Innovative Teaching Approaches Research Articles

Exploring Local Wisdom: Ethnoscientific Study of Durian Tempoyak-Making in Indragiri Hilir as a Source of Science Learning

Local wisdom-based learning is one of the innovative approaches in science education that enhances the relevance of scientific knowledge to everyday life. One form of local wisdom that can be studied from an ethnoscientific perspective is the production of durian tempoyak in Indragiri Hilir, Riau. The fermentation process of durian tempoyak involves scientific concepts in biology and chemistry, such as microorganism activity, fermentation reactions, and changes in food's physical and chemical properties. However, research on integrating local wisdom into science education remains very limited. This study aims to analyze local wisdom in the production of durian tempoyak from a scientific perspective. Data were collected through interviews with informants selected using the snowball sampling method. Data analysis was conducted using the Miles and Huberman qualitative approach. The research findings indicate that the Malay community continues to preserve the tradition of making durian tempoyak. The production process includes preparing materials and tools, fermentation stages, and its benefits in science learning. In conclusion, exploring ethnoscience in durian tempoyak production provides an opportunity to link science with local culture, particularly in biotechnology. Integrating local wisdom into science education will enhance students’ appreciation of culture and develop 21st-century skills.

Enhancing Logical Thinking Skills of Future Informatics Teachers through Artificial Intelligence

Despite the increasing integration of artificial intelligence (AI) in education, its potential to enhance cognitive thinking skills—particularly logical thinking skills—among future informatics teachers remains underexplored. Addressing this gap, the present study examines the effectiveness of AI-based instruction in developing logical thinking and problem-solving abilities. Conducted within the broader context of educational modernization in Kazakhstan, the study investigates how AI tools influence students' intuitive understanding of abstract informatics concepts. A randomized controlled trial was conducted with 48 future informatics teachers from a university in Kazakhstan, divided into experimental and control groups. The experimental group received training using AI tools, while the control group followed traditional informatics instruction. The results indicate that the experimental group outperformed the control group in problem-solving tasks and exhibited significantly greater logical thinking skills. These findings highlight the potential of AI-based instruction in improving cognitive competencies essential for future educators in informatics. The study emphasizes the importance of integrating artificial intelligence in informatics education to promote logical thinking skills in future educators. It advocates for targeted support and training initiatives that will enable informatics teachers to use artificial intelligence tools effectively. This study contributes to the ongoing discourse on improving the quality of education in Kazakhstan and similar contexts through innovative pedagogical approaches. Finally, the study highlights the need for further research to investigate the long-term impact of artificial intelligence on teachers' pedagogical practices and student learning outcomes.

Editorial: Cultivating inclusive, engagement, and meaningful learning experiences in physical education and the arts education

"Education is in constant evolution, seeking ways to foster inclusion, engagement, and meaningful learning experiences. Physical education (PE) and arts education hold transformative potential, yet achieving inclusive, supportive, and effective learning environments requires innovative pedagogical approaches and critical reflection on existing practices. This issue of the Journal for Research in Arts and Sports Education presents three studies that contribute to this discourse, addressing cooperative learning (CL) for inclusion in PE, teacher support for self-regulated learning, and student teachers’ engagement with the arts through The Cultural Schoolbag (TCS) initiative." Read the whole editorial by the editors Sofia Jusslin and Ove Østerlie below.

Geography Experiential Learning beyond the Classroom at the University for Natural Resource Management in Chris Hani West District, South Africa

This a journey through landscapes beyond the confines of textbooks. In this journey, future educators immerse themselves in the study of geography and become part of the dynamic rhythm of the natural world. This research explored the transformative realm of experiential learning outside the traditional classroom. Here, field trips, outdoor projects, and hands-on workshops serve as a vibrant backdrop for understanding sustainable natural resource management. This investigation focused on using geography-focused experiential learning in resource management within the Chris Hani West District of South Africa. As global environmental challenges escalate, the need for innovative educational approaches has become unprecedented. This study, guided by David Kolb’s experiential learning theory (ELT), adopted an interpretive research paradigm through a phenomenological lens. The purposive and snowball sampling methods were employed for participant recruitment, and one-on-one data collection provided deep insight into participants’ subjective experiences. Thematic analysis was used to present our findings. The results disclosed the potential of experiential learning to cultivate environmental stewardship and empower individuals as active contributors to resource conservation efforts. Importantly, the study highlights the necessity and value of internships and apprenticeships in this educational paradigm. It further investigated the critical role of experiential learning in geography education for effective natural resource management. Some recommendations suggested promoting activities like field trips, habitat restoration efforts, and simulations to provide student teachers with essential hands-on experience and skill-building opportunities. State the contribution of this study to scholarship. Keywords: Experiential Learning, Effectiveness, Geography, Natural Resource Management, Classroom Settings.

When Literature Meets Nursing Knowledge: An Innovative Approach to Strengthen the Learning of Disciplinary Fundamentals.

Conceptual models and nursing theories form the foundation of nursing science, guiding clinical reasoning and improving care quality. Teaching these abstract theoretical concepts presents a pedagogical challenge, particularly for novice students who often perceive them as complex. This article presents an innovative pedagogical approach combining art and nursing science. The method uses literary analysis as a learning vector, mobilizing Meleis' transition theory through the development of an analytical reading report. This strategy demonstrates its effectiveness in developing students' analytical and writing skills, facilitating the appropriation of disciplinary knowledge. Its transferability makes it a relevant tool for the international community of nursing educators.

Developing Thai University Students’ Review Writing Skills through International Movie Trailers

Following a paradigm of English as an international language — one that values cultural diversity — this classroom research conducted a quasi-experiment using a single-group pretest and posttest design. The study incorporated learning materials from both Anglophone and non- Anglophone settings, utilizing international movie trailers with English subtitles as a novel instructional resource. The primary aim was to enhance Thai university students' writing skills in the context of movie reviews and to explore their perceptions of this instructional innovation. Participants were 39 Thai third-year undergraduate students from a public university in Thailand. Data collection was done through pretest and posttest results, questionnaires, and semi-structured interviews. The findings of innovative teaching approach show that the students writing abilities improved significantly following the intervention. The study posits that international movie trailers can be an engaging teaching and learning medium, helping to stimulate students' writing motivation through diverse and culturally significant input. Further, this study encourages the use of the English language in varied contexts, aiding students in understanding the multifaceted identities of English users across different cultural boundaries.

Improving Student Performance in Secondary School Chemistry through Strategic Intervention Materials Integrating Real-World Scenarios

<p>This study used a quasi-experimental pretest-posttest design with non-equivalent groups to assess the effectiveness of a Strategic Intervention Material (SIM) incorporating interactive real-world scenarios on secondary school chemistry performance. Eighth-grade students from a rural public secondary school in southern Nueva Vizcaya, Philippines, participated, with the experimental group receiving the SIM intervention and the control group receiving traditional classroom instruction. The findings demonstrated significant improvement in posttest scores among students exposed to SIM integrated with real-world scenarios, contrasting with minimal gains observed in students taught through conventional methods. These results highlight the effectiveness of integrating real-world contexts into educational materials to enhance student engagement and comprehension of complex chemistry concepts. The findings underscore the importance of incorporating real-world scenarios into educational strategies to optimise learning outcomes in secondary school chemistry. Educators are encouraged to adopt innovative teaching approaches that stimulate active engagement and practical and contextualised application of knowledge to enhance student academic achievement.</p>

Exploring the role of teacher training faculties in the Basque country as LTAs promoting minority language-centered multilingualism

ABSTRACT Language Teaching Associations are understood as professional networks supporting members with exchanges and development (Pentón Herrera 2022, “Advocacy for Language Teacher Associations.” English Teaching Forum 60 (4): 21–29). In the specific multilingual education setting of the Basque Country, Teacher Training Faculties are understood as the core LTAs for the transmission and development of Basque-centered multilingual education (Cenoz and Gorter 2023. The Minority Language as a Second Language: Challenges and Achievements, 1st ed. Routledge; Gartziarena, Villabona, and Olave 2024. “In-Service Teachers’ Multilingual Language Teaching and Learning Approaches: Insights from the Basque Country.” Language and Education 38 (2): 203–2017). These LTAs not only have a pivotal role in conducting research about multilingualism or introducing vanguard perspectives to multilingual teaching approaches, these are also key agents in supporting, transmitting, and updating pre-service teachers’ understanding of multilingualism and innovative multilingual teaching approaches adapted to the specific and varied sociolinguistic contexts of the Basque Country (Bier and Lasagabaster 2022. “What has Changed Over 18 years? Future Teachers’ Language Use and Attitudes Towards Multilingualism in the Basque Autonomous Community.” Language and Education 37 (6): 675–697; Orcasitas-Vicandi and Perales-Fernández-de-Gamboa 2022. “Promoting Pedagogical Translanguaging in Pre-Service Teachers’ Training: Material Design for a Multilingual Context with a Regional Minority Language.” International Journal of Multilingualism, 1–21). This study investigates how an LTA in the Basque Country supports pre-service teachers’ perspectives on key elements embodying multilingualism and how these interact in the construction of their multilingual mindset, being crucial components for successful Multilingual Education Advocacy in the future. The study employs a mixed methods approach, combining a specifically designed online questionnaire (N = 331) with five focus group discussions (N = 30). The paper explores pre-service teachers’ view of multilingualism, perspectives on language revitalization efforts, the utility of languages representing multilingualism, language usage, self-proficiency levels, and self-identification with languages. It presents significant insights from future generations of teachers and provides a comprehensive description of multilingualism in societal and educational contexts in the region, with Teacher Training Faculties represented as the LTAs in the Basque Country, serving as decisive and vital agents in advocating for multilingualism.

Integrating Traditional Chinese Music into Modern Education: A Comprehensive Literature Review

This study explores the integration of traditional Chinese music into modern education, focusing on its impact on learning, cultural preservation, and educational growth. It reviews current research on implementation frameworks, challenges, and opportunities. Successful integration requires balancing cultural authenticity with modern teaching methods. Findings show that traditional Chinese music enhances students' cognitive skills, cultural awareness, and musical proficiency. Key elements for implementation include qualified educators, effective teaching materials, technology use, and cultural preservation strategies. Challenges such as resource shortages, teacher training gaps, and cultural barriers persist, but emerging technologies and innovative teaching approaches offer solutions. Addressing these issues, particularly the urban-rural divide in resources and teaching quality, is crucial. The study highlights the role of traditional Chinese music in cultural identity formation and education. Recommendations include professional development programs, better resource distribution, and comprehensive curriculum guidelines that blend traditional content with modern methods. These insights have important implications for educational policy, teacher training, and curriculum design in music education.

Design Thinking as an Innovative Approach in a Project-Based Learning Context

Introduction: This article explores the use of Design Thinking as an innovative pedagogical approach in the context of digital project-based learning, particularly in the field of cultural heritage. The research highlights the potential of this approach to foster creativity, collaboration and the development of innovative solutions for digital cultural mediation. Study methodology: The study used Design Thinking workshops, a pedagogical approach based on phases of divergence and convergence, involving interdisciplinary Masters students, and project evaluation based on various criteria. Results: The results of the study highlighted four projects that effectively demonstrate the innovative use of digital technologies to enhance cultural heritage. Qualitative analysis of the projects revealed a number of strengths, including innovation, originality of approach, effective integration of digital technologies and a multidisciplinary approach. The projects also highlighted the potential of Design Thinking to develop user-centred solutions, use gamification and interactivity, and transform interaction with heritage. Discussion and conclusions: The article discusses the value of design thinking in project-based learning to foster innovative solutions and improve students' digital creativity skills in the cultural heritage field.

The Structure and Implementation Strategies of Problem-Based Learning (PBL) Courses in Legal Education

Problem-based learning (PBL) has been widely acclaimed as an innovative pedagogical approach that nurtures students’ problem-solving abilities, self-directed learning skills, and collaborative competencies. This systematic review examines the structure and implementation strategies of PBL courses in legal education. Through a comprehensive literature review, case study analysis, and comparative research, this paper delineates the key structural components of PBL courses in law, encompassing learning objectives, problem design, learning resources, teaching activities, and assessment methods. Furthermore, it synthesizes effective implementation strategies, such as adjustments to teacher roles and training, student grouping and task delegation, problem-oriented instructional design, diversified teaching methodologies, and a synergy of formative and summative assessments. The review also elucidates the advantages and limitations of PBL in legal education, the challenges encountered during implementation, potential countermeasures, and future development trajectories. Recommendations are provided to further promote PBL in legal education, emphasizing policy support, pedagogical practice, theoretical research, and cultivating a conducive culture. This review contributes to the understanding and advancement of PBL in legal education, offering insights for educational practitioners, researchers, and policymakers to enhance the quality and efficacy of legal talent development.

Integrating playful pedagogies with the curriculum: The perspectives and practices of teachers working across infant, first and second classes, in Ireland

While play is a key feature of the early childhood curriculum, its role in primary education can be more peripheral. In Ireland, a new primary curriculum framework aims to strengthen connections between learning in preschool and school through embedding a playful approach, more dynamically, in the primary context. This paper will share findings from an online mixed methods survey of 293 teachers, working in junior and senior infants and in first and second class. Congruent with research in other countries, findings suggest that while play is associated with a broad range of benefits, and is seen as compatible with learning in school, its potential is not optimised due to a myriad of system, school, teacher, and child features. While the prominence of playful pedagogies in the new primary curriculum framework is welcome, the current findings underscore issues which could impact on the fidelity with which it is implemented. The findings from this study affirm the value of surfacing teachers’ perspectives during times of curriculum reform. The perceived enablers and barriers, to adopting playful and innovative pedagogical approaches, can inform the provision of resources and design of supports which will be required to embed play successfully in Irish primary schools. To harness existing best practice and to propel and sustain curriculum innovation, teachers clearly need to be seen as partners rather than mere consumers or receivers of curriculum redevelopment.

Meningkatkan Mutu Belajar Fiqih melalui Model CTL Berbasis Canva: Studi Efektivitas di Madrasah Tsanawiyah

The learning process in fiqh subjects at MTs Sunan Gunung Jati Jombang still relies on conventional models, and the integration of digital media remains suboptimal, leading to less-than-optimal student learning outcomes. This study aims to analyze the effectiveness of the Canva-based Contextual Teaching and Learning (CTL) model in enhancing the quality of fiqh learning. The research employs a pre-experimental design with a one-group pretest-posttest approach, where a single group undergoes both pre-test and post-test assessments. The sample consists of 20 students selected through a saturated sampling technique. Data collection methods include tests/questionnaires, observation, and documentation, with data analysis conducted using IBM SPSS Statistics Software. The results of the N-Gain test indicate that the effectiveness of the Canva-based CTL model is 57.536%, which falls within the "moderately effective" category. This suggests that while the Canva-based CTL model contributes positively to improving students' learning quality in fiqh subjects, further refinement may be needed to enhance its impact. The findings highlight the potential of digital learning media in Islamic education and emphasize the need for innovative pedagogical approaches to optimize student engagement and learning outcomes. Future research should explore additional variables that may influence the effectiveness of digital learning models and consider comparative studies with other instructional methods to provide a more comprehensive understanding of their pedagogical implications.

Exploring Flipped Classrooms in EFL Teaching: A Comprehensive Systematic Review

The flipped classroom model has gained significant attention as an innovative pedagogical approach to teaching English as a Foreign Language (EFL). This method promotes active learning, student engagement, and improved language proficiency by shifting content delivery to pre-class activities and dedicating class time to interactive and collaborative tasks. This systematic review synthesizes findings from seven peer-reviewed studies published between 2016 and 2024, selected through a PRISMA-guided search of ERIC, ScienceDirect, and Google Scholar databases. The analysis highlights the flipped classroom’s effectiveness in enhancing EFL learners’ speaking, listening, and reading skills, fostering autonomy, and reducing language learning anxiety. Despite its benefits, challenges remain, including technological disparities, variations in student readiness, and insufficient teacher training. The review underscores the need for tailored professional development, equitable access to digital resources, and adaptive strategies to address these obstacles. Additionally, cultural and contextual factors significantly influence the model’s success, necessitating further exploration to optimize implementation in diverse educational settings. This systematic review contributes to the growing body of research on flipped classrooms, providing insights for educators and policymakers to enhance the efficacy of this approach. By addressing identified challenges and leveraging their advantages, the flipped classroom model offers a promising avenue for transforming EFL education and meeting the demands of 21st-century learners in a globalized world.

Роль преподавателя как «ученика» в изучении английского языка в медицинских вузах

This study examines methods to enhance the effectiveness of English language learning among students of medical universities. It analyzes the implementation of innovative pedagogical approaches combined with the use of visual aids that increase the productivity of English language learning in the profession (ESP). The purpose of the study is to identify effective teaching methods in medical universities. Research methods. The method of enhancing the role of the teacher as a key element in the successful teaching of English through ESP in medical education is employed, thereby ensuring a deeper interaction between theory and the practical needs of students. Research results. The experimental data demonstrated a significant improvement in students' language skills, particularly in the areas of listening and speaking, as well as an increase in their level of engagement and satisfaction with the learning process. Through the development of opportunities for both individual and collaborative learning, students were able to assimilate the material more deeply and meaningfully. Conclusions. The results of the study determine the importance of interdisciplinary connections and contextual learning focused on fundamental medical disciplines such as anatomy, physiology, pharmacology, and others, as well as the necessity for continuous professional development of English language instructors in medical universities. In this regard, plans for practical classes are provided, which facilitate the assimilation of lexical and grammatical material, emphasizing the influence of the medical context on the understanding of the English language by medical students. The article is relevant for ESP instructors working in the field of medicine.

Innovative integration of situated and collaborative learning: Enhancing third-grade students' Chinese reading comprehension and social abilities

This study explores the integration of situated and collaborative learning to enhance third-grade students' Chinese reading comprehension and social abilities, addressing a critical gap in primary school education research. Situated learning immerses students in realistic contexts while collaborative learning emphasizes teamwork and interaction. The study introduces an innovative pedagogical approach to improve academic and social outcomes by combining these methods. A quasi-experimental design was implemented with two groups of students from a primary school in Shandong, China. The experimental group used the hybrid teaching method while the control group followed traditional instruction. Data collected through reading comprehension tests and social abilities assessments revealed significant improvements in the experimental compared to the control group with large effect sizes in both domains. These findings underscore the combined approach’s effectiveness in fostering deep learning, improving communication skills, and enhancing teamwork. Practical implications highlight the method’s potential to address challenges in traditional teaching by integrating real-world scenarios and collaborative tasks. The study is limited by its short-term focus and sample size, suggesting future research should examine longitudinal effects, broaden participant diversity, and evaluate its impact on other competencies such as writing skills and creativity despite its success. This study contributes to the field by demonstrating a transformative approach to primary education, bridging theoretical learning and practical application.

Innovation in teaching and learning: Gamification toward enhancing the performance of entrepreneurial skills and leadership skill in pharmacy student.

Innovation in teaching and learning: Gamification toward enhancing the performance of entrepreneurial skills and leadership skill in pharmacy student.

Planetary health education in undergraduate medical education in Germany: results from structured interviews and an online survey within the national PlanetMedEd Project.

In light of the accumulating evidence, awareness and urgency to act upon the three planetary crises - climate change, biodiversity loss, and pollution - the concept of Planetary Health underscores their profound implications for health and promotes actionable solutions to advance both wellbeing and ecological sustainability. Despite (inter)national calls to integrate Planetary Health into health workers' curricula, the current status of Planetary Health Education in undergraduate medical education in Germany is unclear. This study therefore aimed (a) to assess the current implementation of Planetary Health in undergraduate medical education in Germany and (b) to explore its characteristics as a foundation to develop evidence-informed recommendations for mainstreaming Planetary Health Education in medical schools in Germany. The study comprised structured interviews followed by an online survey, both targeting all 39 medical schools in Germany. In 2021, structured interviews were conducted with students, educators and deanery staff at medical schools. In 2023, educators and deanery staff participated in an online survey based on the findings from the interviews. In total, 80% of the 39 medical schools participated in the interviews, while 90% took part in the online survey. Based on integrated findings, 35 medical schools (90%) offered Planetary Health Education, with a median of two educational activities, including both stand-alone courses and lectures integrated into other courses. Despite an overall increase since winter semester 2021/2022, most educational activities were electives and not part of the mandatory curriculum. Innovative educational approaches and learning objectives differed significantly between mandatory and elective formats. In contrast to mandatory educational activities, student involvement was reported for the majority of electives and was significantly associated with transformative learning objectives. Despite a steady rise in teaching activities, mandatory Planetary Health Education remains insufficiently integrated into undergraduate medical education in Germany. Key criteria defining high-quality Planetary Health Education, such as innovative educational approaches, practical skills, and transformative learning, were primarily reflected in electives, that reach only a minority of students. To adequately equip the future healthcare workforce, the current barriers to successfully integrating Planetary Health into medical education must be systematically addressed and overcome.

Impact of Educational Policies and Reforms on Human Capital Development in Rwanda

Rwanda, a landlocked country in East Africa, has undergone remarkable transformation in the decades following the 1994 genocide against Tutsi. The investment made in the technology and education system is a means of fostering the development of human capital. Thus, recognizing the role of education in the achievement of human capital development, the country has undertaken significant education reforms and policy initiatives in recent years to improve the quality and accessibility of education across the country. Therefore, this study aimed at examining the extent to which educational policies and reforms contributed to human capital development. Conducted in 30 districts, the study employed a cross-sectional survey research design under an explanatory quantitative research approach to collect data from 310 teacher respondents. The data collected were analyzed using bivariate correlation and regression analyzes. The findings revealed a positive and significant relationship (p<0.05) between current educational policies and reforms on the development of human capital in Rwanda. Additionally, the linear regression model indicated that the implementation of the competency-based curriculum (CBC) (β= 0.207, p < 0.5), designed content in the CBC (β= 0.364, p < 0.05), the infrastructure and resources (β= 0.151, p < 0.05), and the provided teaching and learning materials (β= 0.113, p < 0.05) contributed significantly to human capital development in Rwanda. They contributed 35.6 % (Adjusted, R2 = 0.356, p < .05) of the variance. Recommendations include regular teacher training programs on innovative teaching approaches, ICT integration in teaching and learning, inclusive education, gender-responsive pedagogy, as well as planning activities that involve student engagement directly, such as diverse competitions in their respective subjects, and field visits. Received: 2 July 2024 | Revised: 19 November 2024 | Accepted: 14 January 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Aimable Sibomana: Conceptualization, Methodology, Formal analysis. Louis Havugiyaremye: Conceptualization, writing - orginal draft. Emmanuel Bizimana: Formal analysis, Validation, Writing - review & editing. Pancras Ndokoye: Investigation, Resources, Project administration.

Innovative Approach to ESD Integration into School-Based Curriculum Development Modules for Elementary Schools

This study explores the curriculum development process and implementation challenges of a case school transitioning from a local to an ESD curriculum. Data were collected over 13 months through observations, interviews, and analysis of curriculum documents to examine the school’s curriculum development trajectory. The findings reveal that the school uses core concepts to link learning themes across grade levels, fostering a deeper and more coherent understanding of sustainability among students. Engagement and collaboration with key stakeholders provide diverse perspectives, and the school’s curriculum design is generally responsive to the concerns of its internal stakeholders. This study develops four perspective modules for ESD curriculum transformation: systemic, interdependent, comparative, and dialectical. In addition to analyzing the distinct applications of these perspectives, this research also discusses their usability in designing and implementing ESD in educational environments. These modules are designed to assist curriculum designers and practitioners in navigating the inherent complexities and contradictions of sustainability issues through innovative pedagogical approaches and to provide a valuable framework for educators transitioning from environmental education or local curricula to robust ESD implementation.