Pedagogical Practices Research Articles

Toward a synergistic framework of investment and motivation: Bridging imagined identities and English learning of Chinese university students

AbstractImagined identity, which opens up a variety of future possibilities for language learners, has been theorized from seemingly incompatible psychological and sociological perspectives in applied linguistics. Researchers have thus appealed for a transdisciplinary theoretical combination of these perspectives for a more nuanced understanding of language learning in context. This article makes the case for a synergistic theoretical framework of investment and motivation to theorize the idiosyncratic relationship between individuals’ imagined identity and language learning behavior. Empirical findings from a multiple‐case study conducted in Yunnan, in the south‐western corner of China, are presented to demonstrate how this framework enables a nuanced analysis of individuals’ language learning. Findings suggest that the interconnectedness of imagined identity, motivation, and investment is informed by both learner agency and contexts. This paper proposes that learners’ development of imagined identities and ways of investing in learning could be individually different, even under similar circumstances, which indicates the need for personalized teaching to improve learning outcomes. This synergistic framework thus provides implications for pedagogical practices and a need for personalized teaching.

Revisiting education for co-operatives: Exploring the value of signature pedagogies

Educational practices have always played an important role in developing approaches that reflect the plurality of forms of co-operative organisations. Arguably, education is fundamental to the endurance of the co-operative movement. While these practices are intended to reproduce the unique knowledge and social structures that inform co-operatives, they may not always reflect the intrinsic and distinctive values of the co-operative principles. In fact, inappropriate educational practices have had the effect of weakening the co-operative movement by perpetuating a mindset that fosters social and economic inequities. I explore key constructs from education theory and their relevance to pedagogical practices that are intended to support education for co-operatives. In this paper, I argue that education for co-operatives could benefit greatly from identifying and developing signature pedagogies.

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The article presents a combined, shared pedagogical practice implemented in two parts: a shared project-based practice “Curious and useful tips for food and drink” in grade VIII and an extracurricular school practice “Week of healthy foods and nutrition” for high school students. The practice is a way to inform, increase competences, build a model for a critical choice of food and drinks and for a balanced, complete, high-quality, regular and healthy diet of teenagers. Students learn to use digital health and energy calculator applications, calculate BMI (body mass index) and BEE (basal energy metabolism), determine their health status in relation to food and nutrition, combine foods correctly, create personal nutrition programs, select foods according to your blood type and their color. In “Healthy Foods and Nutrition Week”, students participate in various competitions, learn about the science of nutrition, carving techniques, design and presentation of healthy foods and traditional foods from European countries. The practice builds up the knowledge, skills and habits of the students of Professional School of Design “Elisaveta Vazova” for healthy eating and a healthy lifestyle.

Exploring the use of artificial intelligence (AI) in the delivery of effective feedback

Providing effective feedback in large settings presents significant challenges due to time and resource constraints. Given the importance of feedback in competency-based higher education, innovative solutions are essential. This study explores the integration of artificial intelligence (AI) to enhance feedback delivery. The research focuses on the development of a custom prompt for GPT-4 within a no-code web application, designed to deliver AI-generated feedback to second-year accounting students on discussion or essay-style questions in a large competency-based intermediate accounting course in South Africa. The prompt aligns with the principles of effective feedback and was tested in a pilot evaluation. Results indicated that the AI-generated feedback generally adhered to these principles, though some variability was observed across the different feedback dimensions. While challenges remain in consistently guiding AI to apply pedagogical best practices, the findings suggest that large language models can complement traditional feedback. Rigorous oversight of AI-generated feedback remains critical.

The Developing of Pedagogical Competence of Madrasah Ibtidaiyah Teachers Through Formative Assessment Management

Formative assessments play a crucial role in providing valuable feedback to both teachers and students, highlighting progress and pinpointing areas for improvement. This study focuses on the development of teacher competence through the planning, organization, implementation, and supervision of formative assessments at Elementary School. It is a descriptive and qualitative research employing interviews, documentation, and observation methods to gather data, ensuring data validity through triangulation techniques. Data analysis involves collection, presentation, and drawing conclusions. The findings indicate that teachers' pedagogical competence is enhanced through effective formative assessment management, evidenced by thoughtful planning, meticulous organization, and comprehensive execution of formative assessments. Responsibilities for supervision are distributed among Madrasah Heads and Madrasah Supervisors. The study's implications suggest that strengthening teacher supervision in formative assessments can lead to improved pedagogical practices, ultimately enhancing student learning outcomes.

Regaining focus: Promoting attentional literacy in digital higher education

The attentional demands placed on digital learners have grown, with online and blended education increasingly impacted by hyperconnectivity and digital disarray. In this context, it is essential for educators to help learners develop attentional literacy (AL). Building on past research on AL which fused insights from the fields of digital literacies and contemplative pedagogy (CP), this Delphi study examined the concept of AL and associated practices in higher education. Starting with a working definition of AL, expert feedback was invited from a global panel of experienced CP practitioners across academic disciplines. Through three Delphi rounds, the AL definition was validated and refined, before an abbreviated version was produced to facilitate operationalisation by digital educators who may not have a CP background. The study further explored how AL can be integrated into online higher education curricula, identifying strategies for educators and students to develop AL practices and address barriers to these practices. Despite systemic and structural constraints, cultivating AL allows educators and students to exercise a greater degree of individual and collective agency over their own attention in a digital world. Implications for practice or policy: Students can be guided in developing AL through a series of stages involving awareness and noticing, focus and intentional choice, openness and curiosity, and consideration of the wider attentional ecosystem. Educators should develop their own AL first, approaching it holistically by integrating personal, pedagogical and professional development-related practices, along with complementary offline activities. Institutions can maximise scope for AL development by increasing technological support and, especially, reducing curricular time pressure on educators and students.

Learning, sharing and caring: Pedagogical features of parents’ educational activism

Scholars of social movements have afforded increasing attention in recent years to pedagogical processes and practices within activist organisations. This article contributes to the ‘pedagogical turn’ in social movement studies by exploring pedagogical features of parents’ educational activism. Drawing on qualitative data collected from parent-led campaign groups operating in England, UK, the article attends to three aspects of activist pedagogy evident within the campaigns. The first concerns the learning that occurs through engaging in activism. The second, internal and external processes of knowledge-sharing. And third, parents’ perceptions of the educative potential of activism as a means for imparting democratic values to their children. I argue that the pedagogical dimension is a central feature of parents’ activism. Indeed, such activism constitutes itself a form of civic education in which democratic values and ideals are transmitted from one generation to another.

Partnership Quality, Student’s Satisfaction, and Loyalty: A Study at Higher Education Legal Entities in Indonesia

Abstract Partnership among higher education institutions serves as the central element for sustainable development. The quality of their partnerships is highly necessary for higher education development, specifically in academic infrastructure, curriculum design, pedagogical practices, and financial frameworks. This progression is expected to enhance students’ satisfaction and loyalty. Therefore, this study explores the effects of partnerships among higher education institutions with legal entities on students’ satisfaction and loyalty. Accordingly, this research adopted a quantitative descriptive and regressive survey approach. The research population consisted of students from a university with a legal entity. At the same time, the sample was taken through purposive sampling with the criteria of having interacted or received services from the university’s partner with a legal entity. Data were garnered through questionnaires, which have been declared valid and reliable. The collected data were analyzed using the structural equation model technique through Structural Equation Modeling-Partial Least Squares with SmartPLS 3 application. The research results indicate the following: (1) partnership quality (PQ) directly influences student satisfaction (SS), (2) SS directly affects student loyalty (SL), (3) PQ of higher education institutions with legal entity presents no effects on SL, and (4) PQ indirectly affects SL through SS.

The Expert, The Novice, and The Skeptic: Game Literacy and Pedagogical Practice

This qualitative case study explores how teachers' video game literacy impacts their pedagogical use of the digital game The Walking Dead in an ethics education course at a Norwegian high school. The research question addressed is: how is teachers' pedagogical use of a digital game impacted by their levels of video game literacy? The study followed seven teachers, varying in teaching and gaming experience, over two semesters. Observations and semi-structured interviews were conducted to gather data on the teachers' experience and pedagogical practice using The Walking Dead in their classes. Three teachers were selected for deeper analysis based them showing differences in attitudes and practices, while having similar teaching experience. These teachers were labeled "the expert," "the novice," and "the skeptic" based on their gaming literacy and attitudes. The analysis was based on a two-dimensional approach to video game literacy, emphasizing operational and cultural literacy. The results show that operational literacy impacted how teachers perceived and used various game elements, especially how they identified and framed the game’s dilemmas. The expert and novice saw the game's narrative as an important contextual resource for engaging with the dilemmas, while the skeptic saw it as merely a backdrop. The skeptic also had difficulties distinguishing between relevant and less relevant aspects of the game relative to the learning goal. Cultural literacy mainly impacted the teachers' ability to differentiate between students' perceptions and experiences of the game and different modes of playing. The expert had a more nuanced approach to how students perceived the game's motivational power, emphasizing the story's importance. The novice and expert explicitly instructed students to distinguish between playing for fun and playing to learn, while the skeptic made less of a distinction and saw playing the game more as a standalone learning activity. The findings suggest that teachers' video game literacy can significantly influence pedagogical use of digital games. Higher levels of operational and cultural literacy enable teachers to better navigate the game's elements, guide students' engagement, and facilitate connections between gameplay and learning objectives.

(Post)-pandemic subversive pedagogies: Slowness, relationality and care

While power is central to the study of global politics, pedagogy is often under-recognised as a central site of power within the discipline, shaping not only what is studied but who is invited into this scholarly endeavour. We advocate for subversive pedagogies that challenge the status quo by troubling the ‘knowledge-transmission’ model of education that sees learners as passive recipients of knowledge imparted by subject experts. We articulate three key dispositions in our pedagogical practices that allow us to acknowledge how existing power relations structure our teaching and provide alternative frames for learning with our students: slowness, relationality and care. First, we identify the challenges we face working in ‘the academy at speed’, advocating a slower approach to our pedagogical practice. Second, we articulate the central features of relationality and care that can accompany a slower pedagogy, offering new possibilities for how we engage our subject and our students. We finish by tracing these elements of subversive pedagogies across the contributions to this special issue, noting how intentional subversion and attentiveness to time, relationality and care centres the power inherent in pedagogy.

Critical analysis of educational theories and their pedagogical practices: the applicability and the impact in the school context

The analysis of the main educational theories – Constructivism, Behaviorism, Socio-Constructivist Theory, Cognitivism, Humanism, and Connectivism – and their practical applications demonstrates the importance of a diverse and adaptive pedagogical approach. Constructivism: Focused on the active construction of knowledge by the student, it promotes meaningful and contextualized learning. Project-based learning (PBL) is a practice that increases student motivation and performance. Behaviorism: Emphasizes changing behavior through positive and negative reinforcements. Classroom reinforcement programs encourage appropriate behaviors, resulting in a more productive learning environment. Socio-Constructivist Theory: Highlights the importance of social and cultural interaction in learning. Methods such as cooperative learning improve academic performance and strengthen collaboration among students. Cognitivism: Focuses on internal thought processes, using tools such as mind maps to help students organize and structure knowledge, promoting critical thinking skills. Humanism: Focused on the student's personal and emotional development, it values ​​self-actualization and well-being. Welcoming learning environments and student-centered curricula promote individual growth. Connectivism: Addresses learning in the digital age, highlighting the importance of information networks and educational technologies. Integrating online platforms expands access to knowledge and involves students and parents more in the educational process.

The Ideological Dilemma in Using Games in Global Citizenship and Development Education

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector. The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder. The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic. It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education

A Quasi-Experimental Study on Code-Switching in Enhancing The Reading Comprehension Skills of ABEL Students

This quasi-experimental study investigated the effectiveness of code-switching in enhancing the reading comprehension skills of ABEL (Alternative Basic Education for Literacy) students at Agusan del Sur State College of Agriculture and Technology. A two-group design was implemented, with one group receiving instruction incorporating code-switching and the other using traditional English-only methods. Standardized tests assessed reading comprehension, and data analysis included frequency, percentage, mean scores, t-tests, and ANCOVA. Results showed that students in the code-switching group achieved a significantly higher average score (7.48, "Very Satisfactory") compared to the control group (6.22, "Satisfactory"). This significant difference (p-value = .002) demonstrates that code-switching led to markedly improved reading comprehension skills. The study concludes that code-switching is a highly effective strategy for enhancing reading comprehension in ABEL students, offering a more impactful approach than traditional English-only instruction. The research recommends integrating code-switching into teaching practices to facilitate understanding of complex topics and language structures, ultimately contributing to a more accessible and effective learning experience for students. Future research is encouraged to explore the broader applicability of code-switching across diverse educational contexts to further inform pedagogical best practices.

Integrating Agile Methodologies and Gamification for Student Engagement and Success

The article highlights a flexible and adaptable approach for the development of game like activities for higher education students from Politehnica University of Timisoara, Romania. The approach embraces agile methodologies to guide the iterative development process of educational games and consists of several key elements. First, it underlines the importance of defining clear learning objectives and aligning them with the game’s design. Second, it encourages multidisciplinary collaboration between teachers and instructional designers to deliver relevant information to students, but also appropriate to their learning styles and needs. Regarding engineering problems and methods, students frequently encounter several difficulties. For this reason, the article attempts to provide an organized and engaging learning environment that encourages active participation and information retention. In industrial engineering, most of the students’ exposure is to theoretical materials; nevertheless, there are several ways to give them practical experience with the topics they are studying. Using a comprehensive review of the literature, the article explores the pedagogical benefits, challenges, and practices associated with the use of agile methodologies in education. Agile methods are very based on collaboration, teamwork, flexibility, and participation, and help create a more relaxed learning environment to support students' increasing need for control over their learning path. Throughout regular communication and feedback cycles, students can iterate on content and pedagogical approaches, resulting in activities and games that are more engaging and effective for learning. In the end, the paper presents the conclusions of the authors on the current advantages and limitations of using this approach based on agility and game-based learning in higher education.

Integration and Promotion: Integrating Sustainability Research into Computer Science Teaching through Serious Games Assignments

“Serious Games” is a final-year 20 credit point module, undertaken as the default optional module for students on Undergraduate courses entitled BSc Computing and BSc Computer Science (Games Technology) at Nottingham Trent University, UK. The module focuses on developing students’ critical evaluation skills, enhancing their ability to design and implement solutions for a real-world design brief, working with clients and making final products accessible to a broad target audience. Historically this was achieved through engagement with a single client, often via a wider research project or local educational establishment of some sort. More recently, the module has retained two client project briefs, which the students are then empowered to choose between. With each client brief the module team has sought to add extra value for the students. For the previous two academic years, the module team has partnered with Green Academy, a strategic team within the University whose priorities include stimulating pedagogical innovation and practice sharing within the area of sustainability and pioneering a shared understanding of sustainability education. The resulting partnership has introduced a brief for students which combines vital industry skills with sustainability literacy. Working with and alongside the students who are undertaking the module, the module has developed Serious Games on a diverse range of local and global sustainability issues and has exposed students to university research culture and our sustainability research specialisms. It has also necessitated that students engage with and contextualise the United Nations Sustainable Development Goals and the UNESCO ESD competencies which they are tasked with integrating into their design solutions. The long-term intent of this partnership is for these design decisions to be utilised in the Green Academy’s ongoing strategy to further enhance the University’s pedagogical framework and sustainability education offer, and to improve the provision of Serious Games for use by clients outside the University. This report is a synoptic overview of the module design and insights from the two-year partnership as well as how these observations have been leveraged to improve the design and delivery of the module for future clients and students.

Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks

ABSTRACT Implementing challenging mathematics tasks in elementary classrooms is a foundational teaching practice that is known to be difficult for teachers. Yet, little is known about the challenges pre-service teachers (PSTs) experience as they work to develop this practice. Additionally, the importance of trusting relationships in schools is well established, though research has not examined how issues of trust might influence PSTs’ development of specific pedagogical practices. This cross-institutional study examined written reflections highlighting challenges experienced by 77 PSTs from seven teacher preparation programs. Findings elucidate six distinct challenges, three of which align with necessary features of trusting relationships (teacher control with vulnerability, perceptions of student ability with competence, and concerns about student feelings/experiences with benevolence). Based on these findings, we offer recommendations for mathematics teacher educators to consider as they prepare PSTs to implement challenging tasks, including ways to support PSTs’ vulnerability, perceptions of students’ competence, and benevolence during methods courses and field placements.

‘Integration by immersion’: A contemporary model of integration for psychotherapeutic and pedagogical practice

AbstractObjectivesPsychotherapeutic integration has been a source of contentious debate and increasing authorship for over five decades. Yet, the challenge remains as to how practitioners learn to integrate their practice according to the philosophical, theoretical and practical procedures of their chosen modalities. Pedagogically, there is also a challenge for educators to support trainees to develop their own congruent model of integrative practice, which may change over time. The objectives of this study were to critically explore the traditional models of integration, highlighting their gaps and limitations, and to propose a new model of integration, which is befitting to contemporary psychotherapeutic and pedagogical practice.MethodsRigorous methods of analysis were employed utilising a three‐phased approach, which included survey data analysis from a convenience sample of 104 counselling psychologists, and critical theoretical analysis of the traditional models of psychotherapeutic integration. A duoethnographic method was then employed to analyse the data further, illuminating the gaps and limitations.ResultsThe results make a significant contribution to the knowledge and theoretical framework in the field of integration by offering a new model of ‘Integration by Immersion’. This model is an alternative approach steeped in a framework of love and relationship as a foundation for unifying integrative practice. It flexibly fits and flows with practitioners' personal and professional development, making it applicable to evolving psychotherapeutic practice.ConclusionThe impact of ‘Integration by Immersion’ is that it offers an alternative model that advances psychotherapeutic trainees', practitioners' and educators' knowledge, skills and practice, enabling them to develop their own idiosyncratic model of integration.

A Descriptive Analysis of AI’s Role in Enhancing the Quality of Teaching and Learning Outcomes

This study examines the role of artificial intelligence (AI), specifically generative AI, in higher education, mainly in the teaching-learning process, personalized learning, learning outcomes, and challenges. The researcher has employed a descriptive research method to collect the data by reviewing the research articles, books, and conducting a document analysis (policies of universities on using AI). The study's findings provide multifaceted insights into the use of AI in the teaching-learning process. It reveals that optimizing the use of GenAI can support students to become more independent learners, critical thinkers, and it can also provide plenty of Drill-Practice opportunities for them to master the content, particularly, for Afghan students who are believed to be more reliant on teachers and printed learning resources. On the other hand, the findings suggest that GenAI is an invaluable asset for teachers’ professional development in terms of planning everyday pedagogical practices for their classrooms and generating materials and content. However, the usage of GenAI can also pose some significant challenges for teachers as well as institutions, particularly in the absence of an established code of conduct and implicit rules that should be abided by the students to avoid unauthorized activities. Additionally, the study also provides some useful suggestions predicated on the findings of the study.

Distance teaching, science teaching, and preschoolers’ reactions during the COVID-19 pandemic—A comparison of the first and third lockdowns

ABSTRACT The COVID-19 pandemic brought about a new reality in all aspects of life. The lockdowns significantly impacted early childhood educators, necessitating a shift in instructional methods. Preschool (3–6 years of age) teachers had to develop innovative, creative distance science learning activities that were engaging and age-appropriate. We asked: What pedagogical practices did preschool teachers implement in distance teaching and distance science teaching during the first and third lockdowns? How did the teachers cope with distance teaching, and how did they perceive the preschoolers’ behaviour and verbal interaction during remote meetings? How self-confident were the preschool teachers with distance science teaching? The study involved 386 teachers in the first lockdown and 232 in the third. Participants completed online questionnaires that included closed- and open-ended questions. Quantitative and qualitative data analyses revealed that WhatsApp and Zoom were the main means of communication. Most teachers advanced their distance teaching practices and their self-confidence from the first to third lockdowns. During the third lockdown, teachers produced educational, scientific short videos and developed instructions for simple scientific experiments at home. Children's difficulties in communicating remotely were mainly due to adults’ or other household members’ unavailability for support, which was greater during the third lockdown.

The storythinking programme: a framework for nurturing critical thinking in preschool

ABSTRACT The Storythinking Programme, focusing on oral storytelling, was designed to investigate critical thinking skills and pedagogical practices to nurture these skills in preschool children. The aim of the study was twofold: (1) to clarify what type of skills preschool children use and (2) to explore those teaching practices that nurture these skills. One of the study’s central claims, examined from a sociocultural lens, is that children from age 3 begin to engage in critical thinking with adult scaffolding and peer support. The paper reports fine-grained evidence of specific critical thinking skills in children aged 3–5 years, gathered using a Design-Based study in 2 classrooms involving 17 preschool children and 2 educators. An in-depth analysis of the pedagogical practices necessary to provide the scaffolds and the space within which these skills can emerge is presented. The pedagogical approach leverages established practices in early years in a novel way to best support the emergence of young children’s critical thinking skills. The findings provide strong evidence to support the conclusion that preschool children think critically under specific pedagogical conditions.