Innovative Teaching Practices Research Articles

Innovations in Teaching Practices

Innovations in teaching practices are critical for promoting student engagement, motivation, and learning outcomes. This abstract highlight recent advancements in technology, pedagogy, and learning environments that have led to more effective and personalized teaching approaches. The integration of interactive tools, flipped classrooms, and project-based learning has shown promising results in enhancing student comprehension and retention. Additionally, the implementation of culturally responsive teaching methods and incorporating diverse perspectives in curriculum design have been instrumental in fostering creativity, critical thinking, and inclusivity in the classroom. By staying abreast of current trends and continuously seeking out innovative strategies, educators can adapt to the ever-evolving needs of today's learners and create enriching educational experiences. Teaching practices are constantly evolving due to innovative approaches. Educators are incorporating new methods and strategies into their teaching to enhance student learning. The landscape of education is being transformed through innovative teaching practices. Teachers are adopting cutting-edge techniques to engage students and improve academic outcomes. Innovations in teaching are revolutionizing the way students are taught and motivated to learn.

CMALT cMOOC

This paper outlines the design stage of a project that reimagines lecturer professional development around a network of communities of practice scaffolded by a cMOOC (connectivist Massive Open Online Course), where sustained collaborative engagement with innovative teaching practice is recognised via established international peer-based professional accreditation pathways such as CMALT (Certified Member of the Association for Learning Technology). Informed by a design based research methodology, the CMALT cMOOC leverages a network of national and international collaboration and innovative teaching expertise, providing an agile and scalable framework to support the development of participants’ CMALT portfolios as evidence of critical engagement with new modes of practice and enhanced student outcomes.

Evaluating OPEN-MURDER Scenario Impact on Vocational Education

This study investigates the impact of the OPEN-MURDER scenario on the learning outcomes of 36 Software Engineering program students in Vocational Schools (SMK). Utilizing a quasi-experimental design, pretest-posttest assessments were conducted to measure learning outcomes before and after implementing OPEN-MURDER, focusing on mood, understanding, recall, digest, expand, and review. Results show a significant improvement, with pretest scores averaging 71.72 and posttest scores 89.53 (p < 0.05). The findings underscore OPEN-MURDER's positive influence on SMK students' learning outcomes, suggesting its potential as an effective teaching model to enhance motivation, problem-solving skills, and classroom engagement. Future research could explore comparative analyses with control groups and encourage educators to adopt OPEN-MURDER for innovative teaching practices. Highlight: OPEN-MURDER Evaluation: Assesses impact on vocational students' learning outcomes. Experimental Design: Utilizes pretest-posttest method to measure effectiveness. Positive Influence: Shows significant improvement in student learning outcomes post-implementation. Keywoard: Open-Murder Scenario, Learning Outcomes, Vocational Schools, Quasi-Experimental Design, Teaching Model.

CONECTANDO RESISTÊNCIA E AFETOS COM A CONSTRUÇÃO DE UM GRAFITE NA EDUCAÇÃO INFANTIL

This article sought to narrate the daily development of a pedagogical activity using digital graffiti with Early Childhood Education students from a public school in Aparecida de Goiânia, during the transition from the Covid-19 pandemic to the post-pandemic period. The aim is to demonstrate how the practice of digital graffiti can be employed in Early Childhood Education to promote children’s creative expression and socio-emotional education. The methodology adopted was an exploratory, descriptive investigation based on the authors’ experiences and the adaptation of the Physical Education curriculum to incorporate digital graffiti activities. The sessions were structured in four stages, each inspired by songs and relevant artists from the Hip Hop movement, guiding reflections on the pandemic and the collective creation of digital graffiti. The main results include enhancing creative expression through digital graffiti and integrating digital technology into children’s educational processes. Additionally, the activity allowed participants to share experiences related to overcoming the pandemic period, strengthening their socio-emotional skills. It is concluded that digital graffiti can be used as an important curricular tool in Early Childhood Education, expanding interaction through play and paving the way for hybrid teaching models that combine innovative pedagogical practices in cyberculture.

Transforming educational leadership in higher education with innovative administrative strategies

In developing nations particularly in Africa, innovative administrative strategies are essential for educational leaders to navigate inherent challenges in education. This study aims to explore how educational leaders in higher education can be equipped with innovative administrative strategies to cause a positive change in education delivery. A systematic literature review was conducted to achieve this aim, drawing on the transformational leadership model as its theoretical underpinning. The search encompassed scholarly publications from major repositories like Scopus, Web of Science, and International Bibliography of the Social Sciences and Textbooks from 1967 to 2023. The search process went a series of exclusive and inclusive processes and yielded 43 research articles. The synthesized findings were analyzed using a thematic approach. The findings indicate that transformational leadership has the potential to incorporate innovation into higher educational administrative practices. It was also found that innovative administrative practices in higher education can be achieved through staff motivation, technology integration, adoption of agile methodologies, collaborative research, interdisciplinary collaboration, seminars, workshops, and positive organizational culture. Based on the findings, professional development programs for managers and administrators in higher education were highly recommended. These programs would help enhance the knowledge and skills of employees in educational administration.

Technology-enhanced learning in Pharmacology through non-linear storytelling

There is a growing body of literature highlighting the potential of game-based learning (GBL) in creating immersive, highly engaging, active learning experiences. Furthermore, advances in digital technology along with the demand for online learning during the COVID-19 pandemic has brought digital GBL to the forefront of innovative teaching practice. Here, I share some of the digital GBL strategies we have developed to support our pharmacology teaching. In collab¬oration with our students, we have co-created a series of “choose your own adventure” style games using Twine; an open-source storytelling game engine. Importantly, we have shown that adoption of these GBL approaches is highly effective in promoting student engagement, subject understanding, and learning community. Furthermore, I also dis¬cuss how AI tools can allow educators with little knowledge or experience of game development to create unique and engaging learning experiences for their students.

Post-Pandemic Support for Special Populations in Higher Education through Generative Artificial Intelligence

The sudden closure of schools in response to the COVID-19 pandemic prompted education authorities to quickly explore new teaching and learning methods. This disruption to traditional classroom settings led to the implementation of innovative strategies that assist educators and students in developing abstract thinking skills. In the wake of the ongoing impact of the pandemic on education, one crucial innovative approach that educators should embrace is generative Artificial Intelligence (AI). Generative AI represents a significant transformation in the education sector, offering human-like content tailored to meet the individual needs of students, educators, and institutions. While the integration of generative AI post-pandemic is inevitable, this chapter highlights the myriad opportunities it presents for the education industry, particularly in terms of the strategies it provides for colleges and universities to recruit and engage diverse student populations through personalized instruction and equal access to opportunities. In the evolving landscape of post-pandemic education, technology that supports collaboration, critical thinking, and real-world educational connections is no longer considered a futuristic concept. While educational practices continue to evolve, the substantial entry of generative artificial intelligence into education is both distinct and unavoidable. With technological advancements come questions of digital equity and effective implementation. This chapter underscores how generative artificial intelligence can bridge these gaps by creating customized learning experiences that benefit educators and enhance access to knowledge. The emergence of generative artificial intelligence as a technological support tool is poised to bring about significant changes in education. Generative AI has the potential to drive the necessary shift towards personalized instruction and meaningful student interactions. This chapter seeks to provide a comprehensive overview of the importance of exploring generative AI strategies as the education sector grapples with the repercussions of the COVID-19 pandemic. It presents insights into current and future opportunities offered by generative artificial intelligence to support innovative teaching practices, foster equitable growth, and facilitate the transition to educational systems on a global scale.

Integration of artificial intelligence by the Central Board of Secondary Education in India: towards innovative teaching and learning practices

ABSTRACT The rapid advent of artificial intelligence (AI) is influencing education systems at all levels. Understanding the wide-ranging potential implications of AI, the Indian Central Board of Secondary Education (CBSE) has produced an AI integration manual consisting of details, strategies and approaches to successfully integrate AI in teaching and learning processes in its affiliated schools. Using thematic analysis, this study attempts to explore the promises and potentialities of AI in K–12 education with reference to the initiatives taken by the CBSE in its school system. Results show that the CBSE has taken two-fold initiatives to integrate AI in its school curricula. The first is to introduce AI as an independent subject of study, and the second is to integrate AI as a parallel pedagogical approach to instruct other multidisciplinary school subjects and vice versa. Finally, the study makes some concluding remarks regarding innovative AI incorporation in K–12 education.

Islamic Teachers’ Implementation of the Merdeka Curriculum in Senior High Schools: A Systematic Review

In response to the evolving educational landscape in Indonesia, this systematic review explores the implementation of the Merdeka Curriculum at the senior high school level, with a specific focus on the dynamic interplay between Islamic teachers and the curriculum. The study aims to shed light on the pivotal roles played by Islamic teachers in shaping the educational experience within the framework of increased school autonomy. As these teachers navigate the autonomy granted by the curriculum, they serve as key agents in imparting knowledge and instilling Islamic values in students. The research objectives center on investigating the challenges faced by Islamic teachers, particularly concerning the delicate balance between religious education and a broader curriculum. Simultaneously, the study identifies opportunities for innovative and culturally relevant teaching practices within the Merdeka framework. Employing a comprehensive literature review, the research contributes valuable insights for policymakers, administrators, and educators seeking to enhance the integration of Islamic values in Indonesian senior high schools. In terms of key findings, the study reveals nuanced challenges in balancing religious education with broader curricular goals. However, it also identifies promising opportunities for innovative teaching practices that align with cultural nuances within the Merdeka Curriculum. These findings underscore the significance of navigating school autonomy effectively, especially in the context of Islamic education. In addition, they emphasize the need for tailored approaches to ensure a harmonious integration of Islamic values in the evolving landscape of senior high schools in Indonesia.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

Rosbercon Girls' Grammar School: the adoption of innovative educational practices in early 20th century Australia

PurposeThis paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.Design/methodology/approachThe paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.FindingsRosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.Originality/valueThis paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

From classrooms to cyberspace: Understanding pedagogical approaches and outcomes in Metaverse learning environments

In recent years, the educational landscape has undergone a seismic shift propelled by the emergence of Metaverse learning environments. This transformative phenomenon has sparked widespread interest and prompted scholars to delve deeper into its intricacies. Our research plans to meticulously explore and comprehend the diverse pedagogical methodologies adopted within these cyberspatial realms, focusing on unravelling their outcomes and educational implications. As we embark on this scholarly journey, we recognize the need to contextualize the evolution from traditional brick-and-mortar classrooms to the dynamic expanse of cyberspace. This transition marks a shift in the physical setting and a fundamental reimagining of educational paradigms. Thus, our study endeavours to trace this trajectory, shedding light on the nuanced interplay between pedagogy, technology, and learning outcomes within Metaverse environments. Employing an interdisciplinary approach, we aim to dissect the multifaceted nature of Metaverse learning, transcending disciplinary boundaries to gain a comprehensive understanding. This entails delving into these digital realms' immersive and collaborative dimensions, exploring how they shape the educational experience and foster innovative pedagogical practices. Moreover, our research seeks to uncover the transformative potential inherent in metaverse learning environments. By critically analyzing their affordances and limitations, we aim to offer insights into how these digital platforms can revolutionize education, paving the way for a more inclusive, engaging, and practical learning experience. In essence, our study aspires to contribute to the ongoing discourse surrounding the future of education in the digital age. By interrogating the complexities of Metaverse learning through a rigorous scholarly lens, we endeavour to chart a path forward that harnesses the full potential of these emerging technologies for the betterment of education.

Use of standardized patients in patient education practices of senior nursing students: A mixed-methods study

BackgroundThere is a need for innovative teaching practices in nursing education due to many factors, such as global changes, the rapid development of technology, the increasing number of students, and the recent pandemic. ObjectivesThis research was conducted using standardized patients to evaluate the attitudes and skills of senior nursing students toward patient education practices following the implementation of a patient education training program. DesignMixed-methods design. SettingsThe study was conducted at a nursing faculty. ParticipantsThe sample of the study consisted of 47 senior nursing students. InterventionThe students participating in the study were given a four-hour patient education training that included the preparation of patient education, preparation of materials, and effective presentation. MethodsA descriptive information form prepared by the researchers, the Patient Education Implementation Scale (PEIS), the Turkish version of the Patient Education Materials Assessment Tool for Printable Materials (PEMATTR-P), and the presentation skill evaluation form (PSEF) were used to collect quantitative data. Semi-structured interview forms were utilized to collect qualitative data. SPSS for Windows v. 25.0 and MAXQDA20 were used for the data analyses. Results with a p value of <0.05 were considered statistically significant. ResultsThe post-test mean PEIS scores of the students increased in the total scale and in all subdimensions. A significant difference was found in the understandability and actionability of patient education materials evaluated with PEMATTR-P (p < 0.05). The mean PSEF score of the students was 85.14 ± 9.25 points. Within the scope of the research, two main themes, namely emotions and efficacy, were determined. ConclusionsThis study confirms that structured patient education training, including the use of standardized patients, is important for supporting and developing nursing senior students' attitudes and skills toward patient education.

Innovations and illustrations of digital teaching practice in Australia during the pandemic: variations on a theme

ABSTRACT This article reports on a national study, Re-imaging the Future: Music Teaching and Learning, and ICT in Blended Environments in Australia, which examined music educators’ engagement with technologies and pedagogies during the pandemic. Data were collected via online survey (N = 105) between March and April 2021 and thematically analysed to answer two questions: What innovative approaches did music educators employ while teaching online? How did teachers use technology and media to support student learning? The two emerging themes (adaptive teacher practice and illustrations of learning) demonstrate how teachers modified their use of ICT, music technology and pedagogy to sustain online delivery of the curriculum. These display variations of teaching practice, diverse application of media (audio and video) and increased digital literacy. Participants implemented a myriad of twenty-first-century skills and technologies within their teaching. Recommendations are provided, embracing the ways Australian music educators responded to the challenges, exploring innovative digital teaching practice.

Teacher’s World : Paving the Path to Educational Advancement by Nurturing Knowledge in Bangladesh Education (Editorial, Vol. 49, and Issue 1)

The editorial aims to introduce Teacher’s World: Journal of Education and Research (TWJER) Volume 49 (1) and highlight its contribution to nurturing knowledge for the Bangladesh education system. The upcoming issue focuses on the ever-evolving landscape of education in the 21st century, emphasizing the significance of knowledge in education. Twelve original research articles are set to be published, covering diverse topics such as teachers' attitudes towards ICT integration, factors affecting accessibility for children with disabilities, sex education, TPCK, student participation, motivation, Facebook use, professional development, and global citizenship education. The articles are organized chronologically according to education levels—primary, secondary, and tertiary. The issue underscores the critical role of cultivating knowledge amid rapid advancements and employs various approaches and methodologies, including innovative pedagogical practices and technology integration. TWJER serves as a platform for dialogue and collaboration, encouraging reflection on adapting methodologies to diverse learner needs, the role of technology, and ensuring equitable access to quality education. The editorial anticipates that the shared knowledge will inspire actionable changes in classrooms, institutions, and educational policies. It positions the issue not just as an academic repository but as a catalyst for change, aiming to present research that not only analyzes the current state of education but also envisions possibilities for growth and improvement. Teacher’s World: Journal of Education and Research, 49 (1), 1-17

Rethinking Our Classrooms: Teachers’ Perceptions on Integrating Transferable Skills in the Classrooms to Create an Active Learning Environment

Despite many efforts to promote transferable skills development, it remains a challenge for Higher Education Institutions (HEIs) and schools. To improve education practices and meet the challenges of an ever-changing environment, it is vital to introduce a paradigm shift in education. In light of this, it is significant to identify and implement the teaching strategies that facilitate transferable skills development. There has long been a controversy over the traditional pedagogical style of lecture delivery as opposed to an active learning environment in which learners are engaged in the learning process itself. The paper sheds light on various ways of integrating transferable skills in the classroom. It examines diverse methods, teaching/learning strategies, and educational tools that aim at promoting a learner-centered learning environment, to ensure the development of transferable skills, such as critical thinking, teamwork, communication, collaboration, creativity, research skills, etc. Creating such a learning environment stimulates students' interests, engagement, and motivation. Consequently, it overviews a practical application of some activities and strategies that can activate the skills as well as reveals the results of findings that showed teachers’ perception regarding a practical application of some methods and strategies to enhance transferable skills. This research is significant by identifying the indicators of an active learning environment, which encourage educators to reimagine their classrooms and implement innovative teaching practices.

Retraction Note: Research on Data Analysis of Efficient Innovation and Entrepreneurship Practice Teaching Based on LightGBM Classification Algorithm

Retraction Note: Research on Data Analysis of Efficient Innovation and Entrepreneurship Practice Teaching Based on LightGBM Classification Algorithm

Innovative Pedagogical Practices In Teacher Education

Teacher education is a program that is related with teacher proficiency and competency to equip future teacher(pre-service) with the required set of knowledge, attitude and skill to face new challenges and training should be provided to in-service teachers to upgrade their knowledge and to make them competent to face new challenges by using innovative pedagogy. The main purpose of this paper is to explain the new changes that has been incurred in teacher education and gives overview of recent trends and innovative pedagogical practices that used in the teaching learning process that is need of the hour. Some of the innovative pedagogical practices like constructivist approach, flipped classroom, blended learning, personalized system of instruction or self-learning, team teaching, experiential learning, reflective teaching, competency-based approach, improving critical teaching skill, peer tutoring, multicultural education and some of the practices like importance on emotional intelligence, multidisciplinary approach, professional development through digital platform, recruitment of senior or retired teachers and involvement research-based teaching (Recommended by NEP-2020) etc. needs to be reflected in teacher education program that greatly helps in producing quality output in teaching learning process. To face the challenges in 21st century the teacher should have the skill and competency in different innovative methods and approaches to make the teaching learning process active, meaningful and enjoyable. That greatly helps the students to be a problem solver, decision maker and discoverer of knowledge.

Determining the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students’ mental well-being

BackgroundThe COVID-19 pandemic has brought about significant changes in the educational landscape, with a significant shift towards e-learning and remote teaching practices. As such, it has become increasingly important to understand the role of innovative teaching practices, sustainable learning, and the adoption of e-learning tools in leveraging academic motivation for students’ mental well-being.PurposeThe study aims to determine whether academic motivation can helpful for mental wellbeing of students directly and through the adoption of e-learning tools, and sustainable learning considering the role of innovative teaching.MethodsTarget population of this research were the students of Chinese universities. Data was collected from 308 students and was analyzed by using Mplus software.ResultsStudents expressed higher motivation, quality education and good mental health. Additionally, it was discovered that academic motivation helped the students to develop good academic record and mental health.ConclusionThe research’s conclusions can help the policy makers creating successful educational initiatives and programs that promote students’ overall growth. These results can also guide the university administration and teachers to adopt effective policies and practices for creating academic motivation in order to construct a healthy environment not just for better academic results but also for the well-being of students. Additionally, this research draws attention of future researchers to explore mechanisms that can drive students’ academic and psychological outcomes.

BARRIER-FREE EDUCATIONAL ENVIRONMENT: THE ROLE OF INDIVIDUALIZATION OF LEARNING AND HEALTH PROMOTION IN PEDAGOGICAL PRACTICE

Individualization of learning and health promotion play a key role in the implementation of the concept of barrier-free pedagogical practice. The aim of the study was to characterize the features of a barrier-free educational environment, to find out the role of individualization of learning and health protection in pedagogical practice. The article discusses the issues of individualization of learning and health protection in the formation of a barrier-free educational environment, provides examples of pedagogical practices aimed at their implementation, and highlights methods of individualization and health protection to create a favorable environment for the learning and development of each student. It is emphasized that in the modern educational context, creating a barrier-free environment requires taking into account the individual needs and potential of each student. The individualization of learning is aimed at adapting the educational process to the needs of each student, providing them with the opportunity to study in comfortable conditions and develop their potential. Health promotion ensures the physical and mental well-being of students, contributing to their successful learning and development. The strategies and methods of individualization of learning, such as differentiation of tasks, group and individual work, use of various educational materials and technologies are considered. The role of health promotion in pedagogical practice, including the organization of physical activity, psychological support and promotion of a positive psychosocial environment, is highlighted. The mechanisms for ensuring the functioning of a barrier-free educational environment are proposed, its components and factors of individualization of learning are considered. The article provides specific examples of innovative pedagogical practices that promote individualization of learning and contribute to health protection. In particular, the article considers methods of working with different types of tasks, the use of interactive technologies and tools that allow personalizing the learning process (stretching, flipped classroom, project method). It is found that innovative teaching methods are a mechanism for including different categories of students in the educational process. It is concluded that a barrier-free educational environment is a system that provides equal access and equal learning conditions for all students, regardless of their individual characteristics and needs; health protection involves systematic work with the physical and mental health of students, providing them with optimal conditions for learning and development; individualization of learning helps to prevent barriers to learning and promotes the inclusion of different categories of students in the educational process..