Learning Pedagogy Research Articles

Integration of Character Education in Citizenship Education Learning to Develop the Character of Elementary School Students

Integrating character education into citizenship education is an important strategy for developing the character of elementary school students. Citizenship education is a subject that has great potential in integrating character education which is a very important aspect in student development. In this research, a qualitative case study method was carried out to explore and understand the realities that occur in depth and depth regarding the integration of character education at the planning and implementation stages of educational learning in elementary schools. The research method used in this research is the library research method, where the author collects data from references and review articles available on trusted websites. By integrating character education into citizenship education learning, pedagogical learning will experience changes, such as integrating the concept of character into the development process to be able to develop and shape the personalities of elementary school students better. The research results show that integrating character education into citizenship education learning can encourage students to have a positive attitude, both in interacting with other people and in everyday life. Research also shows that integrating character education into citizenship education can develop better character in students who are able to realize their rights and obligations as citizens, and have an ethical attitude. In this research, data was collected through direct observation, interviews and notes. The collected data will be used to understand how to integrate character education into citizenship education learning in elementary schools and how to integrate the concept of character into its development. It is hoped that this research can contribute to the development of character education in civic education learning in elementary schools and can be a reference for teachers in developing student character through civic education.

Covid-19 Pandemic and Pedagogic Learning Innovations in the 'New' Classroom: Views from educators in the Global North and South

This study analyzed the educational practices and innovations applied by educators in the Global North and South during the COVID-19 pandemic. The goal was to identify the nuances and factors driving learning innovations in different contexts and the implications for hybridizing higher education. Using case studies of two universities in the USA and Zimbabwe, the objectives were to identify the e-learning platforms employed to meet teaching and learning demands, to unearth other societal factors apart from COVID-19, to shape the utilization of e-learning platforms, and to understand educators' perspectives on their roles in the 'new' classroom. Utilizing e-learning theory, the qualitative research employed in-depth interviews with 19 faculty from both universities. The findings reveal contextual factors such as socio-economic conditions, digital divide, and institutional policies that inform the choice of learning platforms, specifically Zoom in the North and WhatsApp and Google Classroom in the South.

Tasting the Soil and Mobilizing the Future: Pedagogies of Hope in Timor-Leste’s Permaculture Youth Camps

This article localizes the traveling concept of permaculture in Timor-Leste as a pathway into studying the juventude permakultura (permaculture youth) movement, its pedagogies of hope, sensory learning, and emotional mobilization. Focusing on permaculture-based community gardening and water conservation projects in Timor-Leste in relation to projects implemented by the nation’s significant government-NGO nexus opens up anthropological inquiries into various social, political, and ecological phenomena. It contrasts divergent imaginaries of shaping young persons’ selves and futures and taps into issues of food security, environmental awareness, and alternative knowledge construction. Although ongoing research localizes the traveling concept of “permaculture” in Timor-Leste through tracing, exploring, and juxtaposing methodologies, this article focuses on the practice-oriented sensorial pedagogy of permaculture youth camps. It inquires how the eco-social youth movement contests the marginalization of vulnerable communities by acknowledging local knowledge and connecting it with translocal permaculture techniques. More precisely, the article focuses on the sensory and affective dimensions of learning in vulnerable communities and disaster-prone landscapes. It zeroes in on tasting the soil and mobilizing the future as pedagogies of hope and considers these powerful ways of securing (future) livelihood.

A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?

With the end of school closures due to COVID-19, students had to return to school, where they were exposed to various learning pedagogies while adhering to health restrictions. In this era known as the “new normal,” several organizations, such as UNESCO, have urged the investigation of effective learning strategies and methods to ensure positive learning outcomes. This study aims to investigate students’ preferred learning mode in the new normal. A sequential mixed-methods approach was conducted with 3139 university students. The results revealed that students were divided about their preferred learning mode in the new normal. More than half of them believed that blended and online learning were the future of education, while the rest believed that face-to-face learning was more appropriate.

Leveraging Maker Learning in STEM to Promote Children's Interest in Cancer Research: A Pilot Program.

Children's early awareness about cancer, through exposure to cancer biology and prevention strategies and research principles, is a promising focus of education and learning. It may also benefit the pipeline of people entering into science, technology, engineering, and math (STEM) careers. We describe an educational pilot program for elementary school students, using developmentally appropriate activities focused on cancer at a museum dedicated to children's maker-centered learning and STEM. The program was implemented through a public school in Washington, DC serving students underrepresented in STEM. Program conceptualization, museum and school engagement, and maker learning pedagogy are described, as well as curricular outcomes. A total of N = 111 students (44% female, 75% Black/African American, 5% Latine) participated in a day-long field trip. Museum educators, assisted by cancer center researchers, led a multipart workshop on cancer and the environment and hands-on rotation of activities in microbiology, immunology, and ultraviolet radiation safety; students then completed self-report evaluations. Results indicate that nearly all (> 95%) students practiced activities typical of a STEM professional at the program, and > 70% correctly answered factual questions about topics studied. Importantly, 87-94% demonstrated clear STEM interest, a sense of belonging in the field, and practice implementing skills for success in STEM (e.g., perseverance, imagination, teamwork). This pilot demonstrated acceptability and feasibility in delivering a cancer-focused curriculum to underserved elementary students using maker learning while favorably impacting key objectives. Future scale-up of this program is warranted, with the potential to increase students' motivation to engage in STEM and cancer research.

Perceived Impact of Active Pedagogy in Medical Students' Learning at the Faculty of Medicine and Pharmacy of Casablanca

Background: Learning through active methods is recognized for facilitating material assimilation, increasing motivation, improving performance, and fostering autonomy among medical students. Despite these advantages, some difficulties persist for certain students, and traditional teaching methods continue to dominate in medical faculties.  Objective: This study aims to describe the viewed impact of active pedagogy methods and students' perception towards them.  Population and Methods: A cross-sectional study was conducted among medical students at the Faculty of Medicine and Pharmacy of Casablanca in November and December 2023. The sample size was calculated using Epi Info 7.2.5.0 software, and probabilistic sampling was used to determine our sample. Data were collected using an electronic questionnaire (Google Forms) containing questions about the impact and perception of active pedagogy, then processed and analyzed using R software while maintaining confidentiality and data protection.  Results: Out of a total of 442 students who were mostly female (57.2%), a large portion (83.0%) were unfamiliar with the concept of active pedagogy. However, the most well-known active pedagogy methods were simulation, practical and directed work, and clinical cases among 54.0% of students, role-playing, group work, and presentations among 44.2%, as well as e-learning among 32.7%. The results showed that the majority of students recognized the benefits of active pedagogy: it increases educational performance (86.8%) and engagement (77.7%), helps succeed in evaluations (80.4%), boosts motivation (80%), fosters autonomy (79.5%), and prepares for professional life according to 81.3% of students. Over 82% of students favored replacing traditional pedagogy with active pedagogy.  Conclusion: Active methods are highly appreciated by medical students for their ability to promote autonomous learning and high educational performance. However, despite their satisfaction, these methods remain underutilized, and some students still encounter difficulties. The majority of students support their generalization as a replacement for traditional methods.

SustainableTransformation of Undergraduate Engineering Education in China through Sino-Australian Cooperation: A Case Study on Electro-Mechanical System

China’s undergraduate engineering education is facing two significant challenges: passive learning and limited cross-cultural communication. In response, active learning methods such as project-based learning (PBL) and Sino-foreign cooperative education emerge as promising solutions. However, despite their potential, PBL’s application remains constrained, and many Sino-foreign cooperative programs persist with traditional passive learning approaches. How to adeptly integrate the two, namely realizing active learning in Sino-foreign cooperative education, is the primary objective of this study. To this end, a sustainable strategy for cross-cultural transfer and the adaptation of active learning is proposed. Initially, a PBL-based active learning pedagogy is tailored for a course within a Sino-Australian cooperative undergraduate program. This approach integrates hands-on activities, teamwork, and the flipped classroom method. Moreover, to ensure implementation quality, an assessment method reliant on continuous student survey feedback is suggested. Subsequently, through the statistical analysis of students’ survey data as well as final grades, both quantitative and qualitative results affirm the efficacy of the proposed strategy.

A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

A study on the development of eleventh grade students’ critical thinking skills and self-efficacy using active learning pedagogy with gamification

Inclusion and Accessibility in Teacher Education

The paper focuses on counteracting discrimination and exclusion in language teacher education by course design which is supportive and inclusive for all students. It also stresses the role of appropriate teacher training in boosting teachers’ sense of preparedness, self-efficacy beliefs and favourable attitudes towards inclusion and accessibility in language education. It promotes inclusive pedagogy (Florian, Black-Hawkins, 2011; Black-Hawkins, Florian, 2012; Florian, Spratt, 2013) and Universal Design for Learning (UDL) (Meyer, Rose, Gordon, 2014; CAST, 2018; Torres, Rao, 2019; Novak, 2022) which allow avoiding stigmatisation and marginalisation of students with diverse needs. The paper uses the SCALED course, developed both for initial teacher education (ITE) and continuing professional development (CPD) of language teachers, as an example of good practice. It provides exemplary solutions which promote effective inclusion by increasing accessibility for students with various needs (including special needs and disabilities) through the universal design the course. The paper presents examples of universal design in relation to the course elements such as the goals, structure, tasks, content, materials, ways of providing feedback and conducting assessment.

Pandemic Pressures: A Study on the Forms of Violence Against Students During Online Learning

Abstract This research aims to find out and analyze three forms of violence experienced by primary education students during the COVID-19 pandemic, namely domestic violence, violence due to the use of technology (gadgets, the internet), and violence committed by schools or teachers against students. In this research, the researcher did not find domestic violence committed by mothers against their children who were conducting online learning during the Covid-19 Pandemic, except found that the potential for violence still exists, so that at any time, it can be manifested if mothers fail to manage the socioeconomic pressures they face. The researcher of this study also sees the critical role of technology in online learning during the Pandemic. However, technology has also given birth to violence in its form, starting from internet access that is not easily accessible to every student, the uneven distribution of the internet network, as well the increasing number of tasks and learning loads charged to students, also the necessity for students to look for learning materials through various existing internet sources, and the demand to submit schoolwork or those that must be equipped with video images and audio (voice). During the COVID-19 pandemic, schools also failed to implement democratic learning pedagogy because schools only highlight aspects of academic learning, forgetting the importance of accommodating children’s rights in interacting and playing with others (social), so many students felt bored, saturated, and depressed.

Formation of Professional Skills of Agricultural Engineers during Laboratory Practice when Studying Fundamental Science

The article deals with the problems of organizing and conducting professionally oriented laboratory classes in fundamental sciences, in particular physics in agricultural and technical universities. The research aim is to theoretically substantiate and develop the methodology for the formation of professionally oriented experimental skills of future agricultural engineers in the process of performing laboratory work in physics in the conditions of the integration of fundamental and professional training. To achieve the research aim, we used the following research methods: theoretical (comparative analysis of scientific, methodological and pedagogical literature) and empirical (observation, analysis, survey of respondents, generalization and modeling of research results, generalization of pedagogical learning experience). In order to select and understand the experiment results, we conducted a survey of teachers and students in order to reveal their understanding of the importance of studying physics for future professional activities. The analysis of the content of physics curricula and other subjects of the natural-mathematical and professional cycles of training made it possible to determine the topics that can be supplemented at laboratory classes in physics (these additions are aimed at the formation of practical skills, which are a necessary component of the professional competence of future specialists in the agricultural sector). The professional orientation in teaching natural sciences involves studying the science basics in an organic connection with the specifics of the future profession. The research experimentally proved that the practical focus of teaching physics changes the student’s attitude to theoretical training, helps him discover the deep internal interdependence of theory with future professional activity, his training as a specialist.

Role of Technology-Enhanced Service Learning in Empowering Marginalized Communities in Malaysia

Service learning (SL) provides a fitting opportunity for students to engage with and learn from the larger community. Such engagements are fast becoming a crucial facet of student and academic activities within Higher Educational Institutions (HEIs) in Malaysia. (SL) enhances pedagogical learning, fosters more durable relationships which extend beyond campus walls and appropriately prepares students for life outside the campus. The integration of community engagement within the (HEIs)’s curricula fosters an educational setting which facilitates the students’ academic, personal and professional developments. (SL) is a learning pedagogy that helps students identify issues within the community, work together and address some of the diverse challenges that have been identified. Today, without a basic knowledge of Information and communication technology (ICT) or digital literacy, it is very difficult to secure employment. Marginalized communities are faced with various socio-economic and environmental barriers which prevent them from obtaining such knowledge. This, in turn further perpetuates a vicious cycle that leaves them within a constant state of powerlessness. This study sought to explore the potential of (SL) in empowering marginalized communities by providing them with basic (ICT) training. A qualitative approach was utilized involving interviews with twenty respondents from marginalized communities. The respondents currently hold jobs which require a basic knowledge of (ICT). The findings indicate that basic digital literacy is becoming increasingly crucial toward the empowerment of marginalized communities in Malaysia. However, the relevant initiatives toward this are sorely lacking. Thus, service learning has a great potential to address the current gap.

A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING

Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.

Radical Urban Classrooms: Civic Pedagogies and Spaces of Learning on the Margins of Institutions

AbstractThis paper investigates the relationship between “civic pedagogy” and institutions, through three case studies: the Live Works Castlegate Co‐Production at the University of Sheffield; a Collective Design Pedagogy at Muktangan School, India; and the School for Civic Action at the Tate Exchange. The projects aim to build citizens’ agency with transformative urban potential by engaging civic pedagogy using different scales, perspectives, and resources: as engagement with schools, higher education institutions, and art practices. Using Pelin Tan's definition of urgent pedagogies as a framework, this paper investigates the alternative alliances, trans‐territorial solidarities, and transversal methodologies of each project, comparing and contrasting methods and techniques. We discuss the potential for a shared decentralisation of learning associated with institutions, by engaging with the urban environment and communities, and propose a series of codependent practices for the initiation and sustenance of civic pedagogy for geographers interested in urban learning and education.

Exploring Secondary School Students’ Interest and Mastery of Atomic Structure and Chemical Bonding through ChatGPT

This research explored the impact of using ChatGPT, a chatbot-assisted artificial intelligence (AI), on students’ interest and conceptual understanding of atomic structure and chemical bonding. A total of 92 senior and two secondary students, including 61 male and 31 female students from Rwanda, were randomly selected to participate in the study. The study used a sequential explanatory research design to collect and analyze data. A pre and post-achievement test was used to collect quantitative before and after using ChatGPT. On the other hand, focus group discussion was used to collect qualitative data to explore students’ interest in using chatbots. Repeated measure ANOVA was used to analyze quantitative data from achievement tests, while thematic analysis was used to analyze qualitative data from focus group discussions. The results revealed that the generated response from the use of chatbot-AI is an effective method to supplement other active methods of teaching and learning atomic structure and chemical bonding. In this regard, the students’ performance increased by 16.6% after the use of chatbot-AI. However, the study did not find a statistically significant difference between male and female students after using ChatGPT. Thematic analysis revealed three overarching themes. In this line, the use of ChatGPT stimulates students’ engagement and interactivity, curiosity and motivation, and enhanced learning experience. Educators and policymakers were recommended to integrate this technology into the curriculum to supplement other active teaching and learning pedagogies.

A Literature Review on the Practice and Challenges of Project-based Learning (PBL) in Teaching Primary (STEM) in China

With the rapid development of modern society, China is more and more eager for innovative talents; therefore, the national policy supports the adoption of Project-based Learning (PBL) pedagogy in Science, technology, engineering and Mathematics (STEM) disciplines. Although PBL can develop students' ability to solve real-life problems, such as solving the problem of sewage treatment in life, thinking independently, and exploring actively, the implementation of PBL in STEM teaching in Chinese elementary schools is still a great challenge because the current level of teachers in China is inadequate and lacks systematic training. This paper will analyze the positive views and shortcomings of previous researchers in relevant topics of inquiry through the literature review method and then propose some new ideas for improvement. For example, schools need to be better resourced with teachers as well and the government can provide schools with more funds to buy equipment to ensure that teaching and learning are equipped.

Teacher Motivational Scaffolding and Preschoolers’ Motivational Triggers in the Context of Playful Learning of Multiliteracy and Digital Skills

AbstractThis research focuses on exploring teacher motivational scaffolding and preschoolers motivational triggers in a playful learning project conducted in a Finnish preschool context. The aim of playful learning was to promote preschoolers’ multiliteracy and digital skills in a news-making project. The participants were 17 preschoolers and their teacher. Video ethnography and qualitative content analysis were employed as research methods. The findings indicate that the teacher’s motivational scaffolding strategies in playful learning pedagogy included connecting with the preschoolers’ prior experiences and interests, promoting exploration skills, supporting the different developmental levels of the preschoolers, and encouraging them to participate in playful learning. The following motivational triggers were identified for preschoolers: 1) engaging in discussions about news, 2) exploring news through traditional and digital media, 3) utilizing digital tools, and 4) creating and engaging in news-related activities. The findings contributed to the development of a motivational design model for playful learning.

Academy breaking boundaries[sbnd]the effect of integrative learning on the acceptance of others

Integrative learning crosses the formal boundaries between academic disciplines, allowing learners to form a comprehensive and holistic understanding of subjects. This pedagogy encourages integrative thinking, which has the potential to influence life outside the classroom and to transcend cultural and social boundaries. In this study, we examined whether an integrative learning pedagogy of literature and science can improve communication and understanding across cultural boundaries to create tolerance toward the other, in the experience of 15 Bedouin Arab preservice teachers (PSTs) who taught in Jewish schools in Israel. The study was based on several qualitative tools: reflective diaries, semi-structured interviews, and questionnaires answered by the PSTs. The collected data show that integrative learning of literature and science had an impact beyond the academic content. The integrative learning pedagogy influenced the PSTs’ perceptions, causing them to reevaluate prejudices, lower their anxiety level, and increase their tolerance toward the other. These feelings enabled the creation of interpersonal relationships between the Bedouin PSTs and their Jewish students. The uniqueness of this study is in the examination of the effect of the integrative learning of literature and science on an everyday life challenge―the degree of tolerance in multicultural learning groups―and in the conclusion that this pedagogy has the potential to promote tolerance.

Decision making as a pedagogy for social emotional learning

This paper makes the case for adults in children’s lives to incorporate the science of decision-making skills as a pedagogy for social emotional learning (SEL), the process through which humans acquire a set of five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Collaborative for Academic, Social, and Emotional Learning, 2020). Choices require learners to activate the first four SEL components while being explicit about the fifth, which can be an inclusive protocol for teaching and practicing SEL. The interdisciplinary decision and behavioural sciences (Kahneman, 2003) offer many insights into why a structured decision-making process can help youth move strategically through a choice to create new opportunities and develop their social emotional development while avoiding common missteps (which decrease social emotional development). Missteps are likely in more common approaches such as pros and cons lists, vague directives to “stop and think,” and voting. In terms of collaborative decisions, the decision sciences illustrate how approaches based on understanding values and being curious about others’ perspectives can help to build choices that embrace diversity and minimize polarizing reliance on misinformation. Models of collaborative structured decision-making, in particular, help teachers encourage their students to embrace transformative SEL oriented towards social justice, positioning diversity within groups as a necessary asset in reaching a quality decision (Jagers et al., 2019). The incorporation of a plain-language, science-based framework, such as the one detailed in this paper, provides a foundation for students to responsibly make minor decisions and significant decisions, all while explicitly and implicitly developing their social emotional skills.

Annexation of Crowdsourcing Technique to Aid the Research Pedagogy

The synergistic integration of crowdsourcing into teaching-learning pedagogy is explored in this extensive trialing, which presents a coherent story derived from several dimensions, including mass engagement, collaborative pedagogy approaches, and an experimental project evaluating pedagogical impact on preschool-aged children. The research article explains how crowdsourcing may be revolutionary, highlighting its benefits for information collecting, problem solving, and project execution. Moving from traditional teacher-centric to Student – centered approaches, smoothly transitioning into the field of teaching and learning pedagogy. The study covers the constructivist, collaborative, integrative, reflective, and inquiry-based learning pedagogies. It emphasizes how important pedagogy is in encouraging collaborative learning settings, removing monotony, and accommodating various learning preferences. An experimental project aimed at evaluating the effects of teaching-learning pedagogy on young children in preschool. College students mediated contacts between high school students and non-digitalized preschoolers by using human networks as mediators. The approach demonstrates the viability and effectiveness of crowdsourcing for research in education while emphasizing the need for cautious execution, middleman training, and quality assurance.