Interactive Teaching Strategies Research Articles

Factors influencing EFL learners’ speaking fluency: A case study at a high school in Vietnam

This study investigates how four key factors - English exposure, learning environment, motivation, and teaching pedagogy - affect English speaking fluency among high school students, using both qualitative and quantitative research methods. The findings indicate that frequent exposure to English, an engaging learning environment, and effective teaching pedagogy significantly enhance students' speaking fluency and motivation. Qualitative results show that students who interact with English regularly, whether through classroom activities or extracurricular engagement, demonstrate better fluency and enthusiasm. A dynamic and supportive learning environment, combined with interactive teaching strategies, fosters higher levels of student participation and motivation. However, the study acknowledges several limitations. The small sample size used in the qualitative phase may not fully represent the broader student population, potentially impacting the generalizability of the findings. The reliance on self-reported data in the quantitative analysis introduces the possibility of bias, which could affect the accuracy of the results. The study also notes that focusing on a limited set of factors might overlook other influential elements such as individual learning styles or external pressures. Future research should aim to include a larger and more diverse sample, explore a broader range of factors affecting English fluency, and incorporate various activities and technological tools to address these limitations. By expanding the scope of research and incorporating these suggestions, more comprehensive strategies can be developed to improve English speaking fluency among students. This approach will provide valuable insights for educators and policymakers, assisting them in designing more effective language programs and interventions that enhance students' communicative competence and overall language proficiency.

The Influence of Role Plays and Learning Motivation Towards The First Year Room Division Students Speaking Ability at Tourism Polytechnic of Palembang

Speaking ability is an important skill that must be possessed by students, especially in the field of tourism. This study aims to explore the effect of role play and learning motivation on the speaking ability of first-year students of the Rooms Division at Palembang Tourism Polytechnic. This research method used a factorial design with a population of first-year students of the Hospitality Department. The research sample consisted of 32 participants, consisting of 16 people in the Experiment Group and 16 people in the Control Group. Data were collected through questionnaires and two measurement instruments, then analyzed using Two-Way Analysis of Variance. The results showed that there was a significant effect of role play on students' speaking ability, both those with high and low learning motivation. In addition, conventional teaching techniques also had a significant effect on students' speaking ability, depending on their level of learning motivation. The use of role play proved to be more effective than the conventional teaching technique in improving students' speaking ability. This finding shows that there is an interaction between role play and learning motivation that affects students' speaking ability. Therefore, this finding emphasizes the importance of applying innovative methods and high motivation in the learning process to improve students' speaking ability. The implications of this study suggest that educators prioritize interactive and motivational teaching strategies to improve speaking skills, which are crucial for career readiness in the tourism industry. In addition, role play can be a key component in the curriculum that aims to improve communication skills at various levels of student motivation.

Effect of Literacy Skills on English Language Development of Pupils in Public Primary Schools in Rwanda: A Case of Rulindo District

The researcher's job was to examine the relationship between literacy levels and the English language proficiency development of public elementary school pupils in Rwanda's Rulindo District. The specific goals of this study were to identify the literacy skills competencies that influence the development of the English language in Rulindo District primary schools, evaluate the degree to which the application of literacy skills in Rulindo District primary schools aids in the development of the English language, and look into the relationship between the application of literacy skills and the English language development of students in Rulindo District public primary schools in Rwanda. In all, 11,461 respondents , of which 374 came from the two high schools in the Rulindo Districts, one sample from each. The respondents will be selected stratifiedly, with the aim of selecting these consciously and randomly. The results were assessed using SPSS version 21, and interpretations were based on the replies from the respondents. With respect to the first goal, the results indicate that 81.4% strongly agreed and 8.6% agreed that literacy instruction in writing has the potential to influence the development of the English language; 68.6% strongly agreed and 11.4% agreed that literacy instruction in reading has an effect on the English language development; and 81.4% strongly agreed and 8.6% agreed that literacy instruction in listening can influence the English language development, In the end, 5.7% and 90% of respondents, respectively, agreed and strongly agreed that speaking literacy skills can influence how well an English language is developed. A learner's comprehension of the English language indicates their level of English development, according to 66.8% of respondents strongly agreeing and 9.3% disagreeing, 74.8% strongly agreeing and 12.0% disagreeing, and 83.1% strongly agreeing and 7.3% disagreeing, with regards to the second goal of the study. Finally, 90.7% strongly agreed and 6.0% agreed that a person's degree of English proficiency is demonstrated by their ability to follow a discussion in the language. The study found a high correlation between the use of literacy skills and the growth of pupils' English language in public elementary schools in Rwanda's Rulindo District. How well students are developing their English language skills can be seen in the correlation matrix between the independent variables (writing, reading, speaking, and listening skills) and the dependent variables (the ability to follow discussions in English, the ability to express ideas in English, and improved class participation). Ultimately, they demonstrate positive significance as the p-value is smaller than 0.05. According to the report, improving literacy and English language proficiency in Rwandan public elementary schools would need a multipronged approach. It is recommended that aspiring educators pursue ongoing professional development in addition to training. Curriculum design should give priority to the development of vocabulary, writing skills, reading comprehension, and phonics. Language learning should make advantage of digital resources, which should also be dispersed efficiently. Differentiated training should be adjusted, and interactive teaching strategies should be used, to meet a variety of learning needs. Parental and community involvement is also crucial. Formative and summative evaluations have to be utilized to monitor progress. Classrooms should have resources available, and regular monitoring and assessment can identify students' strengths and areas for improvement.

Students’ Difficulties In Using Critical Thinking Skill While Reading Narrative Text

In the era of globalization and information technology, the ability to think critically is a very important skill for students to have. This ability is not only useful in an academic context, but also in everyday life to make informed and rational decisions. However, research shows that many students still have difficulty in using critical thinking skills, especially when reading narrative texts. This study aims to identify the difficulties experienced by students in using critical thinking skills when reading narrative texts. In addition, this study also aims to find effective teaching strategies to improve students' critical thinking skills in this context. This study uses a qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and document analysis. The research participants were junior high school students who were selected by purposive sampling. The data obtained were analyzed using thematic analysis techniques to identify the main themes that emerged from the data. The results showed that students experienced several difficulties in using critical thinking skills when reading narrative texts, including difficulties in analyzing characters, understanding the storyline, and identifying key themes. In addition, the study found that the use of teaching strategies involving group discussions and open-ended questions can help improve students' critical thinking skills. The implications of this study show that teachers need to develop more interactive and collaborative teaching strategies to improve students' critical thinking skills.

Cognitive Schema to Interests for English Learning of Net-Generation College Students: A Basis for English Teaching Design in Sichuan Province, China

This study explores the impact of cognitive schemas on English learning interests among college students in Sichuan Province, China. Despite the critical role of English in providing academic and professional opportunities in a globalized economy, many students face challenges such as basic comprehension issues and lack of engagement, often exacerbated by an exam-centric education system. By applying schema theory, the research investigates how language, content, and formal schemas influence students' English learning interests. Utilizing a quantitative approach, data was gathered from 380 students through questionnaires and analyzed using statistical methods. The findings reveal gaps in language schema proficiency and low engagement in English learning, suggesting a need for personalized, interactive teaching strategies. The study provides insights into effective pedagogical practices tailored to the needs of Net-Generation students.

ANALISIS LEARNING LOSS MAHASISWA SISTEM INFORMASI PADA MATA KULIAH ALJABAR LINEAR

This study aims to analyze the phenomenon of learning loss experienced by Information Systems students in the Linear Algebra course, particularly in understanding the concept of Gauss-Jordan elimination during online lectures. A qualitative research method was employed with a sample of 59 third-semester students. A questionnaire was utilized as the research instrument for data collection. The findings revealed that 33% of the total respondents encountered significant difficulties in understanding the Gauss-Jordan elimination concept during online learning. These results indicate a significant impact of learning loss in the context of online education, which may affect students' understanding and academic performance. The implications of this research highlight the importance of efforts to enhance the effectiveness of online learning, including the development of more interactive and supportive teaching strategies, as well as improving the quality of interaction between instructors and students in the virtual environment. Further research is needed to gain a deeper understanding of the factors influencing learning loss and to develop more effective solutions for addressing the challenges of online learning in the future

New Horizons for Clinical Practice and Competence: Applying Game-Based Learning in Nursing Education

Game-based teaching strategies enrich nursing education by enhancing the appeal and practicality of teaching activities. Different from the high-pressure and serious nature of traditional nursing education, interactive and entertaining teaching strategies that employ board games, card games, escape rooms, virtual reality, scratch cards, Kahoot quiz competitions, and other innovative methods better motivate learners to engage actively with learning content and retain nursing knowledge and practices, resulting in better learning outcomes. Game-based teaching strategies not only strengthen learners' mastery of core nursing concepts but also enhance their decision-making and critical-thinking abilities. In this article, practical applications of game-based teaching are introduced, in hopes that, by applying these instructional approaches, educators can alleviate the stress of the learning process and make learning more efficient and enjoyable for students.

Planning Steps of The Orientation Period and Competency Improvement for Employees Appropriately

This study aims to explore the appropriate planning steps for orientation and competency enhancement of employees based on the in-service training model with an andragogical approach. Andragogical approach considers the characteristics of adult learning, allowing for the development of more effective learning strategies in the workplace context. The research methodology employed is a literature review and analysis of various in-service training models implemented in different organizations. The findings highlight key steps in planning orientation and competency enhancement, including identifying training needs, developing relevant curricula, devising interactive teaching strategies, and ensuring ongoing evaluation. The practical implications of this research involve the development of planning guidelines to assist organizations in designing and implementing effective and relevant in-service training programs for employee development.

An Investigation on the Remarkable Practices of Social Science Educators in A State University: Training Inputs for Social Science Educators

This study investigates the remarkable practices implemented by social science educators to enhance student engagement, foster critical thinking, and cultivate a comprehensive understanding of the social sciences. It utilized the multi-case studies as its research design, wherein seven cases of social science educators in a state university were identified and selected. Through the use of cross-case analysis, three overarching themes were developed. First, are the remarkable practices of the social science educators which were the innovative and interactive teaching strategies used by the teachers, using clear and fair assessment, and fostering inclusive learning environment. Second are the challenges faced by social science educators in implementing their remarkable practices, and these are the diversity of learners and accessibility to technology. And lastly, are the strategies for overcoming the challenges, and these are tailoring teaching to diverse learner backgrounds, empowering and motivating students, and technology integration for enhanced understanding. Based from the findings of this study, training inputs for social science educators were also conceptualized.

Perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education: a mixed methods study

BackgroundCase analysis is a dynamic and interactive teaching and learning strategy that improves critical thinking and problem-solving skills. However, there is limited evidence about its efficacy as an assessment strategy in nursing education.ObjectivesThis study aimed to explore nursing students’ perceived efficacy of case analysis as an assessment method for clinical competencies in nursing education.MethodsThis study used a mixed methods design. Students filled out a 13-item study-advised questionnaire, and qualitative data from the four focus groups was collected. The setting of the study was the College of Nursing at Sultan Qaboos University, Oman. Descriptive and independent t-test analysis was used for the quantitative data, and the framework analysis method was used for the qualitative data.ResultsThe descriptive analysis of 67 participants showed that the mean value of the perceived efficacy of case analysis as an assessment method was 3.20 (SD = 0.53), demonstrating an 80% agreement rate. Further analysis indicated that 78.5% of the students concurred with the acceptability of case analysis as an assessment method (mean = 3.14, SD = 0.58), and 80.3% assented its association with clinical competencies as reflected by knowledge and cognitive skills (m = 3.21, SD = 0.60). No significant difference in the perceived efficacy between students with lower and higher GPAs (t [61] = 0.05, p > 0.05) was identified Three qualitative findings were discerned: case analysis is a preferred assessment method for students when compared to MCQs, case analysis assesses students’ knowledge, and case analysis assesses students’ cognitive skills.ConclusionsThis study adds a potential for the case analysis to be acceptable and relevant to the clinical competencies when used as an assessment method. Future research is needed to validate the effectiveness of case analysis exams in other nursing clinical courses and examine their effects on academic and clinical performance.

Mitigating Lecturers’ Communication Uncertainty in Using SWVC During Online Lectures

This study investigates at the communication uncertainty undergraduate lecturers face when delivering lectures through synchronous web video conferencing (SWVC) during online lectures. Uncertainty Reduction Theory (URT) is employed to understand how lecturers use communication techniques to reduce uncertainty in online lecture. Undergraduate lecturers at Universitas Muhammadiyah Surakarta who have ever conducted teaching online were interviewed in semi-structured interviews. Thematic analysis is performed, with a particular focus on the methods that lecturers use to communicate with their students in order to build relationships and reduce uncertainty. The study identifies a number of important areas of uncertainty, such as technical challenges, the development of useful learning materials, evaluation of comprehension, student involvement, and conduct during online sessions. This study shows how lecturers use active, passive, and interactive strategy to reduce uncertainty. These results underline how crucial it is to deal with technology challenges, advance interactive teaching strategies, raise student participation, and establish effective communication in order to guarantee successful online education in the face of uncertainty.

Analysis of Elementary School Students' Numerical Abilities in Online Learning

Mathematics is a subject that must be mastered as it indirectly influences individuals' numerical abilities at further educational levels. This research aims to analyze the numerical analysis skills of sixth-grade elementary school students in mathematics during the Covid-19 pandemic. A qualitative descriptive approach is employed in this study. The research sample is selected using purposive sampling technique, specifically targeting students with low numerical abilities. Data are collected through observation, interviews, and documentation. The collected data are then analyzed using data reduction, presentation, and conclusion drawing techniques. `The research findings indicate that students' learning outcomes have not yet reached an optimal level. Online learning during the Covid-19 pandemic faces various challenges. Observations and interviews reveal that online learning is not as effective as face-to-face instruction. Both teachers and students encounter limitations in implementing the learning process. Additionally, the research findings uncover errors in performing simple arithmetic operations by students. The Mid-Term Assessment results indicate that students have not achieved the maximum level of achievement. Interviews with teachers also indicate numerous barriers and difficulties in conducting effective online learning during the Covid-19 pandemic. This research holds novelty value in the context of utilizing online learning in emergency situations such as a pandemic. The research findings provide insights into the challenges and constraints faced by students and teachers in online mathematics education. To address these issues, the development of more interactive and participatory teaching strategies, as well as the utilization of diverse and engaging learning media, are necessary. Future research could explore teaching methods that enhance students' numerical abilities during online learning and develop more adaptive and innovative instructional media.

Effects of Business Teachers Pedagogical Skills on Male and Female Students in Business Institutions of Lahore

The effectiveness of teachers' pedagogical skills plays a crucial role in shaping students' academic experiences and performance, particularly in business education. This study investigates the impact of business teachers' pedagogical skills on male and female students in business institutions of Lahore, aiming to understand how these skills affect students' academic performance, engagement, and motivation. Using a quantitative research design, data were collected from 300 students through a structured questionnaire, focusing on key pedagogical aspects such as clarity of instruction, teaching methods, interaction with students, and assessment techniques. The findings reveal significant gender differences in students' perceptions, with female students rating pedagogical skills higher than male students across all areas. Correlation analysis indicates strong positive relationships between pedagogical skills and student outcomes, emphasizing the importance of effective teaching practices in enhancing academic performance and engagement. Regression analysis identifies interaction with students and clarity of instruction as key predictors of academic success. These results emphasize the need for business educators to adopt interactive and clear teaching strategies that cater to the diverse needs of male and female students. The study's implications highlight the importance of gender-sensitive approaches and professional development programs in promoting effective pedagogy in business education.

Teachers' Experiences of Using Play and Al's Pals to Teach Socio-Emotional Skills Through Coaching Support Models

Interactive teaching strategies provide opportunities for engaging children in discussing difficult concepts such as socio-emotional wellbeing and wide range of ideas about their social and personal lives. However, few studies have explored preschool teachers’ efficacy of using coaching through ‘Play and puppetry programs as approaches to developing children’s emotional regulation, socio-emotional learning and wellbeing. This paper reports on a “Labyrinth Project” aimed to gain in-depth understandings of preschool teachers’ experiences and perspectives pertaining to their efficacy of using play and puppetry as tools to promote children’s emotional learning and development. The results showed that despite early challenges with the use of these two teaching strategies, coaching and professional development facilitated a progression from feelings of inadequacy to confidence to teach social emotional skills using play and puppetry. At the end of the second year of this three-year project, children demonstrated improved cognitive skills in managing their emotions. Suggestions are made on how to improve the project to achieve high quality outcomes.

Enhancing early children’s basic handwriting skills through hands-on participant team teaching: A monadic experimental design

This study investigated the impact of hands-on participant team teaching (HPTT) on children’s basic handwriting skills. Pre-test and post-test were conducted to measure changes in accuracy, correct strokes, consistency, control, grip, independence, and neatness. Initial observations revealed a teaching approach that heavily relied on parental assistance, which raised concerns about the student’s proficiency in basic handwriting skills. This monadic experimental study used seven early childhood pupils at a San Jose City, Philippines public school. Three researchers immersed themselves in teaching the selected students using HPTT, after a pre-test followed by a series of interventions then ended with a post-test. Experts validated rubrics used for scoring the pre-test and post-test. Qualitative data were gathered using semi-structured interviews. The pre-test results indicated a substantial deficit in basic handwriting skills. However, following the implementation of HPTT, the mean post-test score substantially increased, underscoring the effectiveness of the team-teaching intervention. Another critical finding is that guidance and personalized support play a pivotal role. Students who receive consistent help, especially in managing strokes and grips, consistently improve their handwriting abilities. This study highlights the impact of structured interventions and personalized assistance in honing handwriting skills. This highlights the potential of HPTT as an effective teaching method for enhancing children’s basic handwriting skills. The study underscores the importance of innovative and interactive teaching strategies and calls for further research to explore these findings’ long-term effects and generalizability to diverse student populations and settings.

The Impact of COVID-19 on the Transition to Emergency Remote Teaching

Purpose: The main objective of this study was to investigate the impact of COVID-19 on the transition to emergency remote teaching.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings revealed that there exists a contextual and methodological gap relating to the impact of COVID-19 on the transition to emergency remote teaching. Preliminary Empirical review revealed that the pandemic underscored the resilience of educators and students in adapting to remote teaching. It emphasized the crucial role of digital technology in education while highlighting disparities in access and the importance of professional development for educators. The study also recognized the significance of addressing the social and emotional well-being of both educators and students during times of crisis. Overall, it offers important lessons for policymakers and educators to ensure the adaptability and effectiveness of educational systems in the face of unforeseen challenges.
 Unique Contribution to Theory, Practice and Policy: The Diffusion of Innovations Theory, Social Learning Theory and the Technological Acceptance Model (TAM) may be used to anchor future studies on the transition to emergency remote teaching. The study recommends enhancing remote teaching practices by providing comprehensive teacher training in digital pedagogy, ensuring equitable access to technology for educators and students, and fostering a sense of community and collaboration in virtual classrooms. This includes ongoing professional development, addressing the digital divide, creating clear technology guidelines, and promoting interactive online teaching strategies. Additionally, the study underscores the importance of student feedback and the provision of support services to enhance the overall remote learning experience during emergencies.

Review of Interactive Teaching Methods of Music in Junior Middle Schools

At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

A Review of 20 Research for Music Teaching in Contemporary Junior High Schools in China

This article provides a comprehensive review of the current status and future trends of music education in junior middle schools in China. The primary objective is to provide an insightful overview of the landscape by examining various aspects of music education. The research methodology involves a thorough examination of current practices, with an emphasis on synthesizing information from recent studies and research papers. The central theme emphasizes life-long learning as a core strategy in contemporary music education. Another important aspect explored is the emphasis on a music education strategy based on core skills. The article delves into the cultivation of students' aesthetic perception and overall quality, with the goal of providing a deeper musical experience and comprehensive development in music learning. In addition, the article discusses the application of interdisciplinary integration and interactive teaching strategies in music education. These strategies are presented with the goal of enhancing teaching effectiveness and promoting greater student engagement in the learning process, and the article emphasizes the importance of fostering students' sense of music and ability to appreciate music as integral components of improving core musical literacy. By citing relevant research, this review provides both theoretical guidance and practical references for junior middle school music education in China. In conclusion, the trajectory of junior middle school music education in China is depicted as evolving toward a more life-oriented, comprehensive, and interactive approach, with an emphasis on cultivating students' musical literacy and aesthetic ability.

Multiple iterations and messiness in the implementation of action research by Bhutanese secondary science teachers

Many theoretical models of action research depict its process as cycles that include several sequential phases. In Bhutan, teachers use Kemmis and McTaggart’s spiral model which has four phases of plan, act, observe and reflect to conduct action research for their professional learning. As a growing practice, the way Bhutanese teachers carry out action research is an emerging field of inquiry. This study explored how three Bhutanese secondary science teachers in a case study school conducted their first action research project using Kemmis and McTaggart’s model to improve student interaction in the class. Data were collected using diaries, interviews and observations. The analysis employed a three-step coding procedure of grounded theory. The findings showed that the science teachers conducted multiple iterations by moving back-and-forth between the four phases of Kemmis and McTaggart’s model. It demonstrated a messy and non-linear process of action research conducted through continuous reflection which was inconsistent with the neat cycles of Kemmis and McTaggart’s model. Despite a few challenges, the multiple iterations and continuous reflection helped the teachers to make progress in their action research and develop an interactive teaching strategy. Given the absence of multiple iterations and messiness in the action research knowledge disseminated to teachers in Bhutan, the study highlights the requirement for the Ministry of Education and teachers to consider mess and multiple iterations as a normal process of action research.

Clinical teaching practices in maternal mental health care: An integrated review.

WHAT IS KNOWN ABOUT THE TOPIC?: Mental health-related problems in pregnancy are now becoming a global health concern. However, most studies have reported that midwives are unable to assess and support maternal mothers due to poor preservice education. The findings of these studies needed to be explored further from the available literature to address the gap. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The paper has identified maternal mental health core competencies and innovative clinical teaching strategies that nurse educators can utilize when supporting students theoretically and during clinical practice so that students should be adequately prepared for maternal mental health practice. Challenges and recommendations for clinical teaching were also identified. However, there are still gaps in the literature related to the effectiveness of teaching strategies to promote competence acquisition in maternal mental health. WHAT ARE THE IMPLICATIONS FOR EDUCATION?: The study results can be used by nurse educators to develop effective clinical teaching practices in maternal mental health care. The findings can be used in the development of best clinical teaching guidelines for maternal or perinatal mental health to be used by nurse educators for the undergraduate midwifery training programmes. ABSTRACT: Introduction Maternal mental health problems are commonly experienced by women; however, they are usually not adequately recognized and treated by midwives in Malawi. Evidence suggests poor preservice education by nursing colleges which affects the development of essential maternal mental health competencies. Aim The aim of the study was to review existing evidence on clinical teaching practices by nurse educators in teaching student midwives maternal mental health care. Method Integrative review method was used, and various databases were searched. Out of 1768 articles, 27 research articles met the inclusion criteria. The critical appraisal skills programme checklist tools were used to assess data quality. Thematic analysis was done by comparing, grouping and integrating data. Results Six themes emerged, namely: core maternal mental health competencies, professional regulation, interactive teaching strategies, collaborative partnerships, capacity building and shortage of resources. Discussion Clinical teaching is an important aspect of midwifery education. Utilizing student-centred teaching approaches helps students acquire competencies in maternal mental health care. Further research is required to identify the effectiveness of the clinical teaching methods. The Implication to Practice The study results can assist nurse educators to provide comprehensive clinical teaching practices in maternal mental health care which will aid in the development of maternal mental health competencies among student midwives.