Teaching Of Knowledge Research Articles

Evaluating dental students’ satisfaction in clinical Periodontics courses at KSAU-HS: a cross-sectional study

BackgroundThe National Commission for Academic Accreditation and Assessment (NCAAA) in Saudi Arabia underscores the importance of assessing student satisfaction to ensure program quality. No previous studies have explored the satisfaction levels of dental students enrolled in clinical Periodontics courses at King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS). This study aims to assess dental students’ satisfaction with clinical Periodontics courses and to explore potential differences in satisfaction based on gender and academic level.MethodsThis cross-sectional study surveyed dental students enrolled in Periodontics courses at KSAU-HS during the 2022–2023 academic year. A web-based questionnaire was distributed via email. The survey covered six categories: learning objectives, course materials, content relevance, instructor knowledge, delivery style, and facility environment. Responses were analyzed using chi-square tests for gender differences and t-tests to compare satisfaction between third- and fourth-year students.ResultsThe study included a balanced distribution of male (47.92%) and female (52.08%) participants, with 68.75% in their third year and 31.25% in their fourth year. Overall, students reported high satisfaction, with over 90% agreeing they understood the learning objectives and felt confident in applying their knowledge. No significant differences were found between male and female students (mean scores: 95.49 vs. 95.48) or between third- and fourth-year students (mean scores: 95.56 vs. 95.31), indicating consistent satisfaction across these groups.ConclusionHigh levels of satisfaction with clinical Periodontics courses at KSAU-HS suggest effective course design, clear objectives, and relevant content. The lack of significant associations with gender or academic level implies a uniformly positive educational experience. These findings underscore the importance of aligning course design with best practices in dental education to ensure graduates are well-prepared for clinical practice on a global scale.

A National Survey of Teachers on Early Literacy: Assessing Nigerian Reading Teachers’ Knowledge, Perception and Practices on Reading Instruction

The reading skills of Nigerian primary school students from recent assessments have been shown to be very low. This is a cause of concern because of the many studies documenting the relationship between early foundational reading skills and future success in school and life. There are currently gaps in the existing body of studies regarding teacher knowledge, perception, self-efficacy and practices of early literacy instruction in Nigeria. The previous studies conducted around these components were either very limited in sample size or not representative of the entire country. To bridge the existing gap in the literature, the present study sought to answer six research questions through a national survey relating to teacher knowledge, perception, self-efficacy and practices as well as investigating the impact of school type and other professional characteristics on teacher knowledge. The result of the survey reveals that (N = 190) Nigerian reading teachers’ knowledge of literacy instruction is low (M = 9.89 out of 20 possible scores, SD = 3.46). Teachers have lower knowledge of phonemic awareness (PA) and phonics compared to other reading skills. Nigerian reading teachers have similar beliefs on explicit and implicit instruction. There are effects of years of experience on teacher knowledge. Teachers in the study with at least 6 years of service or those who hold a bachelor’s or master’s degree have significantly higher teacher knowledge. Recommendations for future research and implications for practice are discussed.

Content knowledge attainment in English medium instruction: Does academic English literacy matter?

This study investigates the relationship between students’ English language proficiency, their reported levels of academic English literacy, prior content knowledge and their attainment of content knowledge in English medium instruction (EMI). The study also examines students’ perceptions of difficulties with academic English literacy at different levels of English language proficiency. Pre-course and post-course content tests were administered to 27 EMI students in an introductory Chemistry course at a university in Tokyo, Japan. The test results were triangulated with data from a quantitative measure of reported academic literacy and follow-up interviews to explore perceptions of ease and difficulties for academic language skills (i.e. reading, listening, speaking and writing). The quantitative findings indicated that students’ proficiency statistically significantly predicted post-test scores. Interviews with students corroborated this finding, illustrating the specific difficulties in academic language literacy faced by students with lower proficiency. However, proficiency alone did not determine success as other factors, such as previous exposure to EMI and prior content knowledge, played significant roles. The study found a non-linear relationship between reported difficulties with academic English literacy and test outcomes, indicating that students who reported fewer academic difficulties were not necessarily more successful in gaining content knowledge than those facing significant challenges in academic language tasks. The findings emphasise that academic support in EMI programs should not solely focus on test outcomes but also address the broader challenges students face with academic English literacy. Implications are discussed regarding language support, EMI curriculum planning and future research directions.

Feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention for multilingual English learners

This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3–5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across five dimensions—acceptability, practicality, integration, implementation fidelity, and effectiveness—using teacher interviews, ratings, lesson observations, and student and teacher learning outcome assessments. Findings suggest that the intervention was generally well-received by teachers, with structured lesson plans and resources facilitating implementation. Teachers demonstrated increased knowledge in reading instruction and the intervention following professional development, and students showed gains in vocabulary, text structure awareness, and topic-specific knowledge. However, time constraints during standardized testing periods limited consistent implementation. These findings inform the refinement of the K.L.I. intervention for broader application, emphasizing the need to address contextual challenges and conduct future evaluations to support its larger-scale implementation and improve ML-ELs’ literacy outcomes.

Problems Faced by English Language Teachers on Transfer of Training Skills

Transfer of training is a continuous process of applying the content, instructional knowledge, and skills learned during the training session into classroom practice. This study explored problems faced by secondary-level English language teachers on the transfer of training abilities in their classroom practices. The study was conducted using a narrative inquiry method applying unstructured interviews to get the required information. Four trained English language teachers teaching in four public schools in Rupandehi district were selected purposively. This research revealed pedagogical transformation through training was not satisfactory as the teachers partially transferred the learned knowledge and skills from training in the classroom delivery. Moreover, poor resources and overload, ineffective curriculum and TPD (Teacher professional development) training, poor collaborative culture, and inadequate administrative support were some problems to increase the rate of transfer of training skills. The study can contribute to providing insightful ideas to the teachers in the transformation of training skills.

The Empowerment of Pragmatic Competence towards Translation Teaching and the Pedagogical Implications in China—A Systematic Review

Grounded in the rationale of pragmatic competence empowering translation teaching, this study explores the integration of pragmatic competence into translation education, emphasizing its critical role in enhancing translation practices. Through bibliometric analysis using CiteSpace, the research systematically examines the intersection of pragmatic competence and translation studies, revealing a strong theoretical alignment and pedagogical complementarity between the two fields. The bibliometric findings indicate that existing research predominantly focuses on pragmatic processing methods within translation texts, and future research trends are likely to centre on the acquisition of pragmatic translation competence. Based on the bibliometric insights into curriculum implementation and observations of the current state of translation teaching in China, this study advocates for developing a joint pragmatic-translation classroom model. This model emphasizes a process-oriented, constructivist approach to address the current challenges in translation education. It introduces pragmatic real-life contexts and explicit teaching of pragmatic theory and knowledge, supplemented by tools such as Discourse Completion Tests to cultivate pragmatic competence, while focusing on the importance of teacher-student feedback. The proposed model aims to enhance student autonomy, improve cognitive abilities, and promote lifelong learning, ultimately preparing students to navigate the complexities of professional translation tasks. Further empirical research is recommended to refine these pedagogical reforms and assess their long-term impact on translation proficiency.

A Case Study of Teacher’s Questioning in Chinese College EFL Classrooms

Reviews from prior research indicated that in EFL classrooms, teachers have a tendency to favor lower-level questions over higher-level ones. Therefore, this case study primarily aims to examine the types of questions proposed by Chinese college EFL teachers and the impact of teacher’s questioning techniques on the cultivation and engagement of students’ higher-order thinking skills. The current qualitative study utilized classroom observations to collect data regarding teacher’s questioning. The data collected from class observations were anlyzed using content analysis both in quantitative and qualitative way. The results of this study indicated that the participating teachers posed a higher percentage of lower-level cognitive questions than higher-level ones. The study also revealed weaknesses in the responding teachers’ questioning skills that could foster students’ higher order thinking. The findings are attributed to a lack of professional knowledge of HOTS instruction and the rigid curricula. Furthermore, future studies should focus on how to integrate higher-cognitive questions into Chinese college EFL classrooms.

Theory of higher education learning

PurposeThis study proposes the theory of higher education learning (THEL). The theory argues that certain concepts are difficult to understand, so learners and instructors should consider common factors that will enhance learners’ understanding of key concepts that are difficult to comprehend across various fields of study. The components of this theory have been tested in three different fields (public administration, entrepreneurship and chemistry) in separate studies in Ghana, Nigeria and Burundi within a five-year span to validate their applicability to higher education learning.Design/methodology/approachThe design covers empirical, philosophical and theoretical discussions and comparative studies of other researchers and the authors’ work and thinking.FindingsThis theory proposes five variables (gender, age, opportunity, instructor knowledge and instructor confidence) that address students’ difficulty in understanding concepts in higher education learning. These factors are premised on six assumptions: (1) gender orientation must be either male or female; (2) age must be consistent with the parameter set; (3) there must be learners’ desire to study the same subject after school; (4) there must be an institution offering further studies on the same subject; (5) the instructor might have understood the subject in his/her official training, experience or practice and (6) the instructor must demonstrate certainty, accuracy, verifiability and reliability in the transfer of knowledge to the learners. Given these assumptions, the uniqueness of this theory lies in its application of the five variables to solve challenges uniquely related to studies in higher education.Originality/valueThis theory will incite debate and provide further insights into higher education learning models. The novelty lies in the five prepositions proven to enhance effective teaching and learning in higher education. Specifically, it introduces an extension to Piaget’s cognitive constructivist theory by proposing higher age brackets for students at the university level, opportunity (for future studies) to close the gap in Ausubul’s theory of advance organizers and endogenous factors to bridge the gap in Okebukola’s culturo-techno-contextual approach.

Pedagogical Competence of General English Teachers in Teaching English for Medical Purposes in the KSA: Myth or Reality

This study investigates the gap between General English Teachers' (GETs) assumed ability to teach English for Medical Purposes (EMP) and their mismatched qualifications in Saudi Arabia. It explores the underdevelopment of the EMP sector, where GETs often lack proper training and resources. The research employs a qualitative case study approach, utilizing semi-structured interviews and open-ended surveys. The participants include three medical professors (MPs), five experienced EMP teachers (EMP Ts), and twenty-one GETs. The focus is on uncovering the pedagogical needs for GETs to teach EMP effectively. The findings reveal a significant discrepancy between assumed competence, preparedness and actual performance of GETs. This highlights the need for professional development programs focusing on the pedagogy of ESP and EMP, along with curriculum and instructional design, to equip GETs with the necessary skills and knowledge for successful EMP instruction. The findings also highlight the need for curriculum revision and improved needs assessment. By identifying these needs, the research aims to contribute to improved EMP teaching in Saudi Arabia. This study will assist policymakers and educators in creating a more effective system, for preparing future healthcare professionals with the essential English language skills required for success.

Erratum to “Technical Adequacy of the Data-Based Instruction Knowledge and Skills Assessment in Writing”

Erratum to “Technical Adequacy of the Data-Based Instruction Knowledge and Skills Assessment in Writing”

The Discursive Journey of Meta-Awareness: Literacy (Teacher) Identity Within Preservice Teacher Preparation

The purpose of this study is to examine preservice teachers’ (PTs) meta-awareness related to their developing literacy (teacher) identities and examine the discursive belief systems and patterns embedded within this context. In this instrumental case study, we aim to determine the relationship(s) between meta-awareness and PTs’ literacy (teacher) identities through how they demonstrate their knowledge of literacy instruction and envision future literacy practices. The findings include PTs’ demonstration of their meta-awareness of literacy through their use of evaluative language, explicit memories, and content appropriation. Because personal and professional identities draw deeply from one another in shaping how PTs demonstrate their learning, our discussion expands upon this duality. Implications for teacher educators include recontextualizing one's past experiences as a reader and writer in literacy methods coursework as a means of moving toward agentic redress and responsive instruction.

Enacting Reading Comprehension: Using Diverse Literature to Engage Children's Critical, Sociopolitical Knowledge

AbstractThe current climate of K‐12 education in the United States has seen a narrowing of literacy instructional practices, exponential amounts of book bans, and contrived hysteria about liberal indoctrination and Critical Race Theory (CRT). Yet, as the world becomes increasingly connected across difference, and as research increasingly demonstrates that we must engage young children from all backgrounds in discussions about sociopolitical issues, it is urgent that classroom teachers foreground children's experiential knowledge in comprehension instruction. In this article, we address the following question: In three early elementary literacy contexts, how did educators use culturally sustaining practices with diverse children's literature to enact reading comprehension and engage young children in critical, sociopolitical meaning making? Three teacher educators of Color share findings from qualitative studies in the United States Northeast and Southwest that examine this integration with the use of diverse children's literature. The first finding illustrates how teachers utilized book introductions to situate a diverse group of early elementary‐aged students in various sociopolitical issues and engage them in critical readings about texts. The second finding illustrates how a series of after‐school literature circle discussions enabled first‐grade African American children to make meaning dialogically and communally about enslavement. The third finding illustrates how the teacher created space for second‐grade Latinx students to translanguage as they drew on multiple reading comprehension strategies and made sense of immigration. The implications from these studies invite a rethinking of the dominant paradigm of reading comprehension instruction.

Research on the Infiltration of Scientific Spirit in High School Biology Teaching Under the Background of Curriculum Ideology and Politics

Curriculum thinking and politics is an exploration of moral education reform and a strategic measure to carry out the fundamental task of cultivating people. High school is a key period for students to form correct values. In addition to ideological and political courses, other courses also need to play the function of educating people, and take courses as the carrier to provide value guidance to students in the process of knowledge imparting and ability training. High school biology is a fundamental course in natural sciences and an important carrier for cultivating students’ scientific literacy. However, through questionnaire surveys and interviews at internship schools, it was found that the infiltration of scientific spirit into high school biology teaching is not ideal. Teachers have insufficient understanding of ideological and political education in the curriculum, and they cannot fully tap into educational materials in textbooks. The methods for infiltrating scientific spirit are relatively single, making it difficult to balance ideological and political infiltration with knowledge teaching. This article selects the scientific spirit as an ideological and political element based on the needs of national development and the characteristics of the discipline, and permeates it into biology teaching. Finally, the teaching effectiveness is evaluated through various methods. The aim is to enrich the theoretical research of thinking and politics in senior biology curriculum, and to provide teaching reference for teachers to cultivate students’ scientific spirit in biology teaching. After conducting questionnaire surveys and interviews with students and teachers, the following conclusions were drawn: firstly, although the teachers and students of the school have a limited understanding of ideological and political education in the curriculum, most of them support the integration of ideological and political education into biology teaching. Secondly, some teachers still place more emphasis on imparting knowledge in their teaching and have not fully utilized the educational value of biology. The implementation of ideological and political education in biology teaching is not ideal. Thirdly, overall, the penetration of scientific spirit in biology teaching is not satisfactory and needs further strengthening. In summary, teachers need to strengthen their exploration of textbooks and deepen their understanding of teaching design in their daily teaching process, in order to continuously improve their ideological and political education for students and fully leverage the educational value of biology. Integrating scientific spirit into biology teaching is not only in line with the ideological and political concepts of the curriculum, but also in line with the core competencies of the discipline, which can better leverage the educational value of biology.

Practice and Research on College English Teaching from an Interdisciplinary Perspective

With the deepening of globalization, English, as the main language of international communication, is no longer limited to the teaching of language knowledge, but pays more attention to the cultivation of comprehensive application ability from an interdisciplinary perspective. This paper aims to explore the practice and research of college English teaching from an interdisciplinary perspective. By analyzing the current status and shortcomings of college English teaching, combined with multidisciplinary perspectives such as philosophy, culture, and politics, this paper proposes strategies and methods to improve college English teaching. Through practical teaching and case analysis, this paper verifies the effectiveness of college English teaching from an interdisciplinary perspective and looks forward to its future development direction.

Q vs A proximities in construed modes of learning: Excitement and performance of university students in China’s Northeast

This study explores how Q-proximity and A-proximity affect the student's learning excitement and performance, and how they differ in these effects. Using the Construal Level Theory (CLT), a questionnaire was designed with multiple models (in which the student owns the Q, A, both or neither). The study then factored Qs and As to obtain two respective proximities and link them to excitement and performance scores. Based on 590 useful questionnaire responses, the study identified the following findings, 1. with structural equation modelling (SEM) both Q and A proximities encouraged student learning excitement, although the A excitement was greater than the Q excitement and 2. the Q-proximity decreases performance whilst the A-proximity increases performance. Additionally, the study used multiple analyses of individual learning modes concerning excitement and performance. The results of the multiple regression analysis appear to be consistent with the research of Malik (Current Psychology 43:545–564, 2024), and the inclusion of AI (Artificial Intelligence) learning modes. The main conclusion of the study is that Chinese learners prefer answers to the questions in their learning, teaching and application of knowledge.

A Bibliometric Review: Interventions for Enhancing Speaking Skills in non-English-Speaking Contexts

Research evaluations play a crucial role in understanding the advancement and direction of future investigations. Our study conducted a bibliometric analysis of 66 papers published between 2002 and 2024 in the Web of Science. Using the VOSviewer program, we visualized the results of our performance analysis and created a scientific map that depicted the relationships between bibliometric data elements. This study aimed to investigate trends in research on teaching speaking skills and identify top journals, keywords, and top-cited publications. The purpose of this study was to provide a comprehensive understanding of the current research on teaching speaking skills, including publications that have shaped the field. By identifying the most significant works and their respective contributors, this analysis can inform future research and contribute to developing more effective teaching strategies for speaking skills. Additionally, this study contributes significantly by identifying interventions that can enhance students' speaking skills. These findings provide essential insights for educators and researchers in non-English-speaking contexts, ultimately advancing specialized knowledge in language instruction and fostering a more inclusive educational environment. It is crucial for educators and researchers to actively disseminate the results of their studies and collaborate with colleagues across different institutions and countries to ensure that these findings reach a wider audience.

A Model for Developing Emergency Medical Services Instructor Knowledge

A Model for Developing Emergency Medical Services Instructor Knowledge

Professional Growth Pathways for Primary School Teachers in Multi-grade Environment: Challenges and Solutions

The main objective of the current research was to investigate the professional development of teachers in public schools who teach in classes with several grade levels. Professional development is a crucial aspect of effective multi-grade teaching. Multi-grade teaching is believed to have a substantial influence on both instruction and learning. A descriptive research method was used for the study. The study population consisted of 200 government school instructors, from which a sample of 496 teachers was randomly chosen using simple random sampling. The selection was made from public schools in the Ziarat area of Balochistan, Pakistan. The data were subjected to analysis using factor analysis,ANOVA,and chi-square test. The research findings suggest that instructors with expertise and pedagogical abilities achieve higher levels of teaching and learning outcomes in multi-grade classes. The study suggested that the administration should arrange training programs to augment the pedagogical knowledge and proficiency of instructors in schools.

DEVELOPMENT OF LINGVOCULTURAL COMPETENCE IN THE DIGITALIZATION PROCESS

This article is devoted to the problem of the development of lingvocultural competence in students in the process of digitalization. The aim of this article is to examine the impact of digitalization on the development of lingvocultural competence, focusing on how digital tools and technologies can enhance the teaching and learning of cultural and linguistic knowledge in an increasingly globalized world. This article employs a mixed-methods approach to explore the development of lingvocultural competence in the context of digitalization. The main research methods are a qualitative analysis of selected case studies performed to illustrate how digital tools and platforms (e.g. online language learning platforms, digital tools for intercultural communication) are currently being used to develop linguistic and cultural competence. Lingvocultural competence, the ability to understand and effectively use language in relation to the cultural values and practices it reflects, is becoming increasingly important in the digital era, where communication transcends national and cultural boundaries. The article analyzes how digital technologies, online learning platforms, and digital communication tools influence the teaching and learning of lingvocultural knowledge. It also examines the challenges and opportunities presented by digitalization in promoting intercultural understanding. Through a review of current digital resources and methodologies, the article provides insight into how educators can leverage these tools to enhance lingvocultural competence among students. The findings suggest that while digitalization offers new avenues for cultural and linguistic exchange, it also requires innovative approaches to ensure effective and culturally sensitive communication in a globalized digital world.

Graduate Student’s Perception on Effectiveness of Virtual Education during Covid-19: Evidence from Structural Equation Modelling in Nepal

Background: The COVID-19 pandemic forced educational institutions worldwide to shift to online learning, disrupting traditional academic calendars. In Nepal, this transition significantly impacted graduate students, raising concerns about the effectiveness of virtual education. Objective: This study aims to examine the effectiveness of virtual education on student satisfaction and performance during the COVID-19 pandemic among graduate students in the Kathmandu Valley. Method: Based on the achievement goal theory, 203 graduate students from management colleges in Kathmandu Valley were selected through purposive sampling. Data were collected using a structured questionnaire administered via KOBO Toolbox. Both descriptive and inferential analyses, including Structural Equation Modeling (SEM), were employed to analyze the data. Result: The findings reveal that while the majority of students showed a positive attitude toward online classes, dissatisfaction arose due to a lack of training and familiarity with new information technologies. The SEM results indicate that course design, prompt feedback, and student expectations significantly influence student satisfaction, which in turn mediates the relationship between these factors and student performance. Challenges such as power outages, difficulty concentrating, lack of access to technology and insufficient instructor knowledge were identified as major obstacles. Conclusion: Although graduate students in Kathmandu Valley reported a generally positive outlook towards virtual education, several significant challenges need to be addressed to improve the effectiveness of online learning, particularly in terms of instructor quality and technological infrastructure. Paper Types: Research Paper Keywords: COVID-19, Virtual Education, Management Student, Effectiveness, Graduate Students Perception JEL Classification: D83, I20, L86, A23