Pedagogical Innovation Research Articles

Project-Based Learning Implementation in Higher Education: Theoretical and Practical Issues

These days, 21st century learners need to develop different skills in order to be successful in their academic and professional lives. To respond to these needs, educators are supposed to prepare learners to successfully accomplish diverse and complex tasks in this changing world. Therefore, innovative pedagogies including project-based learning are required to facilitate the task of 21st century teachers and learners. Although diverse new teaching and learning techniques have been suggested, the focus in this paper is on project-based learning. This paper, then, aims at discussing and reviewing project-based learning and its implementation especially in a higher education context. It outlines the challenges that professors encounter while using this teaching practice as well as suggesting some possible suggestions to overcome those obstacles. It also seeks to compare and contrast between traditional forms of teaching and project-based learning. Key words: challenges, higher education, implementation, project-based learning, 21st century skills

Leveraging AI-enhanced and emerging technologies for pedagogical innovations in higher education

AbstractThis study examines the influence of AI-powered and emerging technologies on pedagogical practices in higher education, focusing on their role on behavioural intention (BI) and actual usage among educators and students. The research hypothesises that the relationship between each Unified Theory of Acceptance and Use of Technology (UTAUT) constructs - Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC) - and BI to use AI is mediated by Attitude towards AI. Additionally, it explores the mediation of the relationship between Technological, Organisational, and Environmental (TOE) framework and BI to use AI by Attitude towards AI. Furthermore, it hypothesises that the relationship between UTAUT constructs, and the actual Usage of AI is mediated by BI. Data were collected from 115 respondents through a survey measuring perceptions of UTAUT and technology-organisation-Environment (TOE) constructs. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyse the data, alongside PLS-Multi-Group Analysis (PLS-MGA) to explore gender differences. The key results indicated that PE and EE significantly influenced Attitude towards AI (F = 14.861 and F = 33.887, respectively), which in turn significantly influenced BI (β = 0.468, t = 5.106). However, SI had an insignificant effect (F = 0.346), and FC had a minimal influence (F = 2.225). The study found that Organisational Context played a significant role in shaping Attitude towards AI, influencing BI, whereas the direct influence of TOE on BI was not significant (F = 1.356), indicating full mediation by Attitude. Additionally, higher BI did not necessarily translate to increased AI usage (β = -0.381, t = 4.749), suggesting external barriers or moderating factors. These findings provide valuable insights for developing strategies to enhance AI-driven pedagogical innovations, emphasising the importance of fostering positive attitudes and addressing practical challenges in AI adoption.

Fostering positive instruction of software development cycle through a culturally responsive pedagogy

Application/Software development, a component of ICT is an important skill needed to help address sustainability given its high societal leverage. On recognizing the complexity of understanding software development cycle and putting into consideration the technicalities involved in developing software to solve organizational problems, there is a dire need to employ innovative pedagogy into classroom learning in more creative ways to. This study investigates the effectiveness of a culturally responsive pedagogy (Culturo‑Techno‑Contextual Approach) in improving students’ meaningful learning of software development cycle. The research design was a quasi‑experimental design, 127 senior secondary two ICT students were engaged from two schools in Lagos State, Nigeria. The ANCOVA output demonstrated a statistically significant difference in the achievement [F (1,136) = 172.13; p < .05]. However, no significant difference was found in the achievement between male and female students using CTCA. The findings contribute to ongoing discourse on innovative pedagogical approaches in ICT education.

The Evolution of EFL and ELL (2000-2024): Impact of Culture, Technology, and Innovative Pedagogies on Language Learning

For nearly a century, English language has consistently remained a global phenomenon with a continued business relevance; the mandatory inclusion of English Language Learning (ELL) in Asian, African and other non-native English-speaking countries is proof of the same. Consequently, research about English as a Foreign Language (EFL) has continued too. Despite ample empirical studies in the past that have examined the role of culture, linguistics, technology or digital tools in EFL, there are limited studied that holistically investigate and review the learning and successful implementation of EFL and its influencing factors. The current study is an attempt to systematically synthesize the findings from empirical studies undertaken between early 2000 and 2024 in the domains of EFL and ELL for a sample of 53 journal articles. The research also aims to draw a scientific relationship between the most relevant concepts surrounding ELL and EFL. To achieve this, the study conducted a systematic literature review coupled with Bibliometric mapping analysis. The study concluded that the upward surge of technological advancements and World Wide Web has transformed learning EFL. Cultural diversity, and technological or digital tools are key influencing factors and innovative teaching/learning pedagogies in EFL and ELL that can enhance the success rates in EFL and ELL in non-native English-speaking countries.

Sustainable Management of Agrifood Systems: Interdisciplinary Workshop as a Learning Tool in Bioresource Technology in secondary and technical education in Agriculture at ECIT Riachão do Poço, Paraiba, Brazil

This article addresses the project of an Interdisciplinary Workshop, AGROTEC, and the implementation of the sensory garden at ECIT Riachão do Poço, in Paraíba, as an interdisciplinary learning tool for high school and technical students in agriculture, including the topics of bioresource technology. The municipality of Riachão do Poço, located in the state of Paraíba, with a semi-arid tropical climate, is rich in agricultural practices. The objective of the Technical Course in Agriculture at the school seeks to promote a comprehensive and contextualized education. The workshop aimed to integrate knowledge from the disciplines of plant health, agricultural soils, horticulture, olericulture and bioresource technology, providing students with practical and meaningful experiences for their training. The methodology used included holding an interactive workshop, where students could apply theories in a practical environment, encouraging collaboration and active learning. At the end, students also had a class on media content management, disseminating the work carried out in the workshop. The results demonstrated an increase in student motivation, resulting in greater learning, obtaining higher grades than at the beginning of the subjects, in addition to a greater awareness of sustainability and agroecological practices. The project not only enriched the students' education, but also strengthened the school community, demonstrating the success of the interdisciplinary approach in technical education. The experience reaffirms the importance of pedagogical innovations in the training of critical professionals prepared for the challenges of the agricultural sector, especially in the areas of bioresource technology.

Accountability System, Academic Autonomy, and Freedom of Academia Versus Pathways to Educational Excellence in Hawassa University, Ethiopia

The study examined integrated effects of implementation of accountability system, institutional autonomy, and academic freedom of academia versus pathways to educational (professional, leadership and pedagogical) excellence in Hawassa University. The study answered the central research question: “What do the effects of implementation of accountability, academic autonomy and freedom of academia versus professional, leadership and pedagogical excellences look-like?” The study employed mixed method with concurrent triangulation design. The researchers selected samples of the study using purposive, convenient, stratified, and simple random sampling techniques. The researchers collected data using questionnaires, unstructured interviews, and document examination and analyzed data using descriptive and inferential statistics and thematic narration using SPSS-26 and NVivo-14, respectively. There were multiple gaps pertaining implementing performance-based and professional-based internal accountability to accomplish institutional visions, missions, and mutual goals. The findings of the study showed that although academic autonomy relates to the independence of academic institutions in decision-making concerning curriculum, teaching methods, research, and academic policies, it shows practical gaps concerning teachers’ and students’ academic freedom. This includes challenges related to quality teaching, research, community services, and expression of views to criticize the weakness of institutional censorship. The study recommends that the practice of accountability strategies, technological, and pedagogical innovation toward striving for educational excellences needed improvements. Managerial, technological, and pedagogical innovation should promote decision-making competencies, professional, leadership, and pedagogical excellence.

Pre‐Service Teachers’ Technology Integration in Pronunciation Instruction: Professional Identity and Value Beliefs

ABSTRACTTechnology brings new promises to transform second language teaching and learning. Successful technology integration depends on various factors, such as teachers’ professional identity and value beliefs. While scholars have investigated the influential factors for technology integration in language teaching holistically, studies focusing on specific language skills remain limited. With domain‐specific theories and technology applications, pronunciation instruction merits particular attention. In this study, the authors investigated how pre‐service teachers’ professional identity and value beliefs shaped their intended use of technology for pronunciation instruction. Five hundred ninety‐seven pre‐service English as a foreign language (EFL) teachers from China participated in this study. Structural equation modeling analysis identified educator identity orientation, learner‐centered orientation, didactic‐pedagogical orientation, and utility value beliefs of technology as significant predictors of technology integration for pronunciation instruction. In addition, results showed that utility value beliefs mediated the associations between professional identity and participants’ intended use of technology. These findings highlight the crucial role of professional identity and value beliefs in pre‐service teachers’ intended use of technology for language instruction. Findings suggest that teacher educators and teacher training programs may prepare innovative educators by fostering broad identity constructs and enhancing pre‐service teachers’ utility value beliefs of technology.

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

Advancing a Practical Inquiry Model with Multi-Perspective Role-Playing to Foster Critical Thinking Behavior in e-book Reading

In the digital age, where media proliferation challenges traditional reading habits, this study investigated the impact of digital platforms on critical thinking (CT) and reading practices. Some conventional e-books may not sufficiently encourage reflective thinking or foster CT skills due to their linear nature and lack of engaging elements. Employing the Practical Inquiry Model (PIM) within the Community of Inquiry (CoI) framework, this study highlights the integration of multimedia elements and the use of students' selfies to boost engagement and social presence in a digital learning environment. This study introduced selfie role-playing reading, along with group discussions from various perspectives as an innovative pedagogy to enhance cognitive presence within the CoI, ultimately enhancing learners’ CT performance. Using a quasi-experimental design, 63 participants were grouped into single-perspective or multiple-perspective categories by narrative perspective exposure, and then engaged in online story discussions with worksheets. Reading performance was measured through a detailed examination of their CT patterns via behavioral sequential analysis. Results revealed that students in the multi-perspective groups demonstrated superior CT and reflective thinking levels, underscoring the potential of innovative e-book designs in enhancing CT. This study not only validates the importance of diverse narratives and role-playing in CT development, but also pioneers a method for analyzing such skills through behavioral sequence analysis. It signifies a leap in applying the PIM to multimedia e-book reading, offering insights for future educational strategies and CT assessment in the digital era.

Teachers’ Perspectives on AI-Driven Quillionz for Generating EFL Reading Comprehension Quizzes

Emerging artificial intelligence (AI) has significant impacts on language learning and teaching, providing innovative pedagogies in sustainable educational settings. Among the powerful tools stands Quillionz (https://www.quillionz.com), a free AI-powered platform for building questions, quizzes, and assessments. Nevertheless, there has been little research on teachers’ experiences and perceptions of using Quillionz in EFL classroom settings. This study set out to explore teachers’ perspectives on utilizing Quillionz to generate reading comprehension quizzes for non-English major students through a pre and post-survey design. The research employed both qualitative and quantitative methods with Likert-scale questionnaires distributed to 48 English teachers from a vocational college in Hanoi before and after using Quillionz over four weeks. A paired sample T-Test was conducted to explore shifts in teachers’ perceptions. Subsequently, in-depth interviews were carried out with 10 randomly selected participants for further investigation. The findings revealed positive views among teachers towards Quillionz, its identified potential, and suggestions for more effective implementation. This paper makes a significant contribution to the integration of technology in language teaching, thereby enhancing students’ learning experiences.

Using text-scrolling to increase student engagement in the STEM classroom: a collaboration

The benefits of using active-learning approaches to increase student engagement and participation in the HE classroom are well known (Allsop et al., 2020). In STEM disciplines specifically, active-learning approaches can contribute to a reduction in achievement gaps for underrepresented students by promoting self-efficacy and a sense of belonging (Kovarik, Robinson and Wenzel, 2022). Despite these benefits, academics in those disciplines may be reluctant to adopt active learning for reasons such as lack of familiarity or more time spent in traditional, lecture-style delivery (Arnaud, 2021). This presentation reported on the outcome of a small-scale pedagogical innovation in one tutorial of a first-year undergraduate theory module in Chemistry. The aim was to increase students’ classroom engagement in the tutorial by using a text-mapping activity with scrolled research papers (Abegglen et al., 2019), with the additional benefit of introducing tutors to this active-learning technique. The transcript of a professional conversation between a Chemistry lecturer and Learning Developer discussing the approach along with slides outlining a typical session were circulated to tutors a week prior to the timetabled tutorial. Qualitative feedback from tutors was presented to indicate the success of the text-mapping activity as a way of increasing student engagement in the tutorial. Insights were also gained about tutors’ own perceptions of pedagogical value and confidence in adopting such approaches in future. Implications were presented for how the first-year tutorials might be redesigned to include more active learning, as well as how Learning Developers can work in collaboration with academic colleagues in STEM programmes.

Leveraging the Use of Learning Technologies in Higher Education to Optimise Student Learning

In recent years, lecturers and educational practitioners in higher education institutions (HEIs) have widely discussed and debated pedagogical innovation. This research aimed to critically analyse the lecturers' views on the use of learning technologies to optimise student learning in HEIs. This research was conducted at a private higher education institution in Pretoria, South Africa. The effective use of learning technologies lends itself to pedagogical innovation and optimisation of student learning so that they are better prepared to integrate into the world of work. A qualitative research design was used for this study. The method of data collection was individual interviews with five lecturers from different faculties. Faculties include Education, Humanities and Social Science, Finance and Accounting, Law and Information Technology. Data was analysed through the lens of the SAMR model framework using qualitative thematic analysis. The key findings indicated that lecturers believed learning technologies are used effectively when fit-for-purpose and integrated into quality planning. Furthermore, lecturers emphasised that training, development, and collaborative decision-making were essential in selecting learning technologies. Module developers and lecturers need to work in collaboration and not in isolation.

Active Teaching-learning Methodologies in Higher Education: A Project with the Community

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives. Keywords: higher education, active teaching-learning methodologies, pedagogic innovation, community intervention, transdisciplinarity

Digital Citizenship Practices and Implementation of Learning Modalities in the Higher Education Institutions under the New Normal in General Santos City

While the shift to technology-mediated learning in higher education has been widely documented, less is known about the interplay between digital citizenship practices within institutions, particularly in Mindanao. One of the means to address this gap is by investigating the relationship between these two factors within higher education institutions in General Santos City. While some argue that technological infrastructure and pedagogical innovation are sufficient for effective online and blended learning, this study posits that a strong foundation of digital citizenship is essential for maximizing the benefits of these modalities. Specifically, the research examined four key elements of digital citizenship: digital identity, digital netiquette, digital footprint, and digital privacy, alongside the implementation of learning modalities across curriculum development, supervision of instruction, faculty development, and research and extension services. Data were collected through a structural survey questionnaire. Findings revealed a high level of digital citizenship practices and a very satisfactory implementation of learning modalities. The data indicate that students and teachers alike are well-versed in digital ethics, demonstrating awareness of online safety protocols and responsible internet behaviors. This strong foundation in digital citizenship can be leveraged to develop further the critical thinking and information literacy skills required for navigating the digital landscape of the 21st century. Furthermore, a significant positive relationship was observed between these two factors across all domains. This suggests that strong digital citizenship within HEIs contributes to a more effective adaptation to a technology-driven educational environment.

Integrating Theatre into STEM Curricula: A Case Study of Pedagogical Innovation in Underprivileged Schools

This study explores the effects of theatrical integration on student engagement, creativity, and critical thinking in STEM teaching in poor schools. There are still gaps in research and real-world application of multidisciplinary education, especially in developing nations, despite its increasing prominence. Using a mixed-methods approach, this study assesses the efficacy of integrated STEM and theatrical workshops by means of teacher surveys and classroom observations. Results show that these seminars greatly increase students’ interest in STEM fields and develop critical abilities like communication and collaboration. The partnership between educators and community partners emphasizes the necessity of designing curricula that are flexible and meet the requirements of a wide range of students. With the goal of addressing educational disparities and enhancing learning outcomes for marginalized kids, policymakers and educators can benefit from the insights provided by this study, which adds to the body of knowledge on creative pedagogical approaches.

Primary teachers’ identity positioning in the process of pedagogical innovation / Identidad indagadora y posicionamiento del profesorado de educación primaria en un proceso de innovación pedagógica

Based on the Dialogical Self Theory (henceforth DST), positioning in a pedagogical innovation is defined as a subjective stance taken that has been experienced by the teacher themselves. Thirty Andalusian primary school teachers in seven focus groups reported on five positioning descriptors: agency, ownership, sense-making, emotions and collaborative inquiry. Data were analysed with qualitative and quantitative procedures. The results showed three types of positioning: (1) active, positive and satisfactory positioning ( n = 13), with high agency, ownership, sense-making, cooperation and positive emotions; (2) active, efficient and indifferent positioning ( n = 8), with medium agency, medium-high degree of ownership, high degree of sense-making, indifferent emotions and a high degree of cooperation; (3) passive, critical and negative positioning ( n = 9), with a low degree of agency, ownership, sense-making and cooperation and negative emotions. We provide relevant information to identify the positioning that emerges when primary school teachers participate in a pedagogical inquiry process.

Transforming higher education for the digital age

In this study, I explore the transformative potential of artificial intelligence (AI) and emerging technologies in higher education, focusing on case studies and pedagogical innovations that are reshaping the learning experience. Through an in-depth analysis of key initiatives—such as Stanford University's AI-driven personalized learning platform, the AI chatbot implemented at the University of Murcia, Knewton's adaptive learning system, and the intelligent tutoring platform developed by Pai et al.—the study highlights how AI enhances learner engagement, customizes educational experiences, and improves academic outcomes. The research also critically examines the ethical challenges and policy considerations associated with AI integration in educational settings. It emphasizes the need for clear guidelines to ensure responsible and equitable use of AI, particularly in addressing issues of fairness, student welfare, and access. The paper concludes by calling for further research into the long-term implications of AI on educational equity and ethical standards in higher education.

Enhancing combat readiness via evidence-based pedagogical innovations in National Guard of Ukraine officer training

This study examines the effectiveness of innovative pedagogical conditions in enhancing combat readiness among future officers of the National Guard of Ukraine (NGU). Utilising a quasi-experimental design, we implemented and evaluated a set of pedagogical interventions integrating recent combat experience into officer training at the Kyiv Institute of the National Guard of Ukraine. The study involved 74 trainee officers divided into experimental (n=35) and control (n=39) groups. Results demonstrated significant improvements in the experimental group across functional, psychological, and reflective components of combat readiness, with increases of 43%, 25%, and 32%, respectively, in high-level readiness. These findings underscore the importance of rapidly integrating field experiences into military education, offering valuable insights for enhancing officer training in dynamic conflict environments. The study contributes to the broader understanding of adaptive military education strategies and provides a framework for implementing evidence-based training reforms in military institutions globally.

How higher education teachers see their professional identity

An important dimension to understand the student learning process is the professional identity of teachers, which is conceptualized as a continuous process of construction and reconstruction. In this process, teachers define and assume their roles in a specific educational context that is characterized by tensions, adjustments, and transformations. This study focuses on understanding the professional identity of higher education teachers, a field characterized by constant evolution and demands. The personal characteristics of this identity are explored, including experiences and biographical representations, as well as its interrelationship with the institutional environment. Using a qualitative interpretive approach, six teachers recognized for their pedagogical innovation and educational commitment were interviewed. The results reveal outstanding motivation and responsibility in educational work, but also tensions between personal identity and the work context, reflected in the perception of low recognition and the importance of institutional leadership. The teachers show a critical and reflective view of their work, influenced by childhood experiences that impact their conceptions of educational justice and equity. To conclude, the common characteristics of professional identity in higher education highlight the need to integrate them into professional development. The article advocates for the design of more personalized training programs and the promotion of continuous learning among peers as key elements to strengthen this identity and improve pedagogical practice.

Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership

This quantitative study examines the influence of innovative pedagogical approaches (IPA) on enhancing student critical thinking (SCT) and student learning outcomes (SLO) in higher education, with an emphasis on the mediating role of inclusive leadership(IL). Using a sample of 321 students from public and private universities in Pakistan, the research reveals that methods such as problem-based learning, flipped classrooms, and interactive teaching significantly boost academic performance and cultivate critical thinking skills. The findings indicate that innovative pedagogical approaches positively and significantly impact student critical thinking (β = 0.536, t = 6.539, p < 0.001) and learning outcomes (β = 0.551, t = 12.725, p < 0.001). Additionally, inclusive leadership mediates the relationship between innovative teaching methods and both student critical thinking (β = 0.331, t = 3.833, p < 0.001) and learning outcomes (β = 0.405, t = 8.662, p < 0.001). Data were collected using survey questionnaires adapted from established studies on inclusive leadership, innovative pedagogical approaches, student critical thinking, and learning outcomes. These results highlight the essential role of inclusive leadership in enhancing the efficacy of innovative pedagogies by creating a supportive and diverse learning environment. The study suggests that implementing active learning strategies and integrating technology in the classroom, along with inclusive leadership practices, can significantly improve student engagement, critical thinking, and overall academic performance. This research offers valuable insights for educators and policymakers seeking to enhance teaching and learning experiences in higher education.