Lecture Plans Research Articles

델파이 기법을 활용한 강의평가 문항 개발 연구: K 대학의 강의평가 사례를 중심으로

Objectives The purpose of this research is to analyze references and previous researches related to lecture evaluation system, and to develop survey items for lecture evaluation system of K universities. Methods To achieve this purpose, the expert panel of professors among K university was formed, and conducted Delphi method from July 1 to December 29, 2023 to develop a measurement tool. Results Through two rounds of item validity verification by three experts, a total of 10 items were extracted. The research findings extracted four items in lecture planning and operation, including class planning, adherence to class time, interaction, and flexibility of the class; three items in lecture content and methods, including the delivery of lecture content, effectiveness of teaching methods, and appropriateness of learning materials; two items in evaluation, including the fairness of evaluation methods and post-evaluation guidance; and one item in lecture satisfaction. Conclusions The result of this research can provides verificated lecture evaluation tools, and suggests that universities should develop validated and reliable evaluation tools for various educational programs including lectures to offer customized curriculum to students.

Pelatihan Pembuatan RPS Berbasis OBE bagi Dosen Fakultas Pertanian dan Kehutanan Universitas Muhammadiyah Palangkaraya

Semester Lecture Plan based on outcome-based education (RPS OBE) as a lecture plan that is in line with the Independent Curriculum by emphasizing student-centered learning processes so that learning occurs interactively and innovatively so that graduating students have high competence and are flexible to follow current developments in line with the expectations of the industrial revolution 4.0. This service activity aims to increase the competence of lecturers in preparing the OBE RPS. The methods used are lecture, question and answer, discussion and practice. This activity had a positive impact on Fapertahut lecturers, which is marked by an increase in compiling CPMK before activities are carried out with CPMK which is produced at the end of the activity. Presentation and mentoring activities are able to correct errors in understanding in the theory session regarding RPS OBE. By practicing and presenting, the target audience will more quickly recognize mistakes made. Apart from that, presentations and discussions can become material for reflection and reference for other participants.

Exploring Artificial Intelligence as a Remedy to the Heavy Teaching Workloads Caused by Massification of Ugandan Public Universities

Universities worldwide, particularly public universities in Uganda are facing a dilemma in which their massification has far outstripped the growth of their academic service delivery capacity, especially their actual teaching staff size. Consequently, most lecturers are struggling with heavy teaching workloads resulting from large class sizes of 100 to 300 or more students created by massification per course unit, especially at the undergraduate level. These workloads have overstretched most lecturers’ ability to teach effectively and limited their career growth by keeping them too busy to conduct research and participate in community service. The dilemma is faced at the time when Industry 4.0 has developed Artificial Intelligence (AI), which can execute different tasks, including teaching tasks in much the same way as human beings perform them. Drawing on the AI job replacement theory complemented by UTAUT and TOE, this study employed a cross-sectional questionnaire survey involving 325 respondents (deans, heads of department [HODs] and lecturers) randomly selected from five randomly selected public universities to analyse awareness of the teaching tasks AI can execute to reduce faculty members’ workload without replacing them, acceptance of AI to perform these tasks, and hindrances to its adoption. Findings from the descriptive analysis indicate that at least 74% of the deans, HODs, and lecturers were highly aware of the teaching tasks AI can perform. Most of these respondents accept AI to perform such teaching tasks that do not involve a human touch as an online search for research and lecture content, lecture dictation, student assessment and evaluation, and grading of marks. They, however, did not accept AI to execute teaching tasks that involve the human touch such as lecture planning, facilitating tutorials and discussions, assessing students’ interpersonal weaknesses that affect learning, and feedback provision. These findings allude to a need to adopt AI to execute only the teaching tasks it is accepted to perform and leave to the lecturers all the tasks they do not accept to perform. Adopting AI this way is bound to relieve the teaching workload allocated to lecturers as massification intensifies. The findings indicate, however, that AI adoption is hindered by different factors, including lack of strategic, ethical, and policy guidelines, and lack of funds and skills required to operate it. These findings point to a need for the management of Uganda’s public universities to adopt AI by lobbying the government for more funding, mobilizing necessary funds internally, training faculty members in using AI, and encouraging all of them to accept it by explaining the role it is capable of playing in reducing workloads and erasing their fear that AI could replace them

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

학부 유학생과 한국어 모어 학습자 간의 상호 이해 증진을 위한 모국 설화의 교육적 활용 전략

This study notes that the use of folktales, especially among classical literature, can be used as an interesting course to converge and accept both domestic and foreign learners at the qualitative and academic level. As the influx of international students in domestic universities increases, the number of lectures taken by international students and Korean students is also increasing. However, in the field of universities, there is an inevitable educational gap between international students and Korean students. In this situation, it is meaningful that the educational use of folktales maximizes the participation of the members and enables mutual communication. The text used at this time can be selected not only from Korea but also from other countries/mother countries, and the student actively learns the story through the process of ‘reading-listeningwriting-speaking’ with the instructor. It is judged that such a learning plan can confirm the universality of the old story for both international and domestic students and expand it to an opportunity to understand the traditionality and uniqueness of Korea at the same time. Accordingly, by introducing specific lecture plans and related materials, and analyzing resentations of learners submitted as final results, we will discuss the future-oriented development direction that this folktales education implies.

Non-political propaganda directions of the Stalingrad (Volgograd) regional branch of the All-Union Society "Znanie" (1948-1980)

The object of the study is the non-political propaganda of the Volgograd (Stalingrad) branch of the All-Union Society "Znanie" (Knowledge) during the Soviet period of the organization's existence (1948 - to the end of the 1980s). The subject of the study was such areas of work of the regional branch of the society "Knowledge" as propaganda in the field of education, pedagogy, disease control, healthy lifestyle. The source base for this study was archival documents of the Center for Documentation of the Modern History of the Volgograd region (CDNIVO), namely, minutes of meetings of the organizing committee of the regional branch, annual reports on the main activities of the regional branch, minutes of the work of various sections within the department, minutes of the meeting of the Presidium of the Board of the regional branch, minutes of meetings of the Plenum of the Board of the regional branch, lecture plans, etc. These documents are of particular value, since today they are the only sources that cover the work of the Volgograd branch of the All-Union Society "Znanie". The principles of historicism, subjectivism, and system analysis of regional archival sources of the Center for Documentation of the Modern History of the Volgograd Region were applied in the methodology of the work. The novelty lies in the fact that for the first time an analysis of the work of the regional office is being carried out, especially since the narrower and non-core areas of work of the Znanie society are affected. The results of the study allow us to conclude that the Volgograd regional branch of the Znanie Society has implemented quite important tasks in matters of education, disease prevention, organization of cultural leisure for city residents, for this the society used various methods of work: parent lectures, radio lectures, national universities, meeting evenings, printing articles in periodicals, etc. Attention to the sections of pedagogy and psychology, medical knowledge, literature and art increased. The audience coverage of the above sections also grew, thousands of residents of the city passively or actively participated in the life of these sections.

Mathematics Education Based On Toba Batak Culture Learning Model To Improve The HOTS Capabilities Of Prospective Elementary School Teachers

The aim of the research is to analyze the effectiveness level of the development of the Realistic mathematics education based on Toba Batak culture learning model. The Realistic mathematics education based on Toba Batak culture learning model has fulfilled the effectiveness level to enhance students' HOTS abilities, which include: (a) syntax, consisting of: cultural apperception, problem-solving discussions, patterns of social interaction using representation and problem-solving, reflection on work results, (b) social system built on collaboration principles, (c) management reaction principles where lecturers act as facilitators, (d) supporting system such as: semester lecture plans, teaching materials, lecturer guidebooks, student guidebooks, and student activity sheets, (e) instructional impact in the form of students' HOTS abilities and accompanying impact in the form of scientific attitudes, collaboration, and realistic thinking. The Realistic mathematics education based on Toba Batak culture learning model is equipped with a set of model books, semester lecture plans, teaching materials, lecturer guidebooks, student handbooks, and student activity sheets that have met the effectiveness level. The effectiveness level of the Realistic mathematics education based on Toba Batak culture learning model is influenced by four aspects, namely: The lecturer's capacity to oversee learning scored 4.17 on the NKD scale, placing it in the high category. Student's Higher Order Thinking Skills (HOTS) were rated at 0.85, indicating a high level of proficiency. Active student participation was noted at 25%, categorized as active. Student responses were at 93%, indicating a high level of engagement. The level of students' HOTS abilities through the application of the Realistic mathematics education based on Toba Batak culture learning model has increased from the moderate category to the high category, with an N-Gain score of 0.81 in the high category. The level of active student activities through the application of the Realistic mathematics education based on Toba Batak culture learning model has a value of 25% in the active category. The level of student response to the learning process in implementing the Realistic mathematics education based on Toba Batak culture learning model obtains a value of 93 in the high category.

Crafting Dynamic Lesson Plans: Designing Differentiated Learning Approaches for Teaching Reading Skills in the Philippines

Abstract. This study investigates the difficulties encountered by educators in the Philippines when devising differentiated lesson plans for teaching reading skills. The study employed qualitative research methods, including interviews and document analysis with ten Filipino English teachers from the province of Iligan. The collected data were analyzed using thematic analysis to identify patterns and themes. The findings emphasize common challenges in content differentiation, accommodating diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress. These difficulties are consistent with prior research on differentiated instruction in diverse educational contexts. Factors such as limited access to diverse resources and the need to align differentiated content with curriculum standards increase the difficulty of content differentiation. Time constraints present obstacles in terms of planning, resource adaptation, and time management. Identifying individual requirements and modifying text complexity are additional obstacles to content differentiation. Educators face complex challenges in accommodating diverse learning preferences and employing effective grouping strategies. When designing lecture plans based on differentiated learning, time management and evaluating individual progress are crucial considerations. The study provides practical guidance for the creation of differentiated learning-based lesson plans that are tailored to the unique needs of Philippine students. This study's findings cast light on the common challenges educators face when differentiating content, addressing diverse learning styles, implementing effective grouping strategies, managing time, and assessing individual progress. This study contributes to the improvement of literacy instruction in the Philippines by addressing these obstacles and proposing evidence-based practices.

The Implementation Integrating Science and Religion in Curriculum Implementation at State Islamic University in North Sumatra

This study aims to explore the concept of integration of science and religion based on wahdhatl ulum, explore the development of the integration of science in curriculum development, and explore the development of the integration of science and religion based on wahdhatl ulum in the implementation of the curriculum at the Faculty of Tarbiyah and Teacher Training a state Islamic university in North Sumatera. This research conducted a qualitative method with a phenomenological approach. The instruments used in this research are observation, interviews, and documentation studies. The data is analyzed using inductive and interim analysis. The results show the concept of integrating science and religion based on wahdhatul ulum in leaders’ of FITK UINSU Medan view is a concept of incorporating knowledge by obviating the dichotomy or separating between general sciences and religious sciences. Preparing the curriculum begins by forming Lecture Plans (RPS) in lecture activities. Despite of, the integration of science and religion in curriculum implementation has been carried out through the process of lectures, research, and community service; however, not all lecturers have the same perception in its understanding and implementation, so there are variations in their learning activities.

Using Netflix Original Series to teach economics: A diversity and inclusion approach

Using pop culture to illustrate economics concepts is a growing trend among economics instructors. This paper embraces this trend and contributes by exploring the opportunities that using video clips from Netflix Originals series provides to economics instructors. We created lecture plans based on 12 Netflix Originals series allowing instructors to illustrate more than 25 economics concepts presented in principles of economics courses. The shows listed in this paper are from Africa, the Middle East, Asia, Europe, Australia, and the Americas. Therefore, this paper's lecture plans allow students to learn a wide range of concepts using series from various parts of the world. Besides geographical diversity, our resources enable instructors to expose students to multiple forms of diversity, such as languages, cultural, ethnic, and sexual identities.

Development of an Applicative Analysis Evaluation Model for Learning Arabic Morfologi (Tathbiq Shorfi) Google form Based

The purpose of this study is to develop an Applicative Analysis Evaluation Model for Tathbiq Shorfi learning based on Google Forms, and to describe the validity of the Applicative Analysis Evaluation Model for Google Forms based Tathbiq Shorfi learning. The design of this research is a development design that is realized with procedures, (a) the planning stage which includes a preliminary study of basic competencies, SCPL, sub SCPL, descriptions of the themes and materials developed, and the evaluation tool model used by Tathbiq Shorfi course instructors, through dissemination questionnaires to teaching lecturers and students taking Tathbiq Shorfi courses, (b) the implementation stage, namely the development of an evaluation model, (c) the evaluation stage, namely the evaluation expert test and field test. The data in this study consists of preliminary study data and trial data. The results of the study are in the form of an evaluation model in the form of analytical-applicative type questions in the google form application in the form of objective and subjective test questions that have been equipped with answer keys made per topic according to the theme and learning achievement standards (SCPL) in the Semester Lecture Plan (RPS) for the Tathbiq Shorfi course. The product validity test from the Arabic language learning and evaluation expert is 92.85% or very valid, while the field test shows the validity of the product is 72.40 % or valid, and an average score of 84.56 or very decent.

Pedagogical Perspectives of Interdisciplinary Teaching and Research: An Energy System Modelling Outlook in Relation to Energy Informatics

The purpose of this paper is to present and discuss pedagogical frameworks and approaches to developing, delivering, and evaluating a new interdisciplinary course within the domain of energy informatics at both Master’s and PhD levels. This study is needed because many papers on sustainable energy engineering education concentrate on course content but provide very little information on the pedagogical methods employed to deliver that content. The proposed new course is called “smart energy and power systems modelling” and is aimed at discussing how mathematical optimization, in the context of computer science, can contribute to more effectively managing smart energy and power systems. Different pedagogical frameworks are discussed and adapted for the specific domain of energy informatics. An ASSURE model coupled with Bloom’s taxonomy is presented for the design of the course and identification of learning objectives; self-regulated learning strategies are discussed to enhance the learning process; a novel model called GPD (Gaussian Progression of Difficulty) for lecture planning was proposed; a teaching-research nexus is discussed for the course planning and enhancement. Adopting qualitative analyses and an inductive approach, this paper offers a thorough reflection on the strengths and weaknesses of the new course, together with improvement possibilities based on fieldwork and direct experience with the students and colleagues. Opportunities and challenges of interdisciplinary teaching are presented in light of real-world experience, with a particular focus on the interaction between mathematics and computer science to study the specific application of energy and power systems.

사이버대학 성인학습자의 자기주도적 학습 촉진을 위한 강의교안 가이드라인 개발

Objectives As cyber university grow into a major educational institution for lifelong learning, there is a growing demand in the field for the development of support elements for teaching and learning that considers the context of cyber university classes and the characteristics of learners. Therefore, this study paid attention to the course content among the supporting elements of teaching and learning, and tried to reveal practical ways to promote self-directed learning for cyber university’s adult learner through guidelines.
 Methods The development of specific guidelines was carried out in seven steps. First, a literature analysis was conducted to understand the context of offline universities and other cyber universities, and a research plan was established based on the definition of self-directed learning for cyber university students. Next, the guideline content was organized into stages of analysis, development, and validation. In-depth interviews with A Cyber University staff were conducted to examine the development and utilization of teaching plans and key elements. From the analysis results, three design strategies were established and used as the basis for the guidelines. The guidelines consisted of the introduction and main body of the class, the necessary elements and writing methods for the conclusion, and the expected outcomes of self-directed learning. These guidelines were ultimately validated by the staff and instructors at A Cyber University.
 Results As a result of the study, several findings emerged. First, through in-depth interviews with the staff, it was discovered that the current status of course plan development and the need for provision at A Cyber University were related to the instructors' teaching styles, teaching-learning elements, and the necessity for guideline development strategies for both instructors and learners. Additionally, an analysis of exemplary lecture plans from A Cyber University revealed that the lecture plan design could be composed in various ways, depending on the characteristics and content of each subject, the intentions of the lecturer and instructional designer, and the implementation strategy based on the overall structure of introduction, body, and conclusion. Second, three strategies for designing lecture plans aimed at promoting self-directed learning for cyber university students were derived, which served as the basis for determining the teaching and learning elements and framework for the lecture plan development guidelines. Third, the final guideline were derived focusing on the elements to be included in each area of the introduction, main body, and conclusion of the class, their definitions, writing methods, and expected effects in terms of self-directed learning.
 Conclusions Based on the above research results, suggestions for future research and implications for lifelong educational institutions that mainly utilize cyber universities and online lectures were presented.

A matheuristic for customized multi-level multi-criteria university timetabling

Course timetables are the organizational foundation of a university’s educational program. While students and lecturers perceive timetable quality individually according to their preferences, there are also collective criteria derived normatively such as balanced workloads or idle time avoidance. A recent challenge and opportunity in curriculum-based timetabling consists of customizing timetables with respect to individual student preferences and with respect to integrating online courses as part of modern course programs or in reaction to flexibility requirements as posed in pandemic situations. Curricula consisting of (large) lectures and (small) tutorials further open the possibility for optimizing not only the lecture and tutorial plan for all students but also the assignments of individual students to tutorial slots. In this paper, we develop a multi-level planning process for university timetabling: On the tactical level, a lecture and tutorial plan is determined for a set of study programs; on the operational level, individual timetables are generated for each student interlacing the lecture plan through a selection of tutorials from the tutorial plan favoring individual preferences. We utilize this mathematical-programming-based planning process as part of a matheuristic which implements a genetic algorithm in order to improve lecture plans, tutorial plans, and individual timetables so as to find an overall university program with well-balanced timetable performance criteria. Since the evaluation of the fitness function amounts to invoking the entire planning process, we additionally provide a proxy in the form of an artificial neural network metamodel. Computational results exhibit the procedure’s capability of generating high quality schedules.

“사회복지 윤리와 철학”의 블랜디드 러닝 기반 대학 교수법 연구

Objectives In this study, the subjectivity of professors and students is the most common among social welfare subjects, and it is meaningful to analyze and evaluate whether face-to-face classes can be supplemented by using problem-based learning (PBL) in non-face-to-face classes due to COVID-19.
 Methods To this end, external and fellow professors and researchers analyzed and evaluated the class videos, lecture plans, and materials of Social Welfare Ethics and Philosophy, and conducted in-depth interviews with students on class evaluation.
 Results As a result of conducting ‘social welfare ethics and philosophy’ classes using blended learning as a non- face-to-face method with COVID-19, external, peer, and researcher evaluations were high, and satisfaction with their own considerations due to students' understanding and discussion of subjects was higher than face-to-face classes.
 Conclusions Even if face-to-face classes are converted after COVID-19, students will be able to improve their satisfaction by using blended methods of videos and zoom classes for students who inevitably did not participate in face-to-face classes and problem-based learning methods that help them logically present and advise others.

Lecturers and students’ perceptions about online learning problems during the COVID-19 pandemic

This research is based on the problem of the outbreak of the coronavirus which has become a global pandemic and a national disaster. The purpose of this study was to describe the perceptions of lecturers and students on online learning problems during the COVID-19 pandemic. The data was collected with the help of questionnaires. This quantitative descriptive study was conducted among lectures and students who selectedd randomly. Data analysis used a Likert scale and the results of perceptions used descriptive analysis. The results of the study show that the perceptions of lecturers and students on online learning problems during the pandemic consisted of six aspects (lecture plans, online lecture activities, online lecture recording and evaluation, lecture assistance services, and lecture support facilities). Furthermore, it can be agreed that effective online learning occurs due to the interaction of students and lecturers as well as technology connected to education.

Development of web-based general biology content on the GEN-BIO platform

The development of valid online learning media is currently very necessary in supporting the biology learning process. A high percentage of students had misconceptions about general biology material in biology education (75%), a high percentage of student responded that are difficult to get valid general biology material on the internet (40.2%), and a high percentage of student responded so that lecturers make valid general biology material (94,1%), and the high percentage of student responses so that general biology material can be in the form of a web app (70.6%). The research objective is to produce a web app-based general biology content form on the GEN-BIO platform that meets the valid criteria. The method used in this research is R&D with the Thiagarajan development model consisting of define, design, and develop. While the disseminate will be carried out in the next research using a quasi-experimental method. The research instrument used was a needs analysis sheet in the form of a G-form given to 100 respondents, a Semester Lecture Plan (SLP) analysis sheet, a material expert validation sheet given to one lecturer, a media expert validation sheet given to one expert, a practitioner validation sheet given to give to one lecturer, and the readability test sheet given to 43 students. All instruments used in this study have been declared valid by the evaluator. Research data is a score of validity in the form of quantitative data and complementary information in the form of qualitative data. The data analysis technique used is descriptive quantitative. The results showed that it has been produced general biology content based on the web app on the GEN-BIO platform has been declared valid from material elements (98.06%), media elements (94.47%), practitioners (95.33%) and student readability (34, 02% strongly agree, 57.93% agree). The research concludes that the general biology content based on the web app on the GEN-BIO platform is suitable for offline and online learning in general biology courses in Higher Education, especially in the Department of Biology Education and the Department of Biology.

Learning Obstacles in the Making of Lesson Plans by Prospective Mathematics Teacher Students

Prospective mathematics teachers’ students must be able to build didactic situations that encourage students to actively learn. They must also be able to develop lesson plans independently. The facts found include lesson plans in the form of drill activities and the activity of downloading lesson plans from the Internet rather than compiling the lesson plans themselves, which are problems that need to be resolved. This study aims to analyse the learning obstacles experienced by prospective mathematics teacher students in preparing lesson plans. This research was a qualitative didactic design research with a focus on the analysis of didactic and metadidactic situations. The research subjects were three easily accessible prospective teachers, lecture administrators, lecturers from certain courses, and program administrators. Lecturers were chosen through the snowball method. The analysis of prospective teachers learning obstacles was conducted by analysing their actions, formulations, and validations during courses on curriculum analysis, media, and microteaching. The results showed that there were (1) ontogenic obstacles, namely, the readiness of students to attend lectures; (2) didactic obstacles, namely, imperfect learning materials and SLPs (semester lecture plans) that did not include elaborating and studying basic competence as indicators; and (3) epistemological obstacles, namely, the lack of opportunities for students to practise in the field, confirm, and validate the work they had produced with practitioners (i.e., school mathematics teachers). The results showed that there were ontogenic obstacles to student readiness, a didactic obstacle to learning materials used in lectures, and epistemological obstacles to the absence of interaction with schoolteachers. After knowing the learning obstacle of mathematics learning planning lectures, this research has implications for the development of lecture designs that encourage students to produce lesson plans. The lesson plans produced by students make school students learn actively.

CHALLENGES OF EDUCATIONAL MANAGEMENT IN PANDEMIC REALITY (ON THE EXAMPLE OF AKAKI TSERETELI STATE UNIVERSITY)

CHALLENGES OF EDUCATIONAL MANAGEMENT IN PANDEMIC REALITY (ON THE EXAMPLE OF AKAKI TSERETELI STATE UNIVERSITY)

Case study on effective teaching strategies for attaining course learning outcomes

Lesson planning has been a subject of debate within the realm of education, with contrasting views regarding its merits. This study employs a descriptive cross-sectional survey design to investigate lecture planning practices among teaching staff in the English Language and Translation Department at Qassim University, Saudi Arabia. The research focuses on understanding current practices and potential gender-related differences in teaching strategies. Data were collected through a structured questionnaire distributed to 26 university teaching staff, evenly split between males and females. The results indicate that faculty members exhibit a positive attitude towards lesson planning, emphasizing careful preparation, alignment with course objectives, and responsiveness to student needs. While some variations between male and female teachers were observed, particularly in lesson planning and the use of teaching aids, no significant gender-based disparities were found in many teaching practices. This suggests that effective teaching strategies can be employed by educators of any gender, challenging gender-based assumptions about teaching styles. Implications of the study underscore the importance of recognizing and celebrating diverse teaching approaches among faculty members. Rather than making gender-based assumptions, educational institutions should foster an inclusive environment where educators are encouraged to leverage their unique strengths.