Teaching Methods Research Articles

The Use of Resource-Oriented Teaching Methods in the Conditions of a Health-Preserving Educational Environment

Background: Modern higher education institutions face increasing demands for educational reform while maintaining student health and wellbeing. Resource-based learning (RBL) represents a promising approach, yet its implementation within health-preserving educational environments requires systematic investigation. Methods: This experimental study involved 493 undergraduate students from the National University "Yury Kondratyuk Poltava Polytechnic" during the 2023-2024 academic year. Participants were randomly assigned to experimental (n=240) or control (n=253) groups. The experimental group received RBL implementation within a health-preserving educational environment, while the control group followed traditional educational methods. Effectiveness was measured using validated assessment tools and analyzed through comprehensive statistical methods including ANOVA, t-tests, and effect size calculations. Results: The experimental group demonstrated significant improvements across all performance metrics. Very high performance levels increased by 6.25% (p < .001, d = 0.84), while very low performance categories were completely eliminated. The experimental group achieved 58.75% average performance compared to 49.01% in the control group (F(1,491) = 42.67, p < .001, η² = 0.34). Mobile learning implementation showed particularly strong effects with high reliability coefficients (Cronbach's α = 0.91). Conclusions: RBL implementation within a health-preserving educational environment significantly enhances educational effectiveness while maintaining student wellbeing. The approach demonstrates both statistical significance and practical importance, offering a validated model for technology-enhanced learning in higher education.

Teachers’ Job Performance and School Effectiveness in Public Senior Secondary Schools in Oyo State, Nigeria

The persistent underperformance of schools in Oyo State, Nigeria, has raised critical concerns about the effectiveness of teachers, whose roles are central to educational quality. This study investigated the impact of teachers’ job performance on school effectiveness in public senior secondary schools in the state. The objective was to examine how specific dimensions of job performance—lesson plan preparation, teaching methods, use of instructional materials, and record keeping—relate to school effectiveness. The study employed a descriptive survey design of a correlational type. From a population of 11,430 teachers across 563 schools, a stratified random sample of 387 teachers was drawn. Data were gathered using a validated "Teachers' Job Performance and School Effectiveness Questionnaire" (TJPSEQ). At the significance level of 0.05, descriptive statistics (mean and standard deviation) and Pearson Product-Moment Correlation were utilized in the study. Findings revealed moderate teacher job performance (M=2.79) and school effectiveness (M=2.16). Statistically significant relationships were found between overall job performance and school effectiveness (r=0.810, p<0.05), as well as with individual indicators such as lesson planning (r=0.718), teaching methods (r=0.980), instructional materials (r=0.657), and record keeping (r=0.775). The study concluded that teachers’ performance strongly determines school effectiveness. It contributes to knowledge by highlighting key performance domains directly influencing educational outcomes. The study recommends targeted professional development, resource allocation, and structured evaluation systems to enhance teacher performance and regional school effectiveness.

Development of Health Education Teaching Model for Highland Area Middle Schools in Honghe Prefecture

Background and Aim: Due to the challenging living environment, underdeveloped economic conditions, and limited educational resources in highland regions, such as the Honghe highlands, the health and well-being of young students require greater attention. Moreover, there was a noticeable gap in localized health education curricula that considered the unique cultural, environmental, and socioeconomic contexts of highland areas in Honghe Prefecture. As a result, middle school students in these regions lack the proper health knowledge, skills, and behaviors necessary to improve their overall well-being. To enhance the health levels of students in these areas, it is essential to improve health awareness, cultivate positive health behaviors, and promote a healthy lifestyle. Therefore, this research aims to develop a health education teaching model for highland area middle schools in Honghe Prefecture. Materials and Methods: This research utilized a mixed-method approach, combining quantitative and qualitative research. To study the current situation of the implementation of health education teaching in middle schools in the highland areas, the study distributed a total of 375 questionnaires to 9th-grade students in middle schools in the highland areas of Honghe Prefecture, interviewed 7 teachers in middle schools in the highland areas of Honghe Prefecture, the students' questionnaires and interview outlines passed the IOC test of 5 experts, IOC=0.94 (0.60-1.00), IOC=0.91(0.80-1.00), and finally constructed a model of the health education curriculum in the highland areas of Honghe Prefecture. Two rounds of Delphi involved 19 experts. The focus group method was used to determine the health teaching model through 9 experts. The data obtained from the questionnaire are analyzed using the average and standard deviation. Consensus data are evaluated using the median and interquartile range, with a criterion of a median ≥ 3.50 and an interquartile range ≤ 1.50. Results: A health education teaching model for highland area middle schools in Honghe prefecture was developed, which included 9 first-level indicators, namely, school management, program objectives, educational content, teaching methods, effectiveness evaluation, resources and materials, teacher support, implementation strategy, and student learning attitude. 24 second-level indicators and 54 third-level indicators. Conclusion: The health education teaching model for highland area middle schools in Honghe prefecture is both innovative and valuable. This teaching model can effectively enhance students’ understanding of and ability to address health challenges specific to the plateau environment, promote their physical and mental well-being, and foster healthy habits for adapting to life in high-altitude regions.

Students’ mathematics conceptual challenges: Exploring students’ thinking, understanding, and misconceptions in functions and graphs

Functions and graphs are fundamental mathematical concepts in mathematics and are vital to helping students comprehend the relationship between variables and other advanced topics in higher-level mathematics. Research has shown that students continually possess misconceptions and inaccurate thinking about functions and function representations. Function concepts such as variations, covariations, and function notations are challenges students face in conceptualizing function concepts in the classroom. Sources of these misconceptions may stem from the way students think about functions. The contributing factor to this problem is the teaching approaches or methods teachers use in mathematics classrooms, which focus on students demonstrating their skill in solving mathematics problems without helping students develop the conceptual understanding of the mathematics they teach. Although function forms the foundation of understanding higher mathematics, students’ and teachers’ understanding of function concepts appears to be mixed with many misconceptions and wrong assumptions.<br /> The researcher engaged the student in five clinical interview sessions to assess the student’s conceptual understanding of selected topics on functions and graphs. The researcher developed and implemented an instructional intervention to strengthen such understanding. A qualitative research method through clinical interview was used to engage a senior high school student in grade 11 in five one-hour meetings to assess the student’s conceptual understanding of selected topics under functions. Over the five clinical interview sessions, the interviewer engaged the student’s conceptual understanding of topics on functions, such as the meaning of functions, variations, covariations, and function notations.<br /> The researcher developed function assessment questions and validated them by experts for restructuring. All clinical interview sessions were voice recorded and transcribed, and photocopies of the student’s worksheets were collected and analyzed quantitatively to support the results and findings of this study. Findings from the study show that students continually develop procedural competencies over conceptual understanding in the mathematics classroom. The student over-relied on the <i>vertical line test</i> concept to determine whether a graph diagram represents a function. The student’s solutions to the covariation task showed a graphic representation of discrete points with a line drawn through the points to represent a continuous covariation. The designed interventions strengthened the students’ understanding and provided a means of testing/validating assumptions about the function concepts and understanding.

Exploring views and experiences of faculty members’ participation in an asynchronous online program: Using a micro-learning format and CoP framework

ABSTRACT Traditional teaching methods in higher education often fall short of meeting the diverse needs of learners, particularly in remote or asynchronous settings. Addressing this gap, this qualitative case study investigates how a six-module asynchronous online professional learning program can support the integration of active learning strategies using micro-learning and a Community of Practice (CoP) framework. Conducted at a higher education institution, the study involved six faculty members from diverse academic backgrounds. Data were gathered through semi-structured interviews, lesson observations, discussion board content, and participant reflections. Content analysis revealed that the flexibility and accessibility of asynchronous learning coupled with micro-learning segments. This study addresses a critical need for practical insights into professional learning programs that effectively implement active learning in non-traditional educational environments. The findings suggest that such programs should incorporate structured support mechanisms, clear guidelines, and diverse content formats to enhance motivation and mitigate cognitive overload, particularly in remote learning contexts.

Development Tennis Teaching Program with Game-based Learning to Improve Skills and Specific Fitness for University Students

Background and Aims: Tennis is a sport that demands both technical proficiency and physical fitness, yet traditional teaching methods often fail to engage students effectively. This study aims to develop and evaluate a game-based learning (GBL) approach in tennis instruction to enhance skill acquisition and improve specific fitness among university students. The primary objectives are to analyze how tennis content can be integrated with GBL and to compare the effectiveness of this approach with traditional instruction. Materials and Methods: A quasi-experimental research design was employed, involving 60 female university students aged 18–19 from Changchun University of Humanities. The participants were equally divided into an experimental group (n=30), which received game-based learning instruction, and a control group (n=30), which followed a traditional teaching method. The intervention lasted eight weeks, with one 90-minute session per week. Tennis skills and specific fitness levels were assessed before and after the intervention. Statistical analysis included independent t-tests for intergroup comparisons and one-way ANOVA with Bonferroni post-hoc testing to analyze improvements within the experimental group. The significance level was set at p < 0.05. Results: The results indicate that both groups showed improvements in tennis skills and specific fitness. However, the experimental group demonstrated significantly greater progress in forehand accuracy, backhand control, serving consistency, agility, reaction time, and explosive strength (p < 0.05). Additionally, qualitative observations revealed higher motivation and engagement among students in the game-based learning group compared to the control group. Conclusion: The study concludes that integrating game-based learning into tennis instruction is more effective than traditional methods in enhancing both technical skill development and physical fitness. This research supports the broader application of interactive and engaging learning strategies in sports education, emphasizing the need for innovative pedagogical approaches to improve student engagement and learning outcomes.

Simultaneous teaching of a foreign language and a native minority language through serious video game: a revitalization perspective

ABSTRACT This study explores an approach to revitalizing endangered native minority languages (NML) in Colombia through the simultaneous teaching of an NML, Embera Chamí, and a foreign language (FL), French, using serious video games (SVG). While FL thrive with robust didactic methods, NML face declining vitality and limited pedagogical resources. Leveraging the dynamism of FL teaching methods and technologies, this research seeks to benefit NML revitalization efforts. The project developed a simultaneous teaching method (STM) and an SVG tailored to this dual-language context. The effectiveness of both was tested with beginner students in the Modern Languages Program at the University of Caldas, yielding promising results for the STM and the SVG as tools for cultural and linguistic preservation.

VR-assisted development and application of educational materials for learning Chinese native music in primary schools

ABSTRACT This article aims to investigate the benefits of using VR technologies to develop educational materials for learning Chinese native music as well as the appropriateness and effectiveness of implementing VR-based training programmes in Chinese primary schools. A special VR training application “Chinese Native Music, Tradition and Culture” was developed using the XR development platform. Post-training knowledge testing showed that the average score of students studying in the VR environment was 23% higher than that of students who were provided with video materials for learning Chinese native music. The experts confirmed that it is advisable to introduce VR teaching methods into the school curriculums and also emphasised the importance of developing smart music classrooms. Overall, this study underscores the significant advantages of utilising VR technologies in education, offering practical solutions for their implementation, and providing empirical data that corroborates their efficacy in enhancing the quality of education.

The Effects of Mobile Augmented Reality on Students' Learning Performance in Packaging Design Lessons

Background and Aim: This study explores the impact of Mobile Augmented Reality (MAR) technology in enhancing students' learning performance in packaging design education. By comparing MAR-supported teaching methods with traditional approaches, the research aims to advance knowledge on how MAR enhances learning outcomes in design disciplines. Specifically, the research focuses on five key variables: visual effects, spatial modeling, creativity and imagination, information dissemination, and interactivity. This research addresses a gap in the existing literature by demonstrating MAR’s advantages over conventional teaching strategies, which often lack interactivity and real-time feedback mechanisms. Materials and Methods: Employing a quasi-experimental design, the study involved two groups of third-year students from the Visual Communication Design program at Zhanjiang University of Science and Technology. The experimental group (39 students) utilized MAR technology, while the control group (38 students) adhered to traditional teaching practices. The research spanned eight weeks, employing pre- and post-tests to measure outcomes related to the key variables. Data analysis utilized descriptive statistics and independent sample t-tests, with statistical significance assessed at p < 0.001. Results: The experimental group utilizing Mobile Augmented Reality (MAR) technology showed significant improvements across all five key variables. Visual effects improved by 19.6%, demonstrating enhanced application of design principles through interactive 3D modeling. Spatial modeling scores rose by 18.4%, reflecting MAR’s ability to support the creation of functional and innovative designs. Creativity and imagination increased by 21.3%, facilitated by MAR’s real-time exploration capabilities. Information dissemination improved as students communicated product details and branding concepts more effectively. The highest gain, 23.4%, was observed in interactivity, attributed to MAR’s engaging and collaborative features. These findings emphasize MAR’s transformative role in packaging design education by making learning more immersive and interactive. Conclusion: The study concludes that integrating MAR into packaging design education fosters an interactive and immersive learning environment, significantly improving students' comprehension, creativity, and practical skills. To maximize its impact, future research should explore scalable implementations across various educational contexts. The results advocate for MAR’s adoption in curricula, promoting innovation in design pedagogy and educational practices.

The Mobile Singing Software of Technology in the Study of the Influence of Vocal Music Teaching on College Students' Achievement

Background and Aim: The study investigates the impact of WeSing, a mobile singing application, on the vocal music achievement of sophomore students majoring in vocal performance at the Kunming University of Communication. Traditional vocal training in China, which heavily relies on repetitive piano-accompanied practice, often lacks diversity. To address these limitations, this research explores whether integrating WeSing into vocal training can enhance students' academic performance. Materials and Methods: The study utilized a quasi-experimental design with a quantitative research approach. Participants included 80 students from two classes taught by the researcher, with 40 students in each class. One class served as the experimental group, incorporating WeSing into their training over eight weeks, while the control group continued with traditional methods. Three industry experts evaluated the participants based on the university's official scoring criteria, aligned with institutional rules and guidelines. The criteria encompassed five key performance variables: musical integrity, performer expressiveness, breathing techniques, pitch accuracy, and rhythm. Pretest and post-test score differences for each variable were calculated and analyzed using independent samples t-tests to compare the experimental and control groups. Results: The performance of the experimental group was significantly better than that of the control group. WeSing had a positive impact on students' academic achievements, especially in terms of musical integrity and performance expressiveness. This highlights the potential of WeSing's AI-driven functions in complementing traditional teaching methods and promoting the modernization of vocal music education in China. Conclusion: The research results show that WeSing has a positive impact on the academic performance of vocal music students. The improvement is not only reflected in aspects such as musical integrity, performer’s expressiveness, breathing for singing, rhythm, and pitch accuracy, but also indicates that technological intervention enriches students' learning methods, encourages self-updating, and cultivates autonomous learning ability and independent thinking ability. This new research highlights the advantages of innovative teaching models, promotes the formation of personalized and interactive teaching, and verifies the value of technology-assisted teaching. The flexible learning paths provided by WeSing meet the needs and habits of different students, offering a new direction for vocal music teaching and helping to cultivate more outstanding vocal music talents.

Effect of role-play technique on nursing students’ attitudes towards student-centred teaching: a Quasi-Experimental study

BackgroundRole-play’- one of the teaching techniques utilised in contemporary teaching appears to be a new trend that has been developing in the field of education.PurposeThis study aimed to determine the effect of the ‘role-play’ technique implemented on the fourth-year students attending the Faculty of Nursing at the Near East University in Northern Cyprus on their attitudes towards student-centred teaching techniques.MethodsThis study was designed as a single group quasi-experimental study with pretest and posttest. The study was conducted with the fourth-year nursing students (n = 131). The data were collected using the ‘Data Collection Form’ and ‘Scale of Attitudes Towards Using Student-Centred Teaching Methods and Techniques’. After conducting the pretest, the students were divided into twelve groups. A script was drafted for each group and the role-play was performed in front of the class. After the practices were completed, posttest was applied. All necessary permissions were obtained to conduct the study. The collected data were evaluated in the SPSS 25.0. Data were evaluated with 95% confidence interval and p = 0.05 error margin.ResultsA statistical difference was found between the pretest (96.16 ± 12.00) and posttest (99.29 ± 8.51) mean scores of the students on the ‘scale of attitudes towards using student-centred teaching methods and techniques’ (p = 0.006).ConclusionThe integrated use of the role-play technique in the vocational course of nursing had a positive effect on students’ attitudes towards student-centred techniques. This situation contributes to the development of students’ knowledge and skills in vocational courses.Clinical trial numberNot applicable.

The Impact of Online Learning Platforms on Students' Listening and Speaking Skills

With the rapid development of information technology and the popularization of online learning platforms, the role in English listening and speaking instruction has become increasingly prominent. Traditional teaching models often fail to meet students' needs for these skills. Online platforms offer instant feedback, personalized exercises, and engaging designs, catering diverse age groups. However, existing research highlights single educational stages, lacking comparative analysis across age groups. This paper analyzes the impact of online learning platforms on the English listening and speaking skills of primary school, middle schooland university students, highlighting the differences among them. It examines both practical applications and existing problems. Studies show that age-stratified designs on online platforms effectively improve the listening and speaking skills to varying degrees. However, challenges like insufficient interactivity and differences in student self-discipline remain. Future efforts should optimize platform functions, combine traditional teaching methods, and designtailored solutions for different educational stages to enhance teaching outcomes.

Determinants of English Major Students' Learning Performance in A Blended Learning English-Chinese Translation Course at Zhanjiang University of Science and Technology, China

Background and Aim: With the higher demand for translators in recent years, the English-major Students' learning performance in the English-Chinese translation course should be improved. The SWOT analysis shows that blended learning can bring positive impacts on teaching methods and English-major Students' learning performance, while if the teaching methods and English-major Students' learning performance are not improved, the students’ employment will be affected negatively. This research aims to discover the determinants impacting English-major Students' Learning Performance in a Blended Learning English-Chinese Translation Course to help teachers improve teaching methods and enhance English-major students' learning performance. Materials and Methods: Before distributing the questionnaire, Item-Objective Congruence (IOC) and a pilot test of Cronbach's Alpha were adopted to test the content validity and reliability. Interviews were used to collect qualitative data, with 20 students selected for pre-interviews. Subsequently, the Wenjuanxing application was utilized to collect quantitative data from 175 students, exploring the relationship between independent and dependent variables. Jamovi's multiple linear regression analysis was employed to strengthen the framework and hypotheses. After validating the framework, an intervention plan was developed, and the hypotheses were tested. During the IDI stage, 30 students from a blended learning English-to-Chinese translation course were selected to participate, spanning 16 weeks. During the post-IDI stage, participants were again administered some questionnaires, and additional observations and interviews were conducted. Both qualitative and quantitative data were analyzed and compared to confirm the findings of the IDI. Results: The hypothesis that the five dependent variables (behavioral engagement, learning anxiety, learning attitude, learning motivation, and student-student interaction) are related to students' learning performance has been significantly verified. Then, after IDI, the five independent variables and dependent variables changed significantly. Conclusion: Behavioral engagement， learning anxiety, learning attitude, learning motivation, and student-student interaction have a significant impact on students' learning performance in a blended learning English-Chinese translation course.

Applying Information Processing Theory in Islamic Educational Practices: A Systematic Review

Information processing theory, a major framework in cognitive psychology, explains how individuals perceive, process, store, and retrieve information during learning. This theory conceptualizes the human mind as a system that processes information through stages, including sensory memory, short-term memory, and long-term memory. In the context of education, understanding these cognitive processes offers valuable insights into how teaching strategies can be designed to align with students' mental processes. This paper provides a comprehensive review of the key components of information processing theory and examines its implications for teaching and learning. Using a literature review approach, the study finds that applying the principles of information processing in education can improve instructional effectiveness by enhancing students' attention, memory encoding, and retrieval. These processes foster active learning, leading to better retention and deeper understanding. Educators can create more effective learning environments by aligning their teaching methods with how students’ cognitive systems function. By promoting practices that engage students’ cognitive processes, this theory supports the development of critical thinking, problem-solving skills, and academic achievement. These findings have implications for instructional strategies that can be applied in Islamic education contexts, such as in madrasah or Islamic religious education classes, to enhance student engagement and the effective delivery of Islamic values. The paper highlights the importance of integrating cognitive psychology principles into educational strategies to optimize student learning outcomes.

Enhancing anatomical education: Developing and evaluating ultrasound training for anatomists.

Ultrasound is a useful diagnostic tool that can yield significant diagnostic data, but its optimized usage necessitates operators who are trained and experienced. Integrating ultrasound into anatomy education has been demonstrated to significantly enhance medical and health science students' understanding of living anatomy by providing real-time, dynamic visualizations of anatomical structures. This study aimed to develop, implement, and evaluate a comprehensive program for anatomists, with a focus on enhancing training in ultrasound techniques and fostering motivation to integrate ultrasound into their teaching methodologies for effective anatomical instruction. This qualitative case study was conducted with thirteen lecturers and MSc Anatomy students at the Division of Clinical Anatomy, Stellenbosch University, after obtaining written informed consent prior to participation. The study employed a convenient sampling strategy, ensuring that all participants were willing and interested in the ultrasound training session. Participants received preparatory videos before engaging in practical training. The session involved a brief theoretical introduction followed by 90 min of hands-on practice, where participants scanned anatomical structures under guidance. Out of the 13 participants, ten completed the open-ended questionnaires. Thematic analysis of the data developed two themes. These are described as: (1) Strengths of Ultrasound Training; and (2) Challenges and Strategies for Improvement in Ultrasound Training. The training effectively engaged participants and highlighted areas for improvement to enhance the educational impact. The study was conducted at a single institutional setting, and as a result, the findings may have limited transferability to other institutions with different teaching methods and resources.

Study of Interactive Teaching Method to Enhance Oral English Ability of Seventh-Grade Students of Junior High Schools in Changchun City, Jilin Province

Background and Aims： In the era of globalization, interactive pedagogy is used to enhance students' interest in learning, stimulate the internal motivation to learn oral English, and improve the sense of participation and language learning outcomes. The study aimed to assess the impact of interactive pedagogical learning methods on students' oral English ability and satisfaction. The significance of this research lies in innovating teaching methods and improving spoken English. By designing practice activities with clear goals, students are guided to participate in interactive practice learning. Methodology: This study utilized a pre-experimental design featuring a one-group pretest-posttest model. The sample selected in this study was 30 students in grade 7 of the No.1 Junior High School in Changchun City, Jilin Province (1 class) in the academic year 2023, which was derived from a cluster random sampling method. The research tools were (1) Course lesson plan, (2) Oral English Quiz, and (3) Student satisfaction questionnaire. Conduct pre-test and post-test on the sample using the Oral English Quiz, and analyze the mean, standard deviation, paired sample t-test, and one-sample t-test of the data using statistical software. Result: After using learning through the Interactive Teaching Method, the oral English ability improved by 13.75%, surpassing the predetermined criteria of 70% and the difference was statistically significant at 0.01. Based on the scores from the statistical student satisfaction questionnaire, the overall results of the Interactive Teaching Method on oral English ability by students are at a high level (M=4.81, SD=0.39). Conclusion: Research has confirmed that the use of interactive teaching methods can significantly improve English speaking ability, stimulate students' interest in learning, develop their independent learning ability, increase their motivation and initiative, and meet their individual learning needs. This is the new trend of education in the future.

Innovative multimodal educational strategies: assessing the impact of integrative teaching methods on standardized neurology resident training

ObjectiveThis study explores the application effects of a novel teaching model that combines micro-learning, bedside teaching, and case-based learning (CBL) in the standardized training of neurology residents.MethodsFrom January 2022 to December 2024, a total of 103 neurology residents undergoing standardized training at the First Affiliated Hospital of Zhengzhou University were selected as the study subjects. A quantitative research design was employed, and participants were randomly divided into an experimental group and a control group. The experimental group (51 participants) utilized a novel teaching model that integrated micro-learning, bedside teaching, and CBL, while the control group (52 participants) employed Lecture-Based Learning (LBL) methods. The study focused on several indicators, including theoretical assessment scores from standardized training, student satisfaction and interest in the teaching content, clinical competency evaluations, and self-assessments by instructors.ResultsThe novel teaching model combining micro-learning, bedside teaching, and CBL significantly outperformed traditional teaching methods in improving residents’ theoretical assessment scores (83.02 ± 7.33 vs. 76.04 ± 7.19) and clinical competency evaluations, particularly in comprehensive ability assessments (85.55 ± 5.24 vs. 75.10 ± 7.86). Students also reported a marked increase in satisfaction with the teaching content and learning interest (P < 0.01). Furthermore, instructors expressed a high level of recognition for the new course model in their post-class self-evaluations (P < 0.01).ConclusionThe findings of this study indicate that the integration of micro-learning, bedside teaching, and CBL can provide a more effective teaching model for the training of neurology residents, offering strong support for future reforms and developments in medical education.

The Learning Outcomes of Smoking Cessation Education and Training for Dental Students: A Systematic Review.

The Learning Outcomes of Smoking Cessation Education and Training for Dental Students: A Systematic Review.

Effects of Teacher Competency on Teachers’ and Students’ Self-Esteem and Academic Performance: Evidence from Public Primary Schools in Karachi

This research explores how teacher competency influences students’ academic performance and self-esteem while also examining how a teacher’s self-esteem affects their teaching abilities. The goal was to identify how various factors like teacher confidence, teaching methods, school support, and professional development contribute to better learning outcomes for students. This study is not just about identifying gaps but about understanding the broader dynamics that shape effective teaching and learning. The intent of this research was to shed light on what truly makes a difference in the classroom. It seeks to answer key questions: How can teachers improve their skills? The research is grounded in literature that highlights the vital role of teacher competency in shaping a positive learning environment. Previous studies emphasize that a teacher’s ability to connect with students, explain concepts clearly, and provide constructive feedback plays a significant role in their success. Literature also suggests that when teachers feel supported and have access to training, their confidence grows, leading to better outcomes for students. However, challenges such as resource constraints, lack of professional growth opportunities, and inconsistent support from school administration remain barriers that need attention. The findings of this study are based on surveys and interviews with teachers, students, parents, and school administrators. They reveal a strong connection between teacher competency and student progress. Competent teachers not only improve academic performance but also boost students’ confidence and engagement in the classroom. Teachers shared that professional development programs, regular feedback, and school support are essential for their growth. Parents and students highlighted how approachable, well-prepared teachers make learning easier and more enjoyable. Meanwhile, school administrators pointed to the importance of collaboration, teacher evaluations, and a positive school culture in maintaining teaching standards.

Research and Practice on the Construction of the New Engineering Talent Cultivation System under the Metaverse Background

With the rapid growth of technologies like the metaverse, AI, and VR, traditional models for training new engineering talent face both challenges and opportunities. Current educational systems struggle with outdated curricula, a disconnect between industry needs and educational content, and limited teaching methods. This research explores how to optimize the talent cultivation system for new engineering disciplines within the metaverse context by integrating technology and education. The study highlights how metaverse technologies can enhance course diversity, practical learning, and student engagement, while also emphasizing the importance of interdisciplinary collaboration and industry synergy. Ultimately, the research proposes an innovative model for talent development, aiming to better align education with rapidly advancing technological needs.