Innovative Teaching Approaches Research Articles

EMPOWERING YOUTH: BUILDING A STRONG FOUNDATION FOR TOMORROW

This abstract explores the imperative of empowering youth as a pivotal strategy for establishing a robust foundation for the future. In an ever-evolving global landscape characterized by technological advancements, shifting socioeconomic dynamics, and complex challenges, the role of youth in shaping and driving positive change cannot be understated. This abstract delves into various dimensions of empowering youth, encompassing education, skill development, civic engagement, and mental well-being. The abstract underscores the significance of education as a cornerstone of youth empowerment, emphasizing the need for innovative and inclusive educational approaches that equip young individuals with adaptable skills, critical thinking abilities, and digital literacy. By addressing the unique needs and aspirations of young people, societies can foster an environment that nurtures creativity, problem-solving, and lifelong learning. Furthermore, the abstract discusses the pivotal role of skill development in enhancing youth empowerment, particularly in the context of a rapidly evolving job market. Initiatives that provide training in emerging fields, entrepreneurship, and vocational skills can equip youth with the tools they need to navigate a competitive landscape and contribute meaningfully to economic growth. Civic engagement emerges as another essential facet of youth empowerment, as young voices are catalysts for social change and progress. Encouraging active participation in community development, policy discussions, and advocacy empowers youth to shape the direction of their societies, fostering a sense of ownership and responsibility. The abstract also addresses the critical importance of prioritizing youth mental well-being. With rising stressors and uncertainties, creating supportive environments that address mental health challenges is imperative. By offering accessible mental health services, promoting resilience, and reducing stigma, societies can ensure that the youth are equipped to handle the complexities of the modern world. Ultimately, this abstract underscores the symbiotic relationship between empowering youth and building a strong foundation for tomorrow. By investing in their education, skills, engagement, and well-being, societies can harness the untapped potential of youth to drive sustainable development, innovation, and positive societal transformation. Through comprehensive and strategic efforts, empowering youth becomes not only an ethical imperative but a pragmatic strategy for shaping a prosperous and resilient future.

Integration of arts into dental education: Beauty in the histological photomicrographs

Background/purposeIntegration of arts and humanities into dental education is important for developing holistically oriented dental professionals. This study aimed to survey dental students' perception of integrating arts and sciences into dental education with an innovative pedagogical approach through a photomicrograph competition. Materials and methodsStudents used digital imaging tools and creative approaches to capture photomicrographs that revealed hidden beauty in oral tissue sections. The photomicrograph works were posted online for scoring. The scoring activity, questionnaire survey, and complimentary comments of the participants were conducted online using a Google form. ResultsThe photomicrograph competition garnered a 24% participation rate from the 490 undergraduate dental students. Of the 116 participants, 65% agreed that the photomicrograph competition increased their interest in learning microscopic lessons, 87% very strongly or strongly supported to hold the photomicrograph competition every year, and 72% believed that the photomicrograph competition could be adopted to the dental students in all dental schools in Taiwan. The overall satisfaction rate of the photomicrograph competition was 91%. The free comments from all participants were generally positive towards this photomicrograph competition. ConclusionThe photomicrograph competition shows the transformative potential of integrating arts and humanities into dental education. Through the lens of photomicrography, the hidden wonders in oral tissue sections have been unveiled. This photomicrograph competition, a pioneering endeavor with no precedent in English literature, has proven to be a resounding success that unites the realms of scientific inquiry and artistic expression, and may be a transformative agent in nurturing holistic dental professionals.

Result of Comparative Investigation between Face-to-Face Teaching Method and Simultaneous Online and Live Teaching Method

This is a concise summary of this investigation, which is a comparative research and analysis in a bivariate model of approval rates between in-person and remote (distance) students, with simultaneous live online transmission. The reference database is the management system and student registry in the graduate program at Federal University of Paraná (UFPR), aiming to compare the performance rates between in-person students and a synchronous remote class (live and online). The investigated model is an innovative pedagogical approach, featuring an interface with a television-like format that is broadcasted live. This approach differs from pedagogical models such as distance learning, hybrid, or synchronous. Thus, a direct comparison with the results of distance learning models can provide evidence to measure student performance data. In this model, remote students attend live courses without temporal flexibility, only spatial flexibility. This work presents the results of a comparative study based on a bivariate model, considering approval rates between students attending remote (live online) and in-person classes. The aim of this research is, considering the comparative approval rates of students and possible statistical correlations, to propose adjustments and contributions for better guidance of the hybrid and synchronous online class system. Additionally, it examines the impact of technology on teaching and learning outcomes.

Integrating Blended Learning and STEM Education: Innovative Approaches to Promote Interdisciplinary Learning

This paper explores the integration of blended learning and STEM education as an innovative approach to foster interdisciplinary learning. Blended learning combines online resources with traditional classroom activities, providing a richer and more diverse learning experience in the STEM fields. We discuss the application of blended learning in STEM education and how it enhances students’ interdisciplinary skills through digital literacy and technology integration. Additionally, we focus on student engagement and equity in digital education, emphasizing the importance of innovative educational methods. Finally, we explore future research directions and global perspectives, calling on educators, institutions, and researchers to embrace innovative approaches in STEM education.

The Infusion of Gamification in Promoting Chemical Engineering Laboratory Classes

Active learning strategies are increasingly implemented in chemical engineering education, yet challenges persist in stimulating student participation and motivation. The rigorous demands placed on students in this field, from complex practical requirements to extensive programming and computational skills, underscore the need for innovative educational tools. Gamification emerges as a pivotal instrument in this context, fostering active student engagement, enhancing practical application of knowledge, increasing motivation, and providing a more precise assessment of student comprehension. These educational games serve as a powerful adjunct to traditional teaching strategies, equipping students with necessary skills for their future careers in the field. These games include laboratory course games, process simulators, games used in foundational courses, and those centered around reaction kinetics. This entry primarily investigates the various games employed to bolster student learning during chemical engineering laboratory courses. A thorough analysis is conducted on the survey of existing games used specifically in chemical engineering labs. The gamut of games discussed includes escape games, along with Virtual Reality (VR) and Augmented Reality (AR) games, all aiming to enhance laboratory experiences in areas such as fluid mechanics, organic reactions, and process control. This entry concludes by examining the prospective trajectory of gamification in chemical engineering labs, offering insights into future potential and advancements in this innovative educational approach.

Enhancing Process Skills and Learning Outcomes: A Comparative Study of the Treffinger Learning Model

The Treffinger Model is an instructional approach developed with the primary goal of stimulating creativity and building process skills skills in students. This study aims to assess the extent to which the Treffinger Model enhances process skills abilities and student learning outcomes in addressing complex geographical challenges. A quantitative approach, specifically quasi-experimental design, was adopted to compare the effectiveness of the Treffinger Model with conventional teaching methods. The research involved two groups of eighth-grade students, with one group taught using the Treffinger Model and the other group through conventional methods. Data were collected for process skills and learning outcomes through pre-test and post-test assessments. The findings of this research indicate that the Treffinger Model has a significant positive impact on students' process skills and learning outcomes. The analysis of process skills reveals that students exposed to the Treffinger Model demonstrated improved abilities in observation, communication, grouping, measurement, drawing conclusions, and prediction. Additionally, the analysis of learning outcomes reveals that students taught with the Treffinger Model achieved higher average scores compared to those taught using conventional methods. The novelty of this research lies in its exploration of innovative pedagogical approaches and their impact on students' process skills abilities to comprehend and analyze geographical concepts more deeply. The benefit to the advancement of knowledge is the potential to increase students' interest and produce a generation of individuals who are more aware and knowledgeable about geographical issues.

Analysis of the Importance of Enhancing the Qualifications of Biology Teachers as Professional Educators in the 21st Century Digital Era

In the ever-evolving digital era of the 21st century, the realm of education stands at the precipice of transformation. This comprehensive review synthesizes a series of scholarly articles that delve into the pivotal role of enhancing teacher qualifications in shaping a dynamic and effective pedagogical landscape. The synthesis encompasses multifaceted dimensions, each contributing to the symphony of educational excellence. Academic qualifications, pedagogical strategies, and nurturing relationships emerge as foundational pillars, while the fusion of technology, pedagogy, and content knowledge (TPACK) underpins innovative teaching approaches. The review further illuminates the significance of Industry 4.0 expertise, emphasizing the necessity of special qualifications to navigate the evolving digital milieu. Training emerges as a crucible for forging comprehensive competencies, including pedagogical, professional, personal, and social dimensions, while positive work behavior enriches the educational tapestry with values and ethics. Adequate welfare and lifelong learning converge to empower educators, catalyzing optimal performance and nurturing a culture of continuous growth. This synthesis underscores the transformative potential of educator qualifications and competencies, offering insights that resonate with the trajectory of modern education and shape the future of learning.

Design Thinking and Project-Based Learning (DT-PBL): A Review of the Literature

Design thinking and project-based learning (DT-PBL) has emerged as an innovative and transformative educational approach, garnering substantial interest in the educational field in recent years. This review delves into existing literature concerning DT-PBL within the realm of education through a systematic literature review. A thorough exploration of academic databases yielded 14 journals that examine this educational paradigm. Within those journals, two distinct models of DT-PBL emerged, signifying the nascent stage of comprehensive research in this area. These models provide conceptual frameworks for teachers and institutions seeking to integrate DT-PBL into their pedagogical strategies. Furthermore, the articles encompassed strategies for student learning outcomes, facilitating teacher professional development, navigating challenges, and acknowledging potential limitations within the DT-PBL context. The synthesis of the findings revealed that the DT-PBL methodology exhibits a discernible impact on students’ creativity enhancement and refined problem-solving capabilities. DT-PBL is a program that helps students develop critical skills beyond the traditional classroom setting. Simultaneously, the review revealed that DT-PBL has the potential to reshape teacher professional training paradigms. Engaging teachers in DT-PBL experiences empower them with innovative tools to adapt to evolving educational landscapes. This educational model is ready to undergo progressive refinement, evolving into a mature pedagogical methodology that transcends disciplinary boundaries. The rich insights from this review facilitate continued growth and adaptation of DT-PBL in diverse educational settings, thereby enriching the educational experience for students and teachers alike.

Supporting college student self-determination through motivational interviewing

PurposeThis study was intended to investigate a small-scale School-based Motivational Interviewing (SBMI) pilot with first-year college students. This approach honors student autonomy, supports self-determination and has the potential to impact educational outcomes in higher education. Motivational Interviewing (MI) is an evidence based conversational skill set, defined as “a collaborative conversational style for strengthening a person's own motivation and commitment to change” (Miller and Rollnick, 2013, p. 12). Student perceptions of satisfaction with the faculty-student mentoring intervention were sought. Relational aspects of MI (partnership, empathy and alliance) were also explored.Design/methodology/approachA mixed-method approach was used for the SBMI study, focused on college students with recent academic setbacks (N = 19).FindingsThe intervention was deployed with high levels of MI technical fidelity and relational quality. Participants reported high satisfaction with the intervention. The relational aspects and participant perceived alliance with their faculty were highly correlated across the intervention, adding to the discussion of the mechanisms of MI that contribute to its effectiveness.Research limitations/implicationsThis work is formative, yet at this point is not generalizable given the scope of the study.Practical implicationsFindings are encouraging for further development of this innovative pedagogical approach. Possible future applications of research are provided.Social implicationsDiscussed herein, SBMI has the potential to meet the needs of traditionally underrepresented student groups.Originality/valueThe reported study is the initial portion of a larger intervention development project.

Innovative Teaching Approach Based on Finite Element Technique in Material Mechanics for Vocational Education

This paper proposed an innovative teaching approach based on finite element technique (FET) to improve the understanding of material mechanics. A teaching experiment was conducted using pure bending deformation of a beam as an example, and the deformation and stress distribution of the beam were analyzed using FET. The results showed that using color stress nephograms and color U nephograms can improve students’ learning outcomes in mechanics classroom. The high levels of satisfaction and interest in incorporating new techniques into the classroom suggest that there is a need to explore and develop innovative teaching methods in mechanics and related fields. This approach may inspire educators to develop more effective ways of teaching material mechanics, and our research can contribute to the advancement of mechanics education.

PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS

Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach. Keywords: physics teachers, self-efficacy, innovative teaching, comprehensive teaching approach, Latent Profile Analysis

Teacher Professional Learning in Religious and Moral Education: Conditions Affecting its Effectiveness at St. Ambrose College of Education in Ghana

Like specialized teachers in any field of education, teachers of Religious and Moral Education (RME) require exclusive quality skills, expertise and strategies to provide effective delivery of lessons in the field. At St. Ambrose College of Education in the Dormaa East District in the Bono Region of Ghana, Teacher Professional Learning (TPL) is given greater attention. Nonetheless, TPL has been insufficient for improving teaching and learning in RME as expected. The study attempted to investigate the insufficiency of the TPL model for instructional delivery in RME and seeks to offer suitable suggestions and recommendations. Data for the study was collected from the four (4) RME teachers in the college using interviews and the researchers’ observations. The results indicated that some conditions in St. Ambrose College of Education are responsible for the insufficient TPL outcomes in RME. These include a lack of innovative teaching approaches exclusive to the field, the college leadership’s belief in the use of a confessional approach in teaching RME, the inadequacy of instructional time in the field, and the communication gap between teachers. To address these, it was suggested that enactment strategies used by RME teachers should be content-focused, based on active learning, collaboration, modeling, and coaching by experts. The study adds to the literature on the course structure in the course structure of Ghanaian Educational system. Keywords: Teacher Professional Learning, Religious and Moral Education, Effective Teaching, Education, Teaching, Learning

An empirical investigation on the benefits of gamification in communication within university development teams

AbstractThe field of software management recognizes communication as a fundamental aspect, which has garnered significant attention in recent years. In response, scholars have advocated for the implementation of innovative pedagogical approaches to foster students' engagement in communication. One such approach is the utilization of gamification, the integration of game design elements into nongame contexts, which has been demonstrated to be an effective teaching technique across various fields of education. The aim of this study was to investigate the impact of gamification on in‐team communication quality within the context of software development. To this end, an experimental design was employed with four teams of third‐year students enrolled in software development courses. The results of the study indicate that the introduction of gamification significantly enhances communication quality among the students. Furthermore, our findings indicate that a specific gamification strategy, feedback, plays a crucial role in guiding the students toward desired communication behaviors. On the basis of the results of this study, it can be concluded that gamification presents a promising approach to enhance communication quality within software development teams.

Virtual teaching abroad during initial teacher education: pre-service teachers’ professional learning

ABSTRACT In-person teaching abroad experiences, where pre-service teachers spend a defined period teaching in schools in a foreign country, have received considerable research attention in recent years. However, virtual alternatives have yet to be explored. This exploratory study sought to understand the effects a virtual teaching abroad experience had on pre-service teachers’ professional learning. Data included teaching logs and reflective writings of two groups of pre-service teachers from Hong Kong who participated in a virtual teaching abroad experience hosted by a university in the United Kingdom and interviews with their course coordinators. The findings suggest that the PSTs found the virtual teaching abroad experience novel and unique, contributing to professional learning. Specifically, the experience (a) increased the PSTs’ confidence and flexibility; (b) improved their synchronous online teaching skills; (c) gave them greater awareness of learner differences and needs; and (d) exposed them to innovative pedagogical approaches. The study suggests that virtual teaching abroad experiences could have a place within initial teacher education, especially as the financial costs associated with them are lower than in-person experiences. However, they do not seem adequate to replace a sustained period immersed in an overseas school context.

Rethinking pedagogy through storytelling in school mathematics

This article focuses on storytelling as an alternative innovative pedagogical approach to teaching mathematics in response to a discipline-based pedagogy in the context of Nepali Mathematics Education. In Nepal (probably worldwide), mathematics teachers rarely teach mathematics for creating mathematics. Instead, they focus on teaching the steps to repeat someone else's creation without exploring how mathematics relates to students' life worlds. As a result, students feel mathematics as a dry subject, mathematics teachers as apathetic human beings and mathematics classrooms as a boring factory of producing passive learners. In this context, this paper explores how storytelling may become one of the many innovative mathematics pedagogies and help mathematics teachers rethink their pedagogical practices for teaching mathematics joyfully and meaningfully. We used autoethnography as a research methodology that portrayed the narratives of the first author extracted from his MPhil research based on storytelling pedagogy and the narratives of the second author based on his experiences of teaching the course at the post-graduate level and conducting teacher professional development training across Nepal. The research inquiry explored the connections of mathematics with students' life worlds through storytelling as a pedagogical approach.

Innovative Teaching Strategies for Aesthetic Arts in Higher Education Institutions Based on Big Data Technology

Abstract Aesthetic education is the right thing to do in higher education institutions to establish moral education. To accurately grasp the basic concept of educating people with beauty, effectively integrate the academic and practical teaching resources of aesthetic education, and create a system of aesthetic education in higher vocational institutions with the cultivation of aesthetic and humanistic qualities as the core and the cultivation of innovative abilities as the focus, is not only necessary new ideas teaching way aesthetic learning approach deepen the reform of aesthetic education classroom, but also necessary increase mechanism of educating people in school optimize the pattern of talent cultivation. This paper discusses the mathematical model of innovative teaching to determine the current scientific and technological period with different regions as the benchmark. Under the teaching program evaluation model, the selection of variables for the evaluation model, the single-stage and multi-stage innovative teaching approach, mutual assistance final validation research of the model. The results show that the mean values of both pre and post-class performance changed, with the experimental class performance improving at a value of 21.68 and the control class performance improving at a value of 1.52, with inconsistency between the two contrasting carriers’ performance (t=2.266, df=68, p=0.032<0.05) and the experimental class performance on the post-test being better control team. The obvious way to learn the effect of an innovative, better learning path is the most authentic. The big data teaching model constructed in this paper can provide a more complex and accurate analysis of the teaching process and realize a wider range of applications, such as learning early warning, learning intervention, learning diagnosis, learning recommendation, comprehensive literacy evaluation, and student growth monitoring, to provide students with accurate and personalized education services.

INNOVATIVE APPROACHES IN EDUCATION AND REHABILITATION WITH CLIENTS WITH LANGUAGE AND SPEECH DISORDERS

The article is devoted to consideration of innovative approaches in education and rehabilitation with clients with speech and language disorders. Among the proposals for improvement and improvement of the educational process for persons with disabilities in educational institutions is the introduction of rehabilitation measures. The activity is aimed at providing psychological assistance to children with impaired language development, in particular with stuttering and dysarthria, and providing them with a full-fledged educational process. The main aspects of the psychologist's and correctional teacher's work during interaction with children with psychophysical developmental disorders (PSD) have been determined. It is proven that the creation of appropriate rehabilitation complexes in each educational institution provides opportunities to ensure a new level of quality in innovative education and elements of socialization and leads to the modernization of society and the state.

EXPANDING THE SCIENTIFIC WORLDVIEW OF ECOLOGY STUDENTS

In the article, the authors reveal the methods of expanding the formation of the scientific ecological worldview of student youth in the "Ecology" field of study. The modern educational process requires not only the assimilation of scientific knowledge, but also the education of a moral, ethical, responsible personality in relation to nature, the biosphere, any form of life, as the most important human value.
 Life is the most unique and highest value on the planet. Preserving life in all forms and manifestations is the main goal of a modern ecologist today. Creating an artificial environment for his habitat, man, in pursuit of economic profit, began to treat the biosphere in a consumerist way, destroying, destroying, bringing it to a tense state. This attitude towards nature leads not only to the destruction of ecosystems and the biosphere, but also to the impoverishment of the spiritual and moral foundations of a person's personality. In the conditions of the growing ecological crisis, it is necessary to change the attitude towards nature, to understand the value of any form of life. It is nature that can inspire and develop the spiritual and moral basis of a person. In this aspect, environmental education, aimed at changing and improving the scientific outlook, acquires special significance. Only on the basis of a new type of relationship between man and nature is a way out of this crisis possible. In the system of environmental education, new relevant environmental areas and training profiles are emerging. There are new tasks for students.Employers increasingly set high demands for future ecologists: they demand a high level of professional knowledge, skills and abilities, clearly navigate the problems of ecosystem disturbances, apply the latest methods of restoration, quickly and correctly make decisions in situations of a natural and man-made nature, the ability to own innovative technologies.
 In connection with the new requirements for a modern ecologist, there is a need to expand the educational process and innovative pedagogical approaches, to expand the scientific outlook of higher education students.

Incorporating Collaborative and Active Learning Strategies in the Design and Deployment of a Master Course on Computer-Assisted Scientific Translation

This research aims to address the current gaps in computer-assisted translation (CAT) courses offered in bachelor’s and master’s programmes in scientific and technical translation (STT). A multi-framework course design methodology is proposed to support CAT teachers from the computer engineering field, improve student engagement, and promote computer-supported education, together with a balanced coverage of the most relevant topics in the CAT domain. STT is currently in high demand in many fields, requiring translators with sector-specific language skills and considerable computer literacy in order to manage translation projects with complex structures, and format heterogeneity. However, many STT curricula often lag behind current market demands, focusing primarily on language and translation theory, with less emphasis on CAT technologies and tools. Moreover, the lack of shared course design guidelines hinders the introduction of innovative teaching approaches based on collaborative learning. A novel multi-framework CAT course design methodology, named CATDeM, is proposed, based on the integration between an official European translation competence framework, real-life-mimicking laboratorial activities, and computer-supported collaborative learning, enriched with discussion case studies and role-playing experiences. A real-life case study is examined to illustrate and evaluate the implementation of CATDeM in two consecutive editions (2020/2021 and 2021/2022) of a one-semester compulsory CAT course in a M.A. degree in STT at the University of Salento (Italy). Students’ perceptions of translation technology and role-plays, as well as their attitudes towards the proposed CAT course are evaluated through a post-grading self-assessment questionnaire. Achieved results indicated successful student engagement and self-assessed improvement in translation, technical, and interpersonal skills. The importance given by students to role-playing experiences mimicking professional scenarios was also highlighted, paving the way for CATDeM to be adopted in similar contexts.

Universal Design for Learning for Children with ADHD.

Attention Deficit-Hyperactivity Disorder (ADHD) is a psychiatric condition that shows developmentally inappropriate levels of inattention, hyperactivity, or impulsivity. Symptoms begin at a young age and usually include a lack of attention, poor concentration, disorganization, difficulty completing tasks, forgetfulness, and losing things. It is important to diagnose and treat the disorder at a young age so that the symptoms do not persist into adulthood and cause other comorbid conditions. Learning difficulties, motor impairment, anxiety, or depressive disorders may occur with this condition. To improve the academic careers of children with ADHD, we focused on a specific innovative educational approach (Universal Design for Learning) that could improve basic learning skills (reading, writing, and arithmetic skills) to prevent or manage any learning difficulty that could occur with ADHD. The Universal Design for Learning is an individualized approach that combines current neuroscientific knowledge, creating personalized teaching based on the strengths and weaknesses of the student. The goal of this study is to analyze the impact that this approach has on basic learning abilities. We found that both interventions led to improvements in test performance, indicating that interventions were necessary to enhance reading, writing, and arithmetic skills. Furthermore, the group that received an educational intervention based on Universal Design for Learning demonstrated a more significant improvement in these areas. Additionally, we propose that the set of techniques implemented by teachers in the classroom helped children to read, write, and perform math tasks correctly and more fluently.