Pedagogical Transformation Research Articles

Post-pandemic face-to-face learning environments for undergraduate students: A scoping review protocol

Objective This scoping review explores the existing literature related to post-pandemic face-to-face learning environments for undergraduate students following their participation in virtual classes during the Covid-19 pandemic. The secondary objectives are focused to identify the cognitive; emotional, or communicative demands that characterize students; changes in pedagogical strategies; and primary recommendations regarding post-pandemic face-to-face education in the context of Covid-19. Introduction The global emergency created by the presence of COVID-19 has led to significant change in the daily lives of people worldwide, ranging from lockdowns to the proliferation of virtual channels for social interaction and learning. Interest in its effects remains relevant in various fields including social, economic, health, technological, and educational studies. The transition back to face-to-face studies in university settings requires new adjustment processes for both students and teachers, necessitating pedagogical transformations and addressing cognitive, emotional, communicative, and habituation demands. Studies on the return to face-to-face studies in university settings are relatively scarce and warrant in-depth research. Inclusion criteria This review will include studies completed and published in calendar years 2022 and 2024 that involve post-pandemic face-to-face learning environments for undergraduate students from any geographical area. Methodology This scoping review will follow the JBI methodology for conducting scoping reviews. The following databases will be used: Academic Search Complete, Inter-American Development Bank, CLACSO, and The UNESCO Institute for Higher Education in Latin America and the Caribbean (IESALC), Dimensions, DOAB, DOAJ, ERIC, LILACS, Psicodoc, Redalyc, Redib, Scielo, Scopus, Dialnet, Web Of Science, Latindex, Google Scholar, SocArXiv. The search will aim to locate publications without language restrictions from any geographic location, including peer-reviewed articles, grey literature, preprints, technical notes, and policy reports. Three independent reviewers will screen, retrieve and review full-text studies and extract data. Consensus will be sought in the event of disagreement. The search results will be presented in the PRISMA-ScR flowchart. A narrative summary will also be included (Tricco AC 2018). Trial registration Registration of systematic reviews: Open Science Framework (https://doi.org/10.17605/OSF.IO/6P9QB)

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

Empowering Teachers Through an Online Asynchronous Science Education Cohort Graduate Program

ABSTRACT Online cohort graduate programs in education offer science teachers opportunities to enhance their knowledge and professional practice alongside a cohort community of educators without interrupting their careers or adversely affecting their personal lives. While it is understood that online cohort graduate programs can create robust professional communities, their impact on sustained pedagogical change for teachers is not fully understood. This research, based on a qualitative study of an asynchronous online Master of Education cohort program in Science Education, investigates its impact on K-12 teachers’ pedagogical attitudes, understandings, and practice. Focus groups were conducted with thirty teachers from two program cohorts. Findings suggest that through research exploration and collaborative culture, participating science teachers felt educated, supported, and empowered to make sustained pedagogical improvements within and across their educational contexts. This study contributes to the understanding of the potential of online cohort graduate programs in science education in fostering pedagogical transformation and can inform the design of similar programs.

Digital empowerment of rural teachers: towards an innovative pedagogy in the 21st century

This study focuses on the digital empowerment of teachers in rural areas of Colombia, a region where less than 40% of schools have broadband internet access. In the context of the COVID-19 pandemic, which has significantly exacerbated the digital divide, we propose the innovative Digital Empowerment Model for Rural Teachers (MCDDR). This model is based on a rigorous systematic literature review that identifies and synthesizes successful educational practices adapted to similar contexts. The MCDDR is specially designed to be flexible and adaptable to local needs, seeking to promote a profound pedagogical transformation through the effective integration of information and communication technologies (ICT). Based on the successful practices identified, the model has a strong potential to revolutionize education in rural Colombia. Its strategic implementation is expected not only to effectively address the educational digital divide, but also to substantially improve the quality and equity of education in these areas. By anticipating the positive impacts of the MCDDR, the study underscores the urgent need for policies that support the implementation of innovative digital solutions in rural education, which could guarantee equitable access to educational opportunities in the contemporary digital era.

Attitudinal barriers: a reflection of our actions in the Inclusion process

The article discusses the importance of attitudinal accessibility in the inclusion process, beyond physical and pedagogical transformations, highlighting that without attitudinal accessibility, other forms of accessibility are not effective. Share our actions as people and professionals in the inclusion process and beyond the transformations in the physical environment and teaching practices, which refer to physical and pedagogical accessibility, it is necessary to consider, mainly, the aspects that involve attitudinal accessibility because, without it, not another form of accessibility becomes effective. We aim to present the teachers' narratives on the themes. Thus, this article deals with an experience report on the impressions of teachers in an assistive technology course, where we discussed in several forums and the 18 participants presented their impressions. As a result, we had contributions about their anxieties, expectations, and prejudices they had about the care of people with disabilities. We concluded that it is necessary to feed the movement of inner transformation bumping into our attitudes and understanding that what is different is not always the other; we are everyone.

El uso de los REA en cursos universitarios de inglés como lengua extranjera

The Open Educational Resources (OER) have become important complements in the pedagogical transformations due to the COVID-19 Pandemic. This retrospective analysis tries to find out how 15 EFL professors from a public university incorporated OER in their language classes before and during the COVID-19 Pandemic. Therefore, the question guiding this inquiry is how did EFL teachers used and use OER before and after the COVID-19 Pandemic in their learning environments? A qualitative methodology is proposed, using the units of analysis for convenience. The results of the research indicate that since and before the COVID 19 Pandemic, public higher education institutions have made the (OER) available to teachers, that their use depended before the teacher’s motivation to use them, but that currently they are material support in the lessons. However, better training plans and technological infrastructure are still needed for a better dissemination of knowledge with the use of these digital resources.

Revitalizing Pedagogy in a Medical Problem-Based Learning (PBL) Curriculum

The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession.

New Media and Self-directed Learning: Enhancing Pedagogical Transformation in an Open Distance Learning Landscape

In essence, open educational resources (OERs) are transforming the education landscape in many different fields. They are swiftly becoming important elements in support of open educational practices and the open education movement. Modern technological innovations permeate every aspect of life, and higher education is no exception. This study investigated the types and pedagogical value of the new media that academics have adopted to promote self-directed learning at the University of South Africa (Unisa). To realise the aim of the study, the following questions were addressed: Which new media approaches have academics adopted to enhance self-directed learning? What is the pedagogical value of using new media in an open and distance learning environment? The study was informed by the Unified Theory of Acceptance and Use of Technology. A qualitative approach was employed, and data were collected through face-to-face interviews with 30 purposively selected Unisa academics from across different schools. Upon analysing the data using open and axial coding, dominant themes from the discussions were identified and discussed in detail. The findings revealed that various new media platforms, such as OERs, blogs, Camtasia Studio, Google Docs, and so forth, are used to promote self-directed learning at Unisa and have proven to be pivotal in opening avenues of communication and collapsing the transactional distance at this ODL institution. New media thus serve as strong catalysts for fostering pedagogical transformation.

The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents

ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning

When Video Improves Learning in Higher Education

The use of video in education has become ubiquitous as technological developments have markedly improved the ability and facility to create, deliver, and view videos. The concomitant pedagogical transformation has created a sense of urgency regarding how video may be used to advance learning. Initial reviews have suggested only limited potential for the use of video in higher education. More recently, a systematic review of studies on the effect of video use on learning in higher education, published in the journal Review of Educational Research, found, overall, effects to be positive. In the present paper, we critique this study. We reveal significant gaps in the study methodology and write-up and use a cognitive processing lens to critically assess and re-analyse study data. We found the results of this study to be only applicable to learning requiring lower-level cognitive processing and conclude, consistent with prior research, that claims of a universal benefit are not yet warranted.

Resilience Strategies of Students in Highly Complex Educational Contexts: Opportunities for Inclusive Pedagogical Transformation

The COVID-19 pandemic had various effects on the social, personal and educational spheres that made it necessary to rethink how to respond to new emerging needs. In Spain, a massive closure of schools occurred, which led to a transition from face-to-face teaching to emergency remote teaching. This led to the implementation of pedagogical measures to ensure continuity in the teaching process. The aim of this research is to explore the impact of the pandemic on the educational and personal trajectories of students from their own experiences of attending a poorly performing school in the province of Malaga (Spain). The methodology was qualitative, and the information was collected through a focus group. The most relevant results indicated that the students, in response to the pandemic situation, developed resilience strategies to cope with the lack of technological devices, connectivity problems, difficulties in managing their emotions and the absence of interactions with their peer groups. The main conclusions include the need to build resilient and inclusive educational spaces as key pillars for educational transformation.

DEVELOPING A KNOWLEDGE MAP FOR THE EARLY CHILDHOOD STEAM EDUCATION: A VISUAL ANALYSIS USING CITESPACE AND HISTCITE

This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field's evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study's implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education. Keywords: early childhood, STEAM education, visual analysis, knowledge map

Digital learning in childhood: Possibilities for pedagogical transformation in South Africa

Background: Digital technology (DT) has already changed history, and it is transforming childhood as more and more children go online around the world.Aim: The aim of this article was to critically explore the potential of young children’s digital learning (DL), while concurrently assessing the constraints.Setting: Early Childhood Care and Education (ECCE) stakeholders’ environments formed the setting for this study.Methods: The critical theory of technology emphasizes the need for increased democratic involvement in technical decisions. It also explores the impact of theories on technology users, affecting design, usage, and, consequently, outcomes. This study adopted an interpretative phenomenological approach to discover 10 South African ECCE stakeholders’ experiences of DL with young children.Results: Firstly, findings presented the affordances of DT. Secondly, the threats of connectivity, socio-economic factors, and the availability of inappropriate content were emphasised. Thirdly, there are risks and fears associated with DL, especially with young children. Lastly, the possibilities of DL, where pedagogical transformation can take place, were interrogated.Conclusion: In the ever-evolving world of DT, the pursuit of improved educational outcomes for young children remains a paramount concern. Proven practices that improve children’s learning through DT and effect change at a systemic level should be further interrogated.Contribution: This research contributes to the ongoing discourse surrounding DT in early childhood education by offering a critical examination of its challenges and opportunities. It provides insights for educators, policymakers and researchers on enhancing DL experiences for young children while considering the associated risks and benefits.

The power of exemplarity in religious education

ABSTRACT Calls for reframing the subject matter of Religious Education in schools include the tricky question of how to select from a world of potentially interesting and relevant material. Pedagogues have long questioned the educational logic that takes so-called substantive knowledge as its starting point and imagines education to follow a linear path from simple to complex. Scholars of Religious Studies have addressed similar questions of how to bring the subject matter to life through taking a more disciplinary orientation , though this approach is problematized by RE’s multi-disciplinary foundations This paper brings together pedagogical and disciplinary perspectives to the question of exemplification in the production of curricular subject matter. Taking as its context RE in schools, the paper assumes the didactic principle that there is considerable difference between putative disciplinary knowledge and school subject matter and that the production of school subject matter requires considered processes of pedagogical transformation and reduction. The paper explores the logic governing this transformation by drawing on the pedagogical analysis of exemplarity offered by Martin Wagenschein alongside the more disciplinary analyses of the place of examples from Jonathan Z. Smith.

Preschool teachers' predicaments of teaching online and strategies employed during the COVID-19 pandemic: A literature review.

The COVID-19 pandemic accelerated the transition to remote preschool education, highlighting the crucial role of preschool teachers in navigating pedagogical transformations, adapting to technology, and addressing the challenges of distance learning. This study delved into the intricate challenges confronted by educators specializing in early childhood education within the realm of remote instruction during the COVID-19 pandemic. Additionally, it scrutinized a spectrum of tactics and interventions implemented to overcome the challenges, presenting nuanced insights to enhance the effectiveness of online pedagogy. Conducting a systematic literature review, this study comprehensively analysed academic sources to synthesize challenges faced by preschool teachers and their adaptive strategies during the transition to remote instruction induced by the COVID-19. The investigation focused on online teaching strategies, COVID-19 implications, and the broader landscape of remote learning. The review illuminated intricate challenges, encompassing technological constraints, pedagogical adjustments, and psychological adaptations. These challenges compelled the deployment of a diverse range of strategies, underscoring educators' resilience and resourcefulness in maintaining vibrant online teaching and learning ecosystems. This study offers a valuable compendium of insights, providing a comprehensive view of the evolving landscape of remote pedagogy. By fostering a nuanced understanding of the challenges and strategies, educators, administrators, and policymakers can collaboratively devise informed interventions. This collaborative effort optimizes online teaching practices, fostering enriched learning outcomes within the digital epoch.

Measuring Pedagogical Transformation: A Quantitative Analysis of Critical Thinking Integration in Literary Criticism for Heightened Student Engagement and Learning Outcomes

In today’s democratic world, one of the most significant objectives of the educational system is to promote independent thinking in students regarding both academic subject matter and daily life (Ennis, 1989; Grinberg, 2004; Nelson, 2004). The necessity and significance of critical thinking in education might primarily lie in the fact that students are not passive participants in the learning process since they are no longer engaged in rote memorization of facts; rather, they need to graduate from educational institutions that engage them in learning that improves their thinking skills. Empirical research suggests that benefits accrue to students who possess the ability to think critically; hence, many institutions need to incorporate instruction oriented toward providing students with critical thinking skills (Tsui, 1999; Stupnisky et al., 2008) through programmed interventions that vary from the traditional instructional approach (Sanz de Acedo Lizarraga et al., 2009). This paper examines the significance of the application of a literature-based critical thinking program and its impact on both students’ critical thinking skills and teachers’ and students’ beliefs about literature instruction. The study employed both qualitative and quantitative research methods, namely, survey research and One-Group Pre-Test/Post-Test Design. It is based on one group pre-test–post-test design, a quasi-experimental design, in which a seven-week literature-based critical thinking program involving 34 students attending an English Language and Literature Department was implemented. Data regarding the present critical thinking situation and change process were collected through questionnaires, interviews, and classroom observations. T-test results show a significant change between the students’ pre-critical thinking and post-critical thinking levels. These findings indicate that a literature-based critical-thinking program leads to more student-centered classrooms and creative literature instruction that fosters the development of students’ critical thinking skills. Another major purpose of this research study is to discover and understand the experiences and perspectives of teachers on the topic of using multicultural literature as responsive pedagogy to engage cultural understanding. Therefore, the study will also be conducted using a qualitative research approach involving a literature review and semi-structured interviews.

Language teacher's pedagogical transformation through a critical autoethnographic lens

The present critical autoethnography explores a language teacher's personal experiences of overcoming her resistance to change and transforming herself into an adaptive teacher through the practice of regular self-reflection. The subject of this study, Dar has been working in Japanese university English as a foreign language settings for over three decades. Dar had long identified as a language teacher with a strong sense of self-efficacy which helped her establish long-term teaching habits. However, as her autoethnographic narratives suggest, these habits promoted overdependence on the same pedagogical methods and approaches and gradually impeded her ability for creativity and pedagogical innovation in the classroom. One day she realized she needed to look inward and examine herself from a critical lens. As she unpacked her backpack, she acknowledged that being a white English-speaking American gave her a major advantage in the job market and thus, she was able to instantly secure a stable job. On the other hand, living in a foreign country as a single mother, which has one of the lowest levels of gender equality in the world (Lukyantseva, 2023; Nakamura et al., 2021), working in a predominantly male environment, having to learn a new language, and dealing with the challenges of raising a biracial child in a homogeneous environment helped her become more empathetic towards people with disadvantages. This empathetic lens allowed Dar to see the world through the lenses of her students. As she continued to engage in the practice of regular self-reflection, she also recognized her personal and pedagogical biases, which gave her an objective understanding of her position of authority in the classroom and enhanced her willingness to accept input from students and peers. As a result, Dar restored her curiosity for creativity and pedagogical innovation and regained her passion for teaching in the continuously evolving landscape of education.

AN EXPLORATION OF HOW THE COVID-19 PANDEMIC HAS SHAPED DIGITAL PEDAGOGY AND INFLUENCED TEACHERS AND LEARNERS -A STUDY BASED ON THE MANGALURU REGION

The COVID-19 pandemic necessitated an unexpected, rapid pivot to online education across school districts in Mangaluru. As emergency remote teaching has given way to more permanent integrations of technology-enabled instructional models, there remains a need to examine the resulting outcomes for regional students and teachers. This exploratory study aims to understand how this sudden, immense digital adoption has shaped academic approaches and influenced learners and educators specifically in the Mangaluru area. Using surveys and focus groups, the attitudes, experiences and perceptions of teachers, students, parents and administrators will be analyzed to assess localised trends, benefits, challenges and impacts associated with pandemic-prompted pedagogical transformations. Key dimensions planned for investigation include academic engagement, social-emotional well-being, digital literacy and skills development, teacher workloads and support systems, and student performance and equitable access. By gathering rich insights around stakeholder experiences, the research seeks to provide Mangaluru education leaders, policymakers and curriculum designer’s valuable data for informing effective digital integration strategies, staff support and training programs, and access-improvement initiatives tailored to the needs of regional learner demographics. With technology-immersive classrooms likely persisting post-pandemic, findings will aid local decision-makers in maximising academic promise while safeguarding learner growth and nurturing robust communities of empowered 21st-century teachers and students.

Kautiliya Arthashastra and its Relevancy in Pedagogical Transformation

Arthashastra written by Kautilya is a treatise written to train a future king. The treatise has been divided in 15 books. Its first book provides a detail description of education pedagogy and related topic. Chapters on Knowledge, curriculum and the requisite of the learned scholars give an outline of education system in Kautiliya times. At the same time Kautiliya Arthashastra declares that main object of his education and training is to develop mental power of his student. The mental power is control of senses. This article is an effort to analyze the Kutiliya view on education and teaching methodology. The methodology of this study is mainly descriptive and analytical. Modern tools have been used to analyze Kautiliyan education Pedagogy.

Effects of a ChatGPT-based flipped learning guiding approach on learners’ courseware project performances and perceptions

In recent decades, flipped learning has been adopted by teachers to improve learning achievement. However, it is challenging to provide all students with instant personalised guidance at the same time. To address this gap, based on Chat Generative Pre-trained Transformer (ChatGPT) and the learning scaffolding theory, I developed a ChatGPT-based flipped learning guiding approach (ChatGPT-FLGA) according to the analysis, design, development, implementation and evaluation model. To investigate the effectiveness of ChatGPT-FLGA, a quasi-experiment was conducted in the learning activities of a courseware project. One of two classes was randomly assigned to the experimental group, while the other was assigned to the control group. The students in both classes received flipped classroom instruction and conducted discussions through Tencent QQ applications, but only those in the experimental group learned with ChatGPT-FLGA. The results revealed that the ChatGPT-FLGA significantly improved students’ performance, self-efficacy, learning attitudes, intrinsic motivation and creative thinking. The research findings enrich the literature on ChatGPT in flipped classrooms by addressing the influence of ChatGPT-FLGA on students' performance and perceptions. Implications for practice or policy: Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills. Course designers and academic staff can leverage ChatGPT-FLGA to enact student-centred pedagogical transformation in massive open online courses or flipped learning. Course designers should master how to use ChatGPT-FLGA and its learning system, to foster learners’ self-regulated learning, help them promote online self-efficacy and overcome difficulties in learning motivation and creative thinking ability.