Innovative Teaching Approaches Research Articles

USING ARTIFICIAL INTELLIGENCE IN MATHEMATICS TEACHING

In modern education, there is a growing need for innovative teaching approaches, particularly in the context of using artificial intelligence. The relevance of the issue under consideration lies in exploring the potential of ChatGPT for automating the creation of mathematical problems, which can significantly reduce the workload of teachers. The aim of the research is to assess the potential of ChatGPT in generating high-quality math problems across various topics in the school curriculum. To achieve this goal, methods of theoretical analysis of scientific literature and an empirical experiment were applied, during which ChatGPT was used to create tasks on proportionality, combinatorics, algebra, and geometry. The research results demonstrate that ChatGPT can effectively generate both simple and complex mathematical problems, opening new opportunities for automating teachers' preparatory work. This allows teachers to automate part of the preparation process and focus on more creative aspects of teaching. However, certain limitations are identified, such as the dependence of task quality on the clarity of queries and the presence of errors in complex calculations. Overall, the research emphasizes that artificial intelligence can become a valuable tool for math teachers, but its use requires an understanding of its capabilities and limitations. Further research may include researching the impact of using ChatGPT on the student motivation and academic achievements, developing of methods for assessing the quality of ChatGPT-generated tasks, integrating ChatGPT with other learning tools (e.g. learning management systems), exploring the possibility of using ChatGPT to create more complex mathematical tasks that require a creative approach.

Navigating educational transformation: Understanding learning styles’ preferences of Egyptian students in the post-pandemic era

This study investigated the Learning style preferences of Egyptian EFL learners post-COVID-19. It aims to examine differences emerging in multimodal and bimodal learning preferences based on demographic variables of age and gender and consider the cultural educational context in Egypt during and post the pandemic era. Utilizing the VARK Model, Mayor’s Multimodal Learning Theory, and the Connectivism Learning Theory a survey comprising 19 questions was disseminated to 211 Egyptian EFL students from various age groups. Findings reveal a predominant preference for multimodal learning, particularly visual and read/write styles, with significant variations between genders. Female learners exhibited a stronger inclination towards kinesthetic styles, while males preferred visual methods. Younger learners and female students showed a stronger preference toward the multimodal approach that integrates technology-mediated learning, whereas older students and male learners were in favor of the more traditional modes of learning. The study highlights the importance of integrating traditional instruction wit multimedia resources, particularly for younger learners who thrive in interactive settings. Recommendations include encouraging collaboration between public and private educational sectors, increase the community services and initiatives for community-based learning to address the diverse needs of unprivileged learners. The study advocates for an innovative and holistic teaching approach to enhance engagement and motivation, achieve quality education, and cultivate an informed, skilled generation capable of contributing to the sustainable future of Egypt 2030.

Fostering Inclusive Learning and 21st‐Century Skills: Creating Translanguaging Spaces in University Content and Language Integrated Learning Courses

ABSTRACTContent and Language Integrated Learning (CLIL) is an innovative educational approach applicable to diverse settings. CLIL promotes 21st‐century skills, including logical and critical thinking, problem‐solving, creativity, collaboration, and cross‐cultural awareness. In Asia, particularly Japan, CLIL has predominantly focused on English language acquisition, often overshadowing its broader goal of developing other skills. Accordingly, a new language course has been developed to enhance both language proficiency and 21st‐century skills among Japanese and English learners at an international university in Japan. This study presents findings from a larger case study that examines student and teacher experiences within the new CLIL framework, leveraging translanguaging pedagogy. Analyzing student reflections and interviews, this study highlights the role of translanguaging in enhancing 21st‐century skills such as leadership, critical thinking, and collaboration, particularly in group projects. However, deeply ingrained monolingual beliefs pose challenges to students fully embracing translanguaging methods, despite their educational value. This study provides insights for educators and policymakers advocating innovative language programs, particularly in fostering global citizenship and diverse skillsets essential in contemporary contexts. It also highlights the importance of integrating language learning with broader skill development in multicultural educational environments.

Research on the Development Dilemma and Countermeasures of Chinas Education Industry from the Perspective of Digital Transformation

Amidst the rapid evolution and broadening adoption of information technology in China, the education sector is undergoing unprecedented transformation. While the digitalization of Chinas education industry is advancing swiftly, it is encountering various challenges that require ongoing attention and solutions. Promoting educational equality between cities and villages to reduce the difference is a critical component of this transition. The urban-rural education disparity significantly impedes the pace and quality of digital transformation of the education industry in China. Rural regions encounter issues such as inadequate infrastructure, unequal allocation of educational resources, and insufficient digital literacy among teachers. Implementing tutorial systems, establishing Professional Learning Communities (PLCs), and adopting the three classrooms model can effectively address these challenges. Collaboration among schools, government entities, and broader society is essential to promote educational equity, advance educational modernization, and cultivate talents tailored for future societal needs. Studying the challenges faced by Chinas education industry during its digital transformation phase, along with corresponding strategies, is pivotal for developing innovative teaching models and approaches. This endeavor fosters the evolution of educational content and instructional methods, aligning them with the swiftly changing social and economic landscape.

Gamifying Sustainability: Leveraging Game-Based Learning to Champion Sustainable Development Goals (SDGs) – A Case Study

This paper examines how sustainability education can be effectively integrated into game-based learning (GBL) to enhance environmental consciousness. As global ecological challenges intensify, instilling sustainable practices in future generations becomes crucial. GBL offers an engaging platform to embed sustainability concepts through immersive and interactive virtual environments. The study explores the theoretical underpinnings of sustainability education and GBL, highlighting their synergy in raising awareness and fostering sustainable behaviours. By reviewing existing literature, it evaluates the impact of incorporating sustainability principles into GBL platforms. The discussion includes the integration of the UN’s Sustainable Development Goals (SDGs), real-world scenarios, simulations, and collaborative elements to deepen players' understanding and stimulate critical thinking about complex sustainability issues. The paper also examines the role of feedback mechanisms, assessment tools, and adaptive learning approaches in maintaining engagement and knowledge retention. It concludes by advocating for the inclusion of sustainability in GBL as a means to develop environmentally conscious citizens. Leveraging the immersive nature of games, educators can cultivate a generation equipped to understand and address sustainability challenges, contributing to innovative educational approaches for promoting sustainable practices.

Perceived effectiveness of the person–environment–occupation innovative teaching model in rehabilitation therapy students

BackgroundGiven the characteristics of the rehabilitation therapy specialty and the drawback of the traditional didactic teaching approach, we developed the innovative teaching approach from the students’ perspective using the person–environment–occupation (PEO) model. The new model was developed from the original PEO model to be applied in pedagogical contexts and tailored to the characteristics of an application-oriented specialty, such as rehabilitation therapy. The present study aimed to examine the perceived effectiveness of the PEO innovative teaching model applied to rehabilitation therapy students.MethodsA pre–post descriptive study was conducted to compare the perceived effectiveness of the PEO innovative teaching model for two consecutive student cohorts. A purposive sampling method was used to recruit students from two cohorts of junior medical students majoring in rehabilitation therapy in the spring semesters of 2020 and 2021. A questionnaire was developed to evaluate the perceived effectiveness of the PEO innovative teaching model. SPSS version 26.0 was used to perform data analysis.ResultsA total of 112 students were included in the study and completed both pre- and post-tests. Of 112 received questionnaires, 101 were considered as valid questionnaires after the quality check (effective rate 90.18%). In the 2020 and 2021 cohorts, students rated the PEO innovative teaching model significantly higher than the didactic teaching approach in the following aspects: the teaching content is highly professional and valuable; the course is extensively expounded; the clinical reasoning is strengthened; problem-solving ability is developed; communication skills are improved; and teamwork skills are developed.ConclusionThe PEO innovative teaching model was perceived to be an effective teaching strategy to enhance students’ academic performance. In addition, three core skills including clinical reasoning, problem-solving ability, and communication skills were improved by the PEO innovative teaching model.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

Exploration of Implementation Pathways for Ideological and Political Education in Mechanical Design Courses within the Context of Vocational Education

With the continuous development of vocational education, mechanical design courses have increasingly integrated ideological and political education (IPE) to achieve the goal of comprehensive education. However, effectively incorporating IPE into mechanical design courses still faces numerous challenges. This paper aims to explore the implementation paths of IPE in mechanical design courses within the context of vocational education by analyzing existing teaching goals and the current application of IPE in vocational education, identifying both advantages and shortcomings in the implementation of IPE in courses. Furthermore, based on the theoretical framework of IPE, the paper discusses its application in vocational education and the specific value it brings to mechanical design courses. Finally, strategies for integrating IPE content, innovative teaching methods and approaches, as well as innovative pathways for teacher roles and team building are proposed, providing theoretical support and practical guidance for the effective implementation of IPE in mechanical design courses.

Exploration of Integrating English Courses with Professional Courses in Higher Vocational Colleges

With the acceleration of globalization and the increasing demand for high-quality technical and skilled personnel, the integration of English courses with professional courses in vocational colleges has become an important direction in educational reform. This paper explores the current state and challenges of vocational education, elucidates the importance of English courses in higher vocational education, and emphasizes the significance of curriculum integration in cultivating versatile talents. In the theoretical foundation section, the paper reviews language learning theories and vocational education theories, presents the basic concepts and framework of curriculum integration, and analyzes the theoretical basis for the collaborative development of language and professional education. In terms of practical pathways, the paper proposes specific implementation strategies such as curriculum design and content optimization, innovative teaching methods and approaches, teacher professional development and interdisciplinary collaboration, and student evaluation and feedback mechanisms. The research indicates that systematic curriculum integration can significantly enhance the language skills and professional competencies of vocational students, promoting their overall development.

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

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.

Flipped Learning Approaches and Student’s Academic Performance in Economics in Selected Government Secondary Schools within the Bamenda Municipality, North West Region, Cameroon

Purpose: The purpose of this research was to examine the impact of flipped learning approaches on the academic performance of students in economics in selected government secondary schools within Bamenda I and II municipalities. The study aimed to assess the effects of discussion-oriented flipped learning and the flipped teacher approach. The study involved 88 students from three government secondary schools out of a total of 460 students. Materials and Methods: The research used a quasi-experimental design and a mixed method sampling technique, with three schools (G.B.H.S Bamenda and Bamendakwe) as the experimental groups and one (G.H.S Bangshie) as the control group. Data was collected over a 3-week research period using pretest and posttest research instruments. Findings: The results, analyzed using mean scores and ANCOVA, showed a positive impact of flipped learning approaches on the academic performance of economics students compared to traditional methods. The mean scores of all flipped approaches were higher in the experimental groups at significant levels lower than 0.05, leading to the rejection of the null hypothesis. Implication to Theory, Practice and Policy: The study recommended the integration of discussion-oriented, group-based, and flipped teacher approaches into teaching practices to enhance students' academic performance in economics. It also suggested that the government provide training and support for teachers to develop their skills in using these innovative teaching approaches and recommended that educational institutions prioritize technology integration in classrooms to facilitate effective use of flipped learning approaches. The findings have implications for educational policymakers, teachers, and educational institutions seeking to improve student outcomes in economics and other subjects.

THE IMPORTANCE OF SATELLITE SYSTEMS AND NAVIGATION IN STEAM EDUCATION

The research focuses on the relevance of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in modern society, education, and the role of satellite systems. The STEAM approach combines technical and creative skills to provide students with a holistic education that encourages innovative problem-solving and critical thinking. Understanding the workings of geostationary satellites and navigation systems, vital to many modern technologies, is essential for developing the competencies students need in the digital world. An engineering approach to understanding the concepts and content we use in our everyday lives is pointed out. The research emphasizes that integrating these topics into the educational process promotes interdisciplinary integration of physics, mathematics, geography and informatics knowledge and enhances students' digital competencies. Using innovative pedagogical approaches such as simulations, project work, and practical workshops, teaching complex subjects such as satellite systems effectively while contributing to the development of creativity and critical thinking is possible. This approach ensures that the education system effectively prepares young people for life in a technologically advanced and globalized society, where science and technology are becoming increasingly important. Keywords: EGNOS, navigation, satellite systems, STEAM

TEACHER OPINION ABOUT USING PROBLEM-BASED LEARNING IN TECHNOLOGY AND ENGINEERING EDUCATION

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future. Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering

Ecological Literacy of Pupils of Primary Education in Slovakia as a Precondition of Biodiversity Education

&lt;p style="text-align:justify"&gt;Children who are currently in primary schools are part of the generation that will be most affected by the current environmental trend of our planet in the future. They are the generation that will need to live in accordance with sustainable development and biodiversity protection. One of the key aspects of biodiversity education is to increase environmental literacy using appropriate and effective methods. Our aim was to assess the ecological literacy of a group of primary school students in Slovakia and to identify areas where additional support and clarification may be needed for effective biodiversity education. Our findings reveal widespread misconceptions regarding terms such as 'ecology,' 'community,' 'population,' and 'ecosystem.' The research emphasizes the importance of innovative pedagogical approaches to address and correct these misconceptions effectively. By incorporating exploration-oriented teaching methods, hands-on activities, and a constructivist approach, educators can engage students in experiential learning and facilitate a deeper understanding of ecological principles. Interdisciplinary and participatory research approaches focused on biodiversity education offer promising avenues to enhance ecological literacy. Moreover, increasing interest in environmental education can contribute to nurturing environmentally conscious individuals equipped to tackle ecological challenges effectively. This study underscores the urgency of prioritizing ecological education at primary schools and provides insights into strategies for fostering ecological literacy among young learners.&lt;/p&gt;

Research on the Innovation of Arabic Interrogative Sentence Teaching Strategies

This study investigates innovative teaching strategies for Arabic interrogative sentences, aiming to enhance language learners’ proficiency and comprehension in this linguistic domain. The target audience for these strategies includes Arabic language instructors and learners seeking to improve their language skills. To achieve the objectives of the current research, the researcher designed 3 tables to identify the distinctions and commonalities between English and Arabic while recognizing the unique characteristics of each language. By examining syntactic structures, verb conjugation patterns, and cultural nuances, this research seeks to provide valuable insights into the complexities of Arabic interrogatives and offer practical pedagogical approaches for language instruction. This study also aims to address the significance of employing the right strategies in second language acquisition by providing a comprehensive review of existing literature on teaching Arabic interrogatives and proposing innovative pedagogical approaches based on cognitive grammar theory. This research then seeks to contribute to the field of Arabic language teaching by offering practical solutions to the challenges associated with interrogative sentence learning, thus empower learners to navigate real-world scenarios effectively and engage meaningfully with Arabic interrogative structures. In short, this research underscores the importance of adopting innovative teaching strategies for Arabic interrogative sentences to facilitate language learners’ proficiency and comprehension. By providing practical insights and pedagogical approaches, this study aims to enrich language instruction and contribute to the broader discourse on language teaching and learning.

Impact Assessment of Mulat Sa Aklat Reading Program for Sustainability and Continuous Quality Improvement

This research rigorously assessed and evaluated the MULAT SA AKLAT Reading Program, focusing on its impact, effectiveness, sustainability, and potential for continuous quality improvement. Objectives encompass analyzing participant demographics, baseline knowledge, session-wise progress, participant evaluations, and the adaptability of educational approaches. The program fosters inclusive participation, unveiling varied baseline knowledge and expectations. Positive trajectories in participant performance and confidence indicate knowledge dissemination and skill development. Consistently high ratings in participant evaluations and an upward satisfaction trend affirm sustained engagement. A positive correlation between attendance rates and session numbers highlights sustained interest, with educational approaches showcasing adaptability to diverse learning styles. The MULAT SA AKLAT Reading Program emerges as a meticulously crafted initiative with transformative impact, sustained engagement, and effective adaptation to diverse learning needs. The absence of poor ratings underscores its unwavering quality. Enhance promotional strategies, implement continuous assessments for improvement, and explore innovative educational approaches to diversify sessions. This research offers crucial insights for refining the program, ensuring sustained impact, and guiding future community-based education.

Potenciar as práticas pedagógicas dos docentes e tutores de Enfermagem na Prevenção de Infeções Associadas aos Cuidados de Saúde: Estudo Piloto PrevInf

Background: Healthcare-associated infections (HAIs) pose a significant challenge in Southeast Asia. Despite various reforms in the curricula of this region, health courses have not adequately addressed the prevention of HAIs. Objective: To evaluate the perceptions of nursing educators in Southeast Asia regarding an innovative educational approach developed by the PrevInf project consortium. Methods: A pilot study was conducted using a quantitative approach and descriptive design at two universities in Cambodia and two in Vietnam. Nursing educators were invited to participate in a training session that included a presentation of the PrevInf Model, the pedagogical materials, and the simulation scenarios developed by the project consortium. After the session, the nursing educators completed a questionnaire to assess their agreement with a set of statements concerning the outputs’ feasibility, adequacy, and applicability. Results: The study included 121 nursing educators who reported high agreement regarding the feasibility of the PrevInf Model and its acceptability in various contexts, with no statistically significant differences observed between countries. Across both countries, participants expressed moderate to high agreement that the simulation scenarios represent an appropriate pedagogical strategy and adequately cover essential topics related to the prevention of HAIs. Conclusion: Nursing educators believe that the PrevInf Model, along with its pedagogical materials and simulation scenarios, demonstrates high adequacy, acceptability, and feasibility, with the potential to enhance students' knowledge and skills in HAI prevention. Further research is needed to refine the cultural relevance of the PrevInf Model when compared to traditional teaching methods.

Low-Cost, Scalable Simulations in Obstetric Trauma and Resuscitative Hysterotomy for Emergency Medicine Residents.

Simulation-based learning is essential for health care providers to prepare for rare obstetric emergencies, such as severe trauma and maternal cardiac arrest. These situations demand rapid and prompt actions, often testing the skill of emergency physicians. Resuscitative hysterotomy (RH), a critical procedure in maternal cardiac arrest, requires technical expertise, coordination, and anatomical knowledge. The high cost of commercial trainers and complex existing models restricts accessibility. This resource introduces a low-cost anatomically accurate RH task trainer and assesses its effectiveness in improving skills and confidence among trainee emergency physicians. A 20-minute-long case scenario depicted the resuscitation of a pregnant trauma patient with tension pneumothorax and uterine rupture, culminating in maternal cardiac arrest necessitating RH. Residents performed RH on the task trainer under faculty guidance. Feedback followed the Pendleton model, and an online questionnaire gauged the residents' experiences. Thirty emergency medicine residents participated in the simulation. The questionnaire revealed positive responses, confirming the session's relevance and enhancement of clinical skills and confidence. Our results underscore the RH task trainer's critical role in improving residents' skills and confidence during obstetric trauma simulations. Its realism and effectiveness were notably well received. Future refinements aim to augment fidelity while preserving affordability and integrating regular reinforcement sessions. This innovative educational approach equips health care professionals to respond adeptly to rare and challenging obstetric emergencies, ultimately elevating outcomes for mothers and infants during critical situations.

Heutagogy in Action: Empowering Mathematics Teachers Through Innovative Pedagogical Approaches

As a result, mathematics teachers are prompted to focus on the heutagogical approach. However, challenges arise, like inadequate training and support among mathematics teachers. Thus, this study concentrated on formulating a series of teaching activities aligned with the heutagogical approach, specifically tailored to assist mathematics teachers in enhancing their teaching methods. This study was conducted using the Fuzzy Delphi Method (FDM) involving 15 experts with various fields of expertise such as mathematics education, educational technology, heutagogy, pedagogy and the curriculum as well as primary and secondary school mathematics teachers. The data was collected from October 2023 to November 2023 by using a questionnaire as the primary means of collecting data. Findings were analysed using triangular fuzzy number, threshold value, percentage for expert consensus and defuzzification process to determine the acceptance and ranking for each teaching activity. The results indicate that teachers assign projects that require students to explore real-world applications of mathematical concepts, were ranked first, followed by other activities, while teachers arrange virtual sessions with guest speakers from the mathematics field to provide insights to real-world applications were ranked last. In conclusion, this study offers valuable insights for mathematics teachers interested in enhancing student-centered learning within the framework of Education 4.0.