This research examines the methods and approaches to teaching geography in Libya, focusing on the shift from the traditional approach to the contemporary educational perspective, within the context of the structural and educational challenges facing Libyan education as a result of political and social changes. This research sought to answer the main question: How can modern teaching methods be employed in geography in accordance with contemporary educational trends at the primary and intermediate levels in Libya? The research adopted a descriptive-analytical approach, reviewing educational literature and previous studies, and analyzing the reality of geography teaching in Libya. It concluded that traditional teaching methods, based on rote learning and memorization, are still prevalent in many schools, leading to poor academic achievement and low motivation to learn. In contrast, modern methods such as project-based learning, cooperative learning, blended learning, inquiry-based learning, and brainstorming offer broader opportunities for developing spatial reasoning and scientific analysis skills, and enhance student interaction with their environment. The research also demonstrated that implementing modern methods requires a shift in educational philosophy from a teacher-centered to a learner-centered approach, with educational technology serving as a medium for integrating knowledge and practice. It further emphasized that improving teacher competency and developing curricula and infrastructure are essential prerequisites for activating these methods in Libyan schools.

Differentiated learning is a pedagogical approach that emphasizes adapting instruction to students' needs, interests, and learning profiles. This approach has become increasingly relevant in the context of inclusive education and the implementation of the Independent Curriculum, which promotes equity and student-centered learning. This article aims to comprehensively examine differentiated learning strategies as an educational transformation toward learning equity. This study employed a qualitative literature review method by analyzing national and international journals indexed in SINTA, Scopus, and Google Scholar published between 2014 and 2024. The findings indicate that differentiated learning, implemented through three main pillars—content, process, and product differentiation—significantly enhances student engagement, intrinsic motivation, and learning outcomes, including for students with special needs in inclusive settings. The major challenges identified include teacher preparedness, administrative workload, and classroom management. This study concludes that differentiated learning is not merely a technical teaching strategy but a student-centered educational philosophy that promotes equity, respects diversity, and supports the optimal development of every learner.

Philosophy plays a strategic role in the development of the curriculum of Islamic education management, as it provides a conceptual, value-based, and directional foundation for educational goals. This study aims to examine the benefits of philosophy in developing the curriculum of Islamic education management, particularly in strengthening the integration of spiritual, intellectual, and moral dimensions. This research employs a qualitative descriptive approach using a library research method, analyzing books on educational philosophy, Islamic philosophy, as well as relevant scholarly articles and journals. The findings indicate that philosophy, through the branches of ontology, epistemology, and axiology, plays a significant role in formulating the objectives, content, methods, and evaluation of the Islamic education curriculum. Various philosophical schools such as idealism, realism, pragmatism, and existentialism contribute to shaping a curriculum oriented toward the formation of insan kamil (the complete human being). Furthermore, the integration of bayani, irfani, and burhani epistemologies enriches curriculum development, making it more holistic and contextual. With a strong philosophical foundation, the curriculum of Islamic education management functions not merely as a means of knowledge transmission, but also as an instrument for character building, moral development, and social responsibility among learners.

Abstract This study introduces “anticipatory dignity” as a fundamental extension of human dignity discourse to address temporal challenges posed by algorithmic prediction in educational settings. Building on Kantian ethics, Feinberg’s “right to an open future”, and Raz’s conception of meaningful autonomy, anticipatory dignity designates the right to maintain cognitive openness against premature algorithmic classification that forecloses developmental possibilities before conscious choice can intervene. This philosophical innovation addresses a critical gap in educational philosophy: existing frameworks lack adequate conceptual resources to protect human agency from predictive systems that transform educational development from open-ended self-discovery into continuous optimization. Analysis of South Korea’s AI Digital Textbook initiative illustrates how machine learning institutionalizes epistemic foreclosure despite promises of objectivity. The research proposes institutional mechanisms including Student Fundamental Rights Impact Assessments and prediction ceilings limiting algorithmic forecasts to developmentally appropriate timeframes. These proposals, informed by comparative analysis of EU, Dutch, and Canadian AI governance frameworks, ensure algorithmic personalization serves human flourishing rather than replacing human choice with machine inference.

Introduction/Main Objectives: This study comprehensively examines Ki Hadjar Dewantara's educational philosophy as an Eastern educational figure who made fundamental contributions to the Indonesian education system. Background Problems: The Indonesian education system has experienced infiltration of Western philosophical determination and value degradation due to emphasis on knowledge transfer over value cultivation, necessitating strengthening of national educational philosophical foundations based on humanization. Novelty: This research integrates literature review from 2015-2025 to holistically map historical background and key philosophical concepts that have not been systematically analyzed, as well as identifying connections with modern educational philosophy streams, particularly essentialism. Research Methods: Systematic literature review method was employed by analyzing 9 selected articles from indexed journals through stages of identification, selection, data extraction, findings synthesis, and critical analysis. Finding/Results: Ki Hadjar Dewantara's educational philosophy is grounded in the concept of independent education emphasizing balance of physical, intellectual, spiritual, and social aspects based on Panca Dharma and Tripusat Pendidikan. The concepts of Trikon, Tri Rahayu, and Among System with the motto “ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani” form a practical framework for student-centered education that shares similarities with essentialism yet remains dynamic. Conclusion: Ki Hadjar Dewantara's educational philosophy remains relevant as the foundation of national education in shaping the character of independent, intelligent, and morally noble generations, with implications for the necessity of revitalizing its philosophical values in educational policies to strengthen national educational identity based on local wisdom.

Introduction/Main Objectives: This paper aims to analyze the essential role of Islamic Educational Philosophy (IEP) as a normative and operational foundation in shaping the character of both educators and students. The topic is relevant because character formation is a core objective of Islamic education, which aspires to develop the insan kamil through balanced spiritual, intellectual, and social growth. Background Problems: The main problem examined is how IEP provides a philosophical basis that directs character formation in pedagogical attitudes and educational practices. Novelty (optional): This study emphasizes the dual function of IEPconceptual and practical in shaping educator and student character, an aspect that previous studies have not systematically integrated. Research Methods: This research employs a literature review with a descriptive-analytical approach using primary and secondary sources related to IEP and character education. Finding/Results: The findings show two key mechanisms: (1) IEP offers a theoretical foundation for educators by emphasizing Islamic life goals (sa‘adah al-dārayn) and prophetic attributes ṣiddīq, amānah, tablīgh, and faṭānahas professional moral principles and exemplary conduct. (2) IEP shapes students’ character through curriculum orientation and learning methodologies that prioritize righteous habituation, such as justice, tolerance, discipline, and responsibility. Conclusion: The study concludes that strengthening IEP is crucial to ensuring coherence between philosophical ideals and educational practices. The implication is the need to reinforce IEP courses in Islamic teacher education institutions to optimize the alignment between educator character and value transmission.

This study provides empirical evidence on resource-related challenges in philosophy education and informs educational decision-makers about targeted support needs for philosophy teachers. This study aimed to identify the challenges of teaching philosophy in the absence of educational resources among eleventh grade teachers in Duhok Governorate preparatory schools according to the following variables: gender, years of teaching experience, academic qualification, and school location. The study sample included 132 male and female philosophy teachers. A questionnaire consisting of 27 items was developed based on relevant literature and distributed to the research sample during November 2025. The study found statistically significant differences at the 0.05 level between the means of sample responses according to gender, years of experience, and academic qualification variables, indicating that the absence of educational resources significantly impacts teaching effectiveness differently based on these demographic factors. Significant interaction effects were also found between gender and years of experience. However, no statistically significant differences were found regarding school location. Based on these findings, the researcher recommended several measures, most importantly the need for educational authorities to provide specialized philosophy resources, establish philosophy resource centers, allocate budgets for philosophical texts and materials, and provide professional development focused on teaching philosophy with limited resources.

This theoretical–conceptual article examines the ongoing challenges of teacher education in multicultural contexts, focusing on the tension between uniform, mandatory curricula and the needs and identities of diverse cultural groups. The central problem discussed is that contemporary pedagogical structures, often grounded in a hegemonic cultural framework and in a disciplinary canon perceived as “objective,” create barriers, exclusion, and inequality for minority groups in teacher education. This article aims to critically examine the suitability of traditional pedagogical models for multicultural teacher education and to propose a principled alternative based on self-determined learning (heutagogy) as an alternative educational paradigm. The analysis draws on theoretical and philosophical literature in the philosophy of education, multicultural education, and theories of knowledge and learning, juxtaposing approaches that emphasize a binding disciplinary canon—commonly associated with conservative-liberal thought—with critiques that challenge its authority, objectivity, and universality. The article’s central proposal is the adoption of heutagogy in multicultural teacher education—an approach that places the learner at the center and enables students to define their learning pathways, research questions, and knowledge sources in accordance with their cultural and social contexts. Within this framework, “melting pot” conceptions and standardized curricula are rejected in favor of fostering an equitable, reflexive, and culturally responsive educational environment. The article concludes that implementing heutagogy in multicultural teacher education is not merely a pedagogical–technical move but requires a conscious philosophical and value-based choice between learner-centered educational models emphasizing autonomy and cultural pluralism, and society-centered models grounded in a shared knowledge canon and disciplinary authority.

This study examined teachers’ perspectives on how philosophical foundations shape educational policies and classroom practices. Interviews with six public school teachers, conducted using a qualitative descriptive design, revealed their awareness of various educational philosophies, including essentialism, progressivism, humanism, and constructivism, within the context of current reforms. The teachers perceive these philosophies as pertinent to addressing learning deficits and fostering comprehensive development. However, they encounter considerable discrepancies between the theoretical underpinnings of policies and the practical realities of their classrooms, primarily due to resource limitations and administrative burdens. The teachers' individual educational philosophies significantly shape their interpretation and application of educational policies. The study recommends the development of context-specific policies, a reduction in administrative tasks, and increased teacher participation in the policy-making process to improve the consistency between philosophical principles and practical implementation.

ABSTRACT Physical Education (PE) places the body at the forefront, with embodiment emerging as a concept that transcends the traditional dualistic view, recognising the diverse embodied experiences of students (Aartun et al., 2022; Lambert et al., 2024). However, there remains a lack of studies that connect pedagogies of embodiment to critical theories. From a critical perspective, the Brazilian writer and philosopher Paulo Freire offers a theoretical construct that emphasises education for social change. This conceptual paper aims to explore the possibilities of a Freirean-inspired pedagogy of embodiment in PE, drawing on some constructs – including conscientização, praxis, dialogue, and humanisation – to propose a framework we call a praxis of embodiment. Rather than viewing the body as a passive recipient of instruction, this perspective positions the body as a site of knowledge, agency, and resistance. Building on Freire's educational philosophy, we outline five pedagogical principles that articulate how critical reflection and bodily experience can become integrated in transformative PE practices: (1) cultivating embodied awareness; (2) thematising social experience; (3) engaging in dialogues of experience; (4) co-designing embodied interventions; and (5) reflecting on praxis. This paper encourages PE teachers and researchers to resist disembodied and normative educational models, particularly the ‘banking’ model of education, and instead foster learning spaces grounded in bodily experience, critical dialogue, and collective transformation. Central to this is the idea of becoming critical in PE – where students and teachers engage affectively, politically, and relationally through the body to transform themselves and the world.

China’s educational heritage is rich. Yet, scholarly attention on Chinese educational traditions has mostly clustered around Confucian legacy. Few can articulate the relevance of coexisted Daoism and Buddhism to China’s classical educational values, let alone the syncretic impacts of the three philosophical teachings. This article seeks to explore the converged influences of the three teachings on Chinese educational traditions with evidence from Zhu Xi. Textual analysis has been employed to capture how he epitomized thoughts and practices from the three teachings to develop his educational philosophy and pedagogy. The findings are two-fold: the systematic cosmological-moral ontology with Buddhist and Daoist metaphysical roots redefines his educational epistemology with universal principle (li), material force (qi), human nature (xing), and heart-mind (xin) as the nucleus, reinterpreting the learning process and theories; Correspondingly, the ontological view shapes his pedagogy, namely quiet sitting (jingzuo) and mindfulness (jing). Although being a Confucian intrinsically, Zhu Xi has been profoundly influenced by the interactions of three teachings in the sphere of education. The syncretic lens further reevaluates the fundamental features of traditional Chinese educational traditions. China’s experience of synthesizing three teachings, particularly indigenizing a foreign one, could potentially contribute to hybridization of Chinese and Western intellectual traditions.

This paper explores the significance of two classic Georgian works, Wisdom of Lies and Teaching Through Jest, for contemporary education, drawing on Hans-Georg Gadamer’s concepts of tradition and the fusion of horizons. It begins by critiquing the dominant narratives in contemporary Georgian education, which prioritize human capital, competition, and economic outcomes, and are shaped by non-organic, external traditions. We argue that when educational systems sever ties with their traditions, they lose continuity, identity, and meaning, resulting in homogenized educational practices. As an alternative, engagement with these Georgian texts offers a rich resource to education. Both works provide critical reflections on the aims of education and the role of citizenship emphasizing the importance of truth-telling, moral courage, and the cultivation of critical, socially engaged learners. They demonstrate how humor, allegory, and playful pedagogy can foster creativity, curiosity, and reflective thinking, challenging narrow, outcome-focused approaches. A central metaphor in these works is education as a journey, highlighting transformative experiences and personal growth, in contrast to models focused on measurable outcomes and standardization. By reconnecting education with intellectual traditions, Wisdom of Lies and Teaching Through Jest demonstrate how literary and philosophical texts can inform contemporary debates on ¬pedagogy, citizenship, and aims of education.

This study aims to reconstruct the conceptualization of reading in the Qur’an, which is often reduced to mere technical literacy, while the sacred text offers a holistic-integrative paradigm. Departing from the problem of fragmentation in previous studies that are partial and have not touched the semantic integrity of key lexical networks (qara’a, tala, darasa, etc.), this research addresses the urgency of theoretical-practical needs to formulate a coherent Qur’anic epistemology of reading as a foundation for Islamic philosophy of science and education. Using a rigorous thematic ( maudhu’i ) tafsir method, an exhaustive thematic exploration of all related verses, semantic-contextual analysis, and synthesis of a conceptual model were conducted. The novelty of the research lies in three aspects: the application of rigorous maudhu’i procedures for complex themes, comparative-interconnective semantic analysis between lexicons, and the construction of a theory in the form of a Multilayered Epistemology of Qur’anic Reading Model (Technical-Procedural, Performative-Reflective, and Contemplative-Constructive Layers). The results indicate that reading in the Qur’an is an active, hierarchical epistemology with dual objects ( qauliyah and kauniyah verses), an ideal subject ( ulul albab ), and an integrative-dialogical methodology, aiming to produce beneficial knowledge ( ‘ilm nāfi’ ) and universal benefit ( rahmatan lil ‘ālamīn ). This model serves as an operational framework for revitalizing an integrated Islamic knowledge paradigm.

In recent decades, non-Western philosophical resources have gained increasing attention in the field of philosophy of education. However, two aspects of this growing body of works focusing on East Asian intellectual traditions stand out. First, when East Asian intellectual traditions are drawn upon, most often the works selected are from 'ancient' times, rather than from the modern period. Second, the comparative studies are often restricted to dialogues between East Asian and Western philosophers, while the conversation between different East Asian philosophers and traditions is less developed. As such, in the present paper, I seek to highlight the existing conversation between two modern intellectual traditions in China and Japan, namely the Kyoto School (京都学派) and New Confucianism (新儒家) and in doing so, discuss their possible contribution to the contemporary discourse of philosophy of education. I will first examine Japanese scholar Asakura Tomomi's (朝倉友海) attempt to synthesize Kyoto School and New Confucianism into 'East Asian philosophy' based on their connection with Tiantai Buddhism. Then, I will critically discuss and advance Asakura's approach based on the shared 'transculturality' of the two schools. By focusing on the common concern for modernity shared by the two schools, I suggest that the discourse around modernity and postmodernity can become a field wherein New Confucianism, Kyoto School and contemporary Western philosophies can have in-depth conversations and develop practical implications for educational studies.

In early childhood settings, mathematics learning areas were traditionally centered on the manipulation of concrete materials such as number rods, sorting boxes, and shape boards, with an emphasis on repetitive practice and the development of basic skills. This approach reflected a more structured and technique-oriented pedagogy. In recent years, however, early mathematics education has shifted from skill training toward contextualized and life-based learning, highlighting children’s natural use of mathematical concepts in authentic or simulated everyday situations. This article aims to examine the mathematics learning area in Taiwanese preschools, with a particular focus on its educational philosophy and instructional goals. It seeks to illustrate how thoughtfully constructed learning environments can support young children’s understanding and application of mathematical concepts, as well as the development of problem-solving and logical thinking skills.

Education plays a pivotal role in shaping the intellectual, emotional, and social development of students. The central to this process is the teacher, whose personal beliefs about education, instructional approaches, and overall performance have significant implications for student outcomes. The study was administered during the School Year 2024-2025. The respondents were the Grade V teachers from five schools. Respondents were given a modified questionnaire. The study used correlational and causal research designs to collect, classify, and evaluate data, including statistical tools such as Mean, Standard Deviation, and Pearson Product Moment Correlation Coefficient and Multiple Linear Regression. The findings revealed that constructivism educational philosophy is very high among teachers. Integration is also very high as their teaching pedagogy. There is a moderate to strong positive correlation between teacher’s educational philosophy and teaching pedagogy and constructivism influences teaching pedagogy. Thus, constructivism and integration are associated with one another. It is suggested that teachers integrate lessons in actual life situation to be more effective in teaching.

The fast adoption of online technologies has greatly posed a challenge to the approaches of teaching and re-framed the traditional classroom as an interactive technology-mediated classroom. The paper will analyze the pedagogical change of traditional chalkboard-based education to the introduction of smart digital learning devices, chatbots, learning management systems, and artificial intelligent-based educational platforms. The research will examine the effects of these technological interventions on the practice of instruction, involvement of learners and the entire teaching learning process in various learning institutions. The paper presents the review of available models of pedagogy and traces the development of the teaching approaches as a response to the technological progress with the help of the conceptual and analytical approach. Rather, the main emphasis is made on the contrast between teacher-centered and learner-centered and adaptive learning models on the basis of digital technologies. It also discusses the ways in which chatbots and AI-driven solutions can be applied to make education more accessible by providing customized learning, instant feedback and 24/7 academic assistance. It is implied that the teaching practice of technology makes it easier to learn, student motivation, and differentiated instruction by fulfilling diverse students needs. However, the transition has problems. The issues of digital literacy, the infrastructure restriction, data privacy, and the changing role of teachers are mentioned as the priority areas of concern that have to be planned and facilitated on a institutional level. The article outlines the relevance of applying technology innovation and pedagogical integrity in an effort to attain meaningful learning outcomes. The paper will discover that the substitution of chalkboard by chatbots is a change in technology as well as paradigm shift in the philosophy of education. By applying proper utilization of digital technology alongside proper pedagogical theory, learning institutions can develop more dynamic, interactive, and progressive learning.

Happy education, as an educational philosophy focusing on students’ emotional experiences and individual development, its integration into classroom teaching in higher vocational colleges represents a crucial approach to alleviating students’ psychological stress and enhancing their mental health. This paper systematically reviews relevant research literature both domestically and internationally, covering aspects such as the core connotations of happy education, the current state of mental health among students in higher vocational colleges, the mechanisms through which happy education integrated into classroom teaching affects students’ mental health, the current status of practical applications, and existing issues. The study finds that mental health issues among students in higher vocational colleges are becoming increasingly prominent. Happy education positively influences students’ mental health through mechanisms such as creating a positive classroom atmosphere, strengthening interpersonal interactions, and enhancing self-identity. However, in practice, there are still issues such as deviations in the implementation of the concept, homogenization of instructional design, and inadequate evaluation systems. Based on this, future efforts should focus on further deepening theoretical research, optimizing practical approaches, and constructing a collaborative support system to provide references for the effective implementation of happy education in higher vocational colleges and the improvement of students’ mental health levels.

Driven by the dual forces of high-quality development in vocational education and the digital transformation of the construction industry, the traditional single-skill training model for architectural CAD in higher vocational engineering majors can no longer meet the industry's demand for versatile talent. Based on synergy theory, systems theory, and the outcomes-based education philosophy, this study constructs a multi-objective collaborative teaching system for architectural CAD in higher vocational engineering majors. By reviewing theoretical foundations and analyzing current teaching practices, it clarifies the core logic of multi-objective collaboration. The study explores practical pathways through system restructuring, teaching model innovation, evaluation mechanism optimization, and resource platform development, while validating the feasibility and effectiveness of the system through pilot teaching trials. This provides theoretical reference and practical paradigms for teaching reform in higher vocational engineering disciplines.

The Integration of Science and Religion in the Perspective of Islamic Educational Philosophy