions, and the variegated classroom responses to the teaching of race and multiculturalism in everyday life. More specifically, I show how students as well as their respondents deploy emotions and the sensory in practices of inclusion and exclusion upon racial selves and others. A more creative and inclusive classroom and learning environment is therefore imperative to stimulate discussion, particularly alternative, critical, and meaningful ways of thinking about race. This, I contend, will necessitate a reflexive reconfiguration and maneuvering of power dynamics within the classroom setting, and our experience in teaching undergraduate students through particular kinds of strategies I have used during discussion groups have reaped interesting outcomes, both on the parts of the instructor as a reflexive participant and the students in the classroom.

Empowering Inclusivity: Navigating the Transformative Landscape of ICT in Cultivating Inclusive Classroom Environments Amidst Challenges

In recent years, Information and Communication Technology (ICT) has emerged as a pivotal tool in fostering inclusivity within school and classroom settings. This conceptual paper delves into the dynamic intersection of Information and Communication Technology (ICT) and inclusive classroom environments, exploring ICT's transformative potential amidst the multifaceted challenges and issues. By analyzing the evolving role of ICT in fostering inclusivity, addressing accessibility barriers, and promoting diverse learning experiences, this paper aims to provide a nuanced understanding of how educators and stakeholders can navigate challenges to create truly inclusive educational spaces. Through critical examination, innovative strategies, and practical insights, this paper offers a roadmap for leveraging ICT as a catalyst for inclusive education in the face of complex challenges.

Applying Kahoot! In Teaching Vocabulary To High School Students:

This research explores the application of Kahoot!, a game-based learning platform, in enhancing vocabulary acquisition for high school students in Duc Trong Province, Vietnam. The study investigates how this digital tool impacts student motivation, engagement, and overall vocabulary retention. Seventy 10th-grade students participated in the study, and data were collected through interviews and surveys to assess their experiences with the platform. The findings indicate that although participation was initially inconsistent, the majority of students reported increased interest in vocabulary learning when using Kahoot!. The platform was particularly effective in fostering student interaction, focus, and healthy competition, which contributed to improved learning outcomes. The study highlights that the integration of digital games into classroom teaching can positively influence student engagement and motivation, especially when teaching vocabulary. Kahoot! allows for real-time feedback, interactive quizzes, and the use of multimedia elements, all of which contribute to a more dynamic and enjoyable learning experience. Furthermore, the study emphasizes that the platform promotes a lively and inclusive classroom environment, where students feel more comfortable participating in discussions and vocabulary activities. The research concludes by recommending the adoption of digital tools like Kahoot! to enhance student-centered learning, particularly in language instruction. The positive correlation between Kahoot! and vocabulary retention suggests that game-based learning can be an effective teaching method in fostering active participation and improving educational outcomes. This study provides insights into how digital games can transform traditional learning approaches, making them more engaging and effective for students in the context of language education.

The Role of Teaching Foreign Languages in Developing Intercultural Competence

In the contemporary global landscape marked by intensified cross-cultural communication, the proposed research explores the critical role of teaching foreign languages in fostering intercultural competence. Recognizing the indispensability of cultural sensitivity in the world distinguished by diversity, the study delves into the transition within German as a foreign language (hereinafter – GFL) teaching from a focus on communicative competence to the pursuit of intercultural communicative competence. The investigation underscores the importance of equipping learners with competencies extending beyond linguistic proficiency, encompassing sociocultural understanding and universal practices. The former employs a comprehensive review of literature and research findings to reveal the multifaceted dimensions of intercultural competence, including cultural knowledge, communication skills, awareness, empathy, and adaptability. Examining effective teaching strategies, such as integrating authentic materials, fostering learner autonomy, and providing reflective learning opportunities, the study emphasizes the transformative role of educators in creating meaningful intercultural learning experiences. However, challenges in teaching intercultural competence are acknowledged, including limited exposure to authentic contexts, cultural biases, and the need for inclusive classroom environments. The study advocates for continuous professional development for educators, offering insights into potential solutions and future directions in foreign language education. In conclusion, the research highlights the pivotal role of foreign language education in developing intercultural competence and calls for ongoing collaboration among educators and researchers to overcome challenges and advance the field. The prospects for further study involve experimental research on teachers’ and learners’ practices in developing intercultural competence in GFL classrooms. This study contributes substantially to the discourse on intercultural competence, offering valuable insights for educators and policymakers seeking to enhance global citizenship through language education.