Modern Classroom Research Articles

Blended Learning for Skill Development in EFL Teacher Preparation

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms. Highlights: Blended learning enhances teaching skills by combining online and face-to-face methods. This approach uniquely prepares EFL teachers for modern, adaptive classrooms. Institutions should integrate blended models for effective teacher development. Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

Bridging the Digital Competence Gap: A Comparative Study of Preservice and In-Service Teachers in Lebanon Using the DigCompEdu Framework

AbstractThis study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

Enhancing Pre-Service Teacher Education: Crafting a Technology-Responsive Curriculum for Modern Classrooms and Adaptive Learners

This study examines the incorporation of technology in pre-service teacher education, specifically emphasising creating a curriculum sensitive to the needs of contemporary classrooms and adaptable learners. The research examines the current literature using a scoping review methodology to find significant patterns, difficulties, and most effective approaches. After conducting an extensive search on various databases, a total of 345 publications were found. Of these, 54 articles that had undergone peer review and were published between 2010 and 2024 were chosen for in-depth examination. The results emphasise the crucial importance of technology in improving teaching and learning methods, underscoring the need for teacher education programmes to integrate digital tools and teaching methods properly. The review highlights several key topics, including the significance of practical training, the necessity for ongoing professional growth, and the influence of institutional support on promoting technology integration. Furthermore, the study emphasises the importance of creating versatile and responsive curricula to cater to learners' varied requirements in modern educational environments. This research offers helpful recommendations for policymakers, educators, and curriculum creators who want to provide future teachers with the necessary skills to succeed in technology-rich learning environments. These recommendations are based on a combination of empirical facts and theoretical ideas. The report asserts that a meticulously organised curriculum incorporating technology is crucial in equipping pre-service teachers with the skills to develop captivating, inclusive, and efficient learning opportunities for all students.

Assessing and bridging the digital competence gap: a comparative study of lebanese student teachers and in-service teachers using the DigCompEdu framework

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

A Comprehensive Review of Communicative Language Teaching (CLT) in Modern Classrooms

Communicative Language Teaching (CLT) has become a dominant methodology in language education, emphasizing interaction and practical communication skills over traditional grammar-focused approaches. With the increasing need for language learners to develop real-world communicative competence, CLT has been widely adopted in modern classrooms across various educational contexts. However, its implementation faces challenges such as cultural differences, teacher preparedness, and institutional constraints. This comprehensive review aims to evaluate the effectiveness and challenges of CLT in contemporary language teaching settings. This study uses a systematic review methodology, analyzing research articles, case studies, and reports published in the last two decades. The review focuses on both qualitative and quantitative studies that assess CLT’s impact on language proficiency, learner motivation, and classroom engagement. It also explores barriers to successful CLT implementation, including teacher training and resource limitations. The findings suggest that CLT has a significant positive impact on learners’ communicative competence and motivation, especially in immersive environments. However, the success of CLT varies depending on the classroom context, cultural backgrounds, and teacher expertise. Moreover, while CLT fosters a more interactive learning experience, challenges such as inadequate teacher training and a lack of suitable materials often hinder its full potential. In conclusion, CLT remains an effective approach to language teaching, but its success is contingent on overcoming implementation barriers. Further research is needed to address these challenges and to explore how CLT can be adapted to different learning environments.

Advanced and AI Embedded Technologies in Education: Effectiveness, Recent Developments, and Opening Issues

This paper offers a brief analysis highlighting the effectiveness of several well-known Artificial Intelligence (AI) technologies applied in education, particularly in teaching and learning. It provides an overview of how modern classrooms can benefit from more effective teaching strategies that encourage students to engage in hands-on learning. Advanced technologies are changing how knowledge is found and shared, as well as how teaching is delivered. Memorization has been emphasized in educational models as a crucial learning skill until relatively recently. The technologies alter how knowledge is accessed and taught in schools today. Based on that, most knowledge is readily available, quickly accessible, and available online. The skills of reading, sharing, listening, and acting are now prerequisites for schooling. Most recent developments in advanced technologies in education are provided. Some analyses related to opening issues and challenges are shown for future work.

Acoustic design of an innovative classroom: the Piscopia Corner in Milan

This paper reports on the measurements, design, and testing of a highly innovative classroom: the Piscopia Corner - Augmented Education Lab, built in the new MIND (Milano Innovation District) district in Milan, Italy. This educational space is designed to leverage connectivity, artificial intelligence, and sensing to enhance sustainability, inclusivity, and efficacy. As key use cases of the Piscopia Corner pivot on real-time speech transcription and translation of interactions, acoustics plays a key role. Improving classroom acoustic conditions is crucial for enhancing speech clarity, promoting student focus, and relieving teachers of vocal effort. The Italian standard UNI 11532-2:2020 states proper requirements for multimedia classrooms such as the one involved in the present case. This space aims for superior speech intelligibility, accommodating multiple speakers and addressing the needs of individuals with hearing impairments or language barriers, with a high outward intelligibility. The Piscopia Corner is a modern classroom meeting the stringent requirements of interactive audio-video activities and inclusive principles. The treated suspended ceiling integrated with sensor technology required a proper mix of materials to balance the sound absorption in frequency and improve speech intelligibility to achieve category A4 limits.

UNIVERSAL DESIGN FOR LEARNING (UDL) BASED INCLUSIVE CLASSROOMS: A SUSTAINABLE PATHWAY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES

UDL is an outline designed to remove barriers to learning by foreseeing and addressing the varied needs of students. The principal goal of the study is to elucidate the implications of UDL as a sustainable pathway for children with mild intellectual disabilities CWMID to access inclusive classrooms. The existing status of education systems for CWMID necessitates changes in classroom environments to enhance accessibility. The UDL framework supports creating better systems to improve education for all learners in inclusive classrooms. It addresses the difficulties faced by children with mild intellectual disabilities CWMID in classrooms. It encourages teachers to develop multiple ways for students to access and engage with the learning environment, aiming for expected outcomes. The UDL framework helps teachers understand diverse learning strategies to be more inclusive, providing guidance and support to continue mastering knowledge and fostering holistic development for CWMID. This paper highlights the role of UDL in improving access for CWMID to inclusive classrooms and enhancing their academic performance. The UDL framework is frequently endorsed as an inclusive training strategy that integrates all students within modern classrooms. The authors discuss the importance of enhancing classroom learning strategies through UDL, creating a pathway for CWMID to access inclusive education.

Teacher Perceptions on Progressive Education in Modern Classrooms

Teacher Perceptions on Progressive Education in Modern Classrooms

A School Health Program to Foster Understanding of Sensory Processing Challenges.

School-age children experience sensory processing challenges, especially among children living with intellectual and developmental disabilities. As the modern classroom strives to be an inclusive environment, more schools are adopting measures to provide sensory processing support. School nurses can be at the forefront to spearhead this initiative and are well-positioned to promote support and inclusivity for students through increased education for this population, including their peers. This article explores a collaboration between local school health services and a college of nursing to provide school-age children the opportunity to learn about the challenges faced by children living with sensory processing challenges.

Fog computing in classrooms: boosting efficiency, responsiveness, user experience

In the context of rapidly advancing smart education systems, the effective management and optimization of modern classroom remain critical challenges. This research presents a novel methodology leveraging cloud and fog computing-based simulations, with a specific focus on the implementation of iFogSim. Empirical findings validate the efficacy of fog computing in monitoring classrooms, demonstrating significant improvements in performance metrics compared to traditional cloud computing architectures. Specifically, fog computing ensures remarkably low latency, with a mere 7 milliseconds, even with scalable integration across multiple classrooms. In contrast, cloud computing infrastructures exhibit considerably higher initial latencies, starting at 210 milliseconds, which further escalate with the increasing number of monitored classrooms. Furthermore, our analysis reveals substantially lower network overhead associated with fog computing, measuring at 5,231.8 kilobytes, in sharp contrast to the significantly higher network usage of 80,808 kilobytes observed with cloud computing solutions. These findings underscore the potential of fog computing as a promising solution for efficient and real-time management classroom in smart education environments.

Applying Vygotsky's Zone of Proximal Development in Modern Classroom Settings: A Call for Social Learning in the Digital Age

This research paper examines how Lev Vygotsky's Zone of Proximal Development (ZPD) can be used in today's educational environments. The belief that learning inherently involves social interactions is central to Vygotsky's ideas. The paper explores ways educators might employ the ZPD model to enhance collaborative learning, especially in tech-heavy classrooms. A broad range of existing literature is reviewed, shedding light on both the theoretical foundations and the real-world implementation of the ZPD. This discussion leads to understanding how ZPD-guided strategies can deepen students' learning experiences and boost their social skills. In summary, this research underscores the significant advantages that ZPD-focused teaching can bring to educational practices. It also points out promising directions for future studies, particularly regarding how emerging technological tools could mesh with ZPD concepts to innovate learning methodologies further.

Breaking Down Barriers to Inclusion: Stories of Grade Four Teachers in Maintream Classrooms

This qualitative phenomenological study examined the experiences, coping mechanisms, and educational insights gleaned by eight elementary school teachers in Tibungco District, Davao City as they broke down barriers of inclusion in modern classrooms. Themes of their experiences that were identified included feeling overwhelmed and unprepared, facing resistance from parents and colleagues, and feeling like they are not making a difference. Coping mechanisms employed were building a supportive classroom environment, seeking professional guidance, and advocating for policy changes. Educational insights included promoting a supportive learning environment, differentiated instruction and learning materials, and collaboration with support services and stakeholders. These findings highlight the interconnectedness of diverse skills in handling and breaking down inclusion barriers. Furthermore, exploring teachers' experiences not only contributes to a nuanced understanding of modern teaching demands but also provides valuable insights for both educators and educational institutions, potentially leading to improvements in classroom management and inclusive teaching strategies.

21st century learning skills of maritime faculty in the Province of Antique, Philippines

The demands of the 21st century require educators to adapt and empower themselves with essential traits and skills to cope with the changes and bridge the gap, as they play a significant role in shaping the lives and careers of their students. This descriptive-correlational study aimed to determine the 21st century learning skills of maritime faculty in the Province of Antique, Philippines. The data gathering instrument used was a researcher-constructed questionnaire on 21st century skills, adapted from the study of Kelly et al. (2019), which was revised, contextualized to the local setting, and duly validated by a jury composed of five members. The statistical tools were mean, frequency, and percentage for descriptive analysis; the Mann-Whitney U test; and the Kruskal-Wallis H test for inferential analysis. The alpha level was set at 0.05. The study found that, generally, maritime faculty had a high level of 21st century learning skills. A significant difference existed in the maritime faculty’s level of skills in 21st century learning in terms of communication and media fluency when classified as to the length of service as a seafarer. No significant difference existed in the maritime faculty’s level of skills in 21st century learning in terms of collaboration, teamwork, and leadership skills; critical thinking and problem-solving skills; or creativity and innovation skills when grouped according to age, civil status, length of service as faculty, length of service as a seafarer, and educational attainment. Further, in terms of the communication and media skills of maritime faculty, no significant difference was found to exist when they were grouped according to age, civil status, length of service as faculty, and length of service as a seafarer. Highlights 21st-century skills are essential in the modern classroom By participating in capacity-building workshops, maritime faculty can enhance their 21st century skills Young maritime faculty with short seafaring experience must gain more seafaring experience to integrate those experiences into teaching strategies essential to the 21st century classroom To benefit digital natives, old and experienced maritime faculty must embrace change by using modern teaching methods and strategies Lifelong learning must be encouraged among maritime faculty, which is an essential tool for the development of their 21st century skills

Effects of Free Education Policy on the Provision of Primary and Secondary Education in Zambia

The study sought to establish the effects of the Free Education Policy on learner enrollment, school infrastructure, financing and the quality of teaching and learning in community primary and secondary public schools in Zambia. The study participants included the District Education Board Secretaries, head teachers, class teachers, learners and parents from 10 provinces, selected using probability and non-probability sampling techniques. Quantitative data was collected from teachers through a structured questionnaire. In addition, qualitative data was collected from the District Education Board Secretaries, learners and parents through in-depth interviews and Focus Group Discussion guides. Quantitative data was processed, cleaned and analyzed using the SPSS 23.0 to produce descriptive statistics. Qualitative data was transcribed, sorted and analyzed along with survey data to establish emergent trends. The study found that the implementation of the Free Education Policy had increased school enrollments and government funding. The increase in the number of learners in schools has put pressure on the already overstretched educational resources like teachers, desks, textbooks, toilets and laboratory facilities, indirectly affecting the quality of education. The study suggests that Zambia's Free Education Policy implementation can be strengthened by prioritizing desks, textbooks, sanitary facilities, teacher deployment, modern classroom construction, especially in rural areas, and enacting sustainable financing legislation. The study, within the lens of the Capability Approach, has practical implications on how the implementation of the Free Education Policy can be strengthened in Zambia.

Optimizing Ipsative Assessment in the Philippines: A Narrative Review on the Experiences of Mathematics Teachers

As education systems evolve globally, there is a demand for innovative assessment methods that align with modern classrooms. Ipsative assessment, focusing on personal growth over peer comparisons, is increasingly favored. However, there is inadequate evidence regarding its efficacy in mathematics education, particularly in developing countries such as the Philippines. This study utilized a narrative literature review to explore the ipsative assessment experiences of Mathematics teachers in the Philippines. Findings revealed two (2) emerging perceptions and responses to Ipsative Assessment in Mathematics Education, such as (1) Attitudes Towards Self-Reflection and Growth and (2) Impact on Teaching Practices and Student Learning. Four (4) themes emerged for the challenges in implementing Ipsative Assessment; namely: (1) Shift in Assessment Paradigms; (2) Challenges in Data Interpretation and Feedback; (3) Resistance to Change; and (4) Challenges on Integration into Curriculum and Pedagogy. As to the contributions of Ipsative Assessment to improving teaching practices and student learning outcomes, three (3) themes surfaced, such as, (1) Enhanced Self-Awareness and Reflective Capacity; (2) Personalized Instruction and Differentiation; and (3) Data-Driven Decision-Making and Continuous Improvement. It is recommended that through targeted interventions, capacity-building initiatives, and collaborative efforts, mathematics educators are now empowered to leverage ipsative assessment as a powerful tool for enhancing their teaching practices and fostering student success in mathematics education in the Philippines.

Menulis Kreatif: Implementasi Pendekatan Kontekstual dalam Pembelajaran Bahasa Indonesia

The 21st-century educational learning approach is student-centered and created to meet the demands of the modern classroom. One of the things expected in 21st-century education is for students to understand writing literacy. However, there are still many students who cannot write, especially those who can write creative essays. The Contextual Teaching and Learning (CTL) approach can be used so students can write creative essays. This research aims to describe implementing a contextual approach to improve the quality of creative writing in elementary school or MI students. The research design used is Classroom Action Research, which uses a qualitative approach through four stages, namely: (1) planning, (2) implementation, (3) observation, and (4) reflection. Data collection techniques include direct field tests, observations, and documentation. The results of the research show that there is an increase in the quality of students' creative writing skills in learning Indonesian for elementary/MI students, with an average of 80% or 15% of students getting a learning process ability score in Indonesian writing or composing exercises in the very good category. 55% of students received an average score of 80, and the lowest score was 75. The average class score was 74, with a class ability level of 48.15%. This means that students can already write essays well and correctly.

Enhancing analytical thinking in grade 8 science education: Integrating 5E inquiry-based and 5W1H techniques

This research investigates how combining the 5E Inquiry-Based Approach with the 5W1H technique can improve analytical thinking skills among eighth-grade students. This action research included two educational sessions following a detailed teaching plan, targeting 36 eighth-grade students who scored below 70% in their placement tests. The teaching plan was adjusted and improved throughout the research. The analysis of the collected data showed that students' analytical thinking skills were significantly enhanced. Furthermore, students reported finding this combined method helpful, especially in building on what they already knew and learning to ask meaningful questions. The study underlines the success of this approach and its contribution to developing new teaching strategies in science education. It suggests areas for future research and practical application in teaching, highlighting the need for student-focused teaching methods and support to fully realize students' abilities. This study points out the value of merging the 5E and 5W1H methods to develop comprehensive skills and improve the learning experience in modern classrooms.

Learning Argumentative Capacities at the Primary and Junior School Levels: A Practical Teaching Pedagogy

The development of argumentative skills is often postponed until after students complete their compulsory education, creating a gap in their understanding and abilities. This gap can be attributed to issues with the curriculum and teaching methods. To address this, we propose that teaching argumentative skills at the primary school level is crucial for enhancing students’ comprehension of the world and its inhabitants. To support this idea, we have designed practical teaching modules that can be introduced in primary and junior schools. Our pedagogical approach emphasizes relatable examples, interactive discussions, peer reviews, and recommendations, with a focus on teacher-to-teacher training. It is vital that teachers receive thorough training on implementing these pedagogical strategies and consider the context to achieve early development of argumentative skills in the modern classroom.

Ancient methods & modern memes: using Socratic circles and TikTok within classes to democratise your teaching

Democratic education remains a contentious and much strived for goal within teaching practice. What is most often lacking are the precise tools and techniques that might be combined to make this democratic goal a reality within schools. Considerations of democratic approaches to education within the literature are frequently theoretical, but practically quite limited. Moving from a highly theoretical space to a practical approach ready to be applied within a modern classroom, this paper will explore a confluence of teaching approaches that might make democratic education possible. The techniques, tools and platforms provided for consideration by teachers and lecturers here are grouped around three core themes: accessibility; relevance and efficiency to generate and allow a space that is democratic in nature. The tools for accessibility are: Instructional Video; Assistive technologies; and Generative Artificial Intelligence. Whilst for relevance: YouTube and TikTok are explored. In regards to efficiency: Flipped Learning, Retrieval practice and Method of Loci are discussed. And when honing in on the democratic nature of classroom spaces Socratic circles and a broadly Socratic approach are key. By combining these techniques this paper will propose a highly practical, modern method for producing a democratic classroom, with notes on how teachers might be able to carve out space and thinking to defend their choices and the logic behind combining these techniques to address modern students' needs and requirements.