Textbook lectures and exercises typically dominate elementary school mathematics, which diminishes student enthusiasm and conceptual understanding. Students have trouble applying arithmetic to real life in non-visual, kinesthetic classrooms. Thus, this project seeks to create and implement a plan to turn primary school classrooms into engaging mathematics laboratories at SPF Unit of Tidung State Elementary School. Students' active participation and conceptual mastery of math are the goals. This study employs two cycles of Classroom Action Research (CAR). The transformation strategy includes 1) creating a Mathematics Corner with manipulatives, 2) using classroom walls as interactive visual media (posters and mind maps), and 3) implementing a Project-Based Learning (PjBL) Model in the new classroom. Monitoring student involvement, learning outcome tests, and student and instructor reaction questionnaires provided data. The study found that the transformation strategy provided an active and responsive learning environment. Student participation in mathematical exploration activities rose from 65% in cycle I to 88% in cycle II. Environmental intervention increased conceptual understanding by 15%. Mathematics was more appealing to students. This study demonstrates to primary schools, particularly those in urban areas, how to transform limited classroom space into a math laboratory without incurring significant costs. Its theoretical contribution strengthens empirical evidence that an interacting physical environment motivates and increases primary school pupils' math achievement.

LGBTQ+ inclusion in dietetics education is essential to fostering culturally safe and structurally responsive learning environments. Drawing on auto-theory informed by poststructuralism, I reflect on a piece of student feedback that described the LGBTQ+ content in my course as excessive and suggested that such excess denied discussion about other historically excluded groups. This feedback illustrates how cis-heteronormative assumptions shape expectations about what counts as appropriate, balanced, or necessary content in professional education. Using the queer expression "No T, no shade, no pink lemonade," I explore how power, discourse, and affect emerge in moments of discomfort and curricular critique. I consider how such moments offer opportunities for reflexivity and deeper attention to the norms that shape belonging, visibility, and legitimacy in professional training. This paper contributes to ongoing efforts to embed cultural safety into dietetics curricula in ways that are reflexive, relational, and justice-oriented.

This study aims to examine the implementation of a teaching module based on the TPACK (Technological Pedagogical and Content Knowledge) approach in the learning of tembang macapat at SMK Negeri 1 Kaligondang, Purbalingga. The focus of this research is to enhance students' understanding, interest, and skills through the integration of technology in learning, in line with the principles of the Merdeka Curriculum, which emphasizes the development of 21st-century skills: critical thinking, creativity, communication, and collaboration. This research employs a qualitative descriptive approach, with research subjects including the principal, Javanese language teacher, and students of SMK Negeri 1 Kaligondang. Data were collected through interviews, observations, and documentation, and analyzed using the Miles and Huberman model, which consists of data reduction, data display, and verification. The results of the study show a significant improvement in students' learning outcomes, with a 64.5% increase in pretest scores after the learning process. Furthermore, the implementation of the teaching module based on the TPACK approach also enhanced teachers' creativity and innovation in designing more engaging and relevant lessons, while motivating students to be more active in the learning process. Thus, the implementation of the teaching module using the TPACK approach proves to be effective in improving learning outcomes and the quality of tembang macapat instruction, as well as supporting the creation of a more adaptive and responsive learning environment in the face of technological developments and the educational demands of the 21st century.

IntroductionThis research focuses on how graduate students in a Master’s level English Language Teaching (ELT) program in Türkiye experienced transformative learning through a course on critical pedagogy (CP). Grounded in Mezirow’s transformative learning theory and Freirean principles, the study explores how engagement with the sociopolitical dimensions of language education challenged participants’ assumptions and transformed their cognitive, emotional, and relational understandings of teaching.MethodsData were collected from eight participants through weekly reflective journals structured around Gibbs’ Reflective Cycle that guides individuals to reflect systematically on their experiences and follow-up semistructured interviews. Following Braun and Clarke’s six-phase framework to thematic analysis, five overarching themes were identified that encapsulate the participants’ experiences: Confronting Disorienting Dilemmas, Shifting Perspectives (Cognitive Transformations), Navigating Emotional Journeys, Evolving Classroom Relationships, and Embracing Transformative Learning Processes.ResultsThe results revealed that participants encountered disorienting dilemmas that prompted self-examination and shifts in identity, beliefs, and pedagogical stances. While students valued dialogic learning, critical inquiry, and real-world connections, some reported discomfort when addressing controversial topics—highlighting persistent hierarchical dynamics within educational settings.DiscussionDespite these tensions, participants demonstrated growing commitment to inclusive and socially engaged teaching. This research contributes to inclusive teacher education by demonstrating how structured reflection and emotionally responsive learning environments can foster transformation. It also calls for further research on the long-term enactment of critical pedagogy in diverse institutional contexts.

Indigenous children's literature is a vital resource for nurturing cultural understandings and appreciation from an early age for both Indigenous and non-Indigenous children. This paper presents insights gathered from a workshop titled "Nurturing Indigenous Childhoods Through Themed Picture Books: Making Connections to the Local," which emerged as a culmination of our collaborative work on a massive open online course (MOOC) centered on Indigenous pedagogy in early childhood education. We curated a list of Indigenous children's books and engaged in discussions on the significance of Indigenous literature in nurturing cultural identity and literacy learning. In doing so, we aspired to create inclusive and culturally responsive learning environments that honour Indigenous perspectives and empower children to navigate the complexities of the world with empathy and understanding. Incorporating Indigenous literature into early learning practices presents unique challenges and considerations that educators must carefully navigate. To address these considerations, we have provided reflective prompts and guiding questions designed to encourage educators' active engagement with their local Indigenous communities. In turn, it is hoped that early childhood educators will feel better supported in engaging with Indigenous children’s literature and in cultivating cultural understanding, empathy, and appreciation among young learners.

This phenomenological study captures how literature and language learning have evolved in the post-pandemic landscape among Bachelor of Arts in English Language (BAEL) students and educators at St. Michael’s College, Iligan City. By drawing on the lived experiences of ten participants, it explores how platforms like Duolingo, Grammarly, and ChatGPT are reshaping both classroom instruction and independent study. These tools were found to personalize learning, increase student motivation, and provide timely feedback, creating more engaging and responsive learning environments. Yet, the study also highlights persistent challenges, such as unequal access to digital tools and the ongoing need for digital literacy. Grounded in Sociocultural Theory, Constructivist Learning Theory, and the TPACK framework, the research emphasizes that when thoughtfully integrated, technology can nurture meaningful collaboration and deeper learning. A key outcome of the study is a proposed program tailored to the specific literature and language needs of BAEL students, translating insights into actionable pedagogical strategies. Overall, the study offers a reflective narrative on how human experience, educational innovation, and emerging technologies converge to shape the future of digital language learning in higher education.

Although mindfulness in education is often framed primarily as a tool for stress reduction and emotional regulation, its deeper purpose in contemplative traditions is as a sophisticated method of self-inquiry. This article explores how music educators can engage with mindfulness not merely as a well-being intervention but as a practice for investigating the often unconscious patterns and assumptions that shape our teaching. By cultivating decentered awareness of our pedagogical habits and cultural conditioning, we can create more inclusive and responsive learning environments that honor the diverse experiences of our students. Practical applications include mindful preparation before teaching, conscious attention to physical reactions during instruction, and strategies for questioning automatic responses to student performance, ultimately transforming how we perceive and respond to pedagogical challenges.

This study presents findings from a participant observation conducted at Demonstration Preschool to explore how daily routines, social interactions, and learning experiences contribute to early childhood development. Over the course of one week, a total of 20 hours were spent observing a classroom of 5 to 6 year-old children engaged in a variety of structured and unstructured learning activities. The primary objective was to understand how the physical environment, teacher-led activities, and peer interactions collectively shape children’s engagement, learning behaviors, and social-emotional growth. Research findings revealed that, a thoughtfully designed physical setting—with clearly defined learning centers, open access to varied materials, and flexible spatial arrangements—encouraged children to make independent choices and collaborate with peers. Such an environment promoted higher levels of engagement, creativity, and cooperative play. Teacher-led sessions that emphasized inquiry, dialogue, and hands-on exploration were observed to stimulate curiosity and sustained attention, while overly structured and directive tasks tended to limit spontaneous learning opportunities. The study also highlighted the importance of unstructured play periods, where children practiced negotiation, empathy, and problem-solving in natural social contexts. Present research, underscores the need for intentional and responsive learning environments that integrate guided instruction with opportunities for child-initiated exploration. By balancing structure with flexibility, educators can create spaces that nurture cognitive, social, and emotional dimensions of early development, ultimately supporting a more holistic approach to preschool education.

Immersive learning using Virtual Reality (VR) has gained prominence for delivering experiential, engaging education. However, most VR learning environments lack real-time adaptability, personalization, and cognitive responsiveness. This study presents an Agentic AI-enabled VR framework that autonomously adjusts pedagogical content, interaction style, and challenge level based on learner behavior, emotions, and performance feedback. The proposed system integrates a reinforcement learning-based agent with a virtual reality module to form an intelligent tutor capable of independent decision-making. A neuro-symbolic model processes multi-modal feedback (gesture, speech, gaze, performance) to determine context-aware pedagogical strategies. The system employs a self-evolving curriculum logic that adapts in real time. Experiments are conducted using Unity3D integrated with Python-based RL agents and simulated student models. Results demonstrate a 35.7% improvement in learner retention and a 42.1% reduction in cognitive overload compared to traditional static VR systems. The agent successfully personalized 92.3% of scenarios without human intervention. Emotional adaptivity and dynamic pacing showed increased engagement and reduced frustration metrics among diverse learners. Agentic VR represents a paradigm shift in intelligent education systems, enabling autonomous, emotionally-aware, and responsive learning environments. The proposed framework outperforms conventional VR platforms by offering real-time adaptive learning without pre-scripted logic. Integrating reinforcement learning, neuro-symbolic reasoning, and affective feedback into a single VR space results in a novel contribution to adaptive educational technology. The reported metrics were obtained from an administrator-controlled user study of 10 participants (aged 18 - 25 years), all of whom participated in three VR-based learning experiences as described in a controlled evaluative protocol. This study provides a foundation for future work on autonomous agents in educational met verses, special education, and lifelong learning systems.

Abstract In an era marked by volatility, uncertainty, complexity, and ambiguity, organizational leaders, researchers, and practitioners are increasingly called upon to navigate difficult dialogues that can shape workplace culture and performance. This manuscript introduces the ORANGE framework—a practical, reflective tool designed to foster psychologically safe environments for addressing challenging conversations in adult learning and professional settings. ORANGE is an acronym for Observe, Respect, Assume, Navigate, Generate, and Empower, each representing a stage in a facilitative process that promotes empathy, shared understanding, and constructive problem-solving. Grounded in adult learning theory and supported by reflection prompts, the framework invites users to engage with interpersonal tensions through a lens of curiosity and collaboration rather than judgment or avoidance. This article outlines the theoretical foundations and practical applications of the ORANGE framework, shares lessons learned from leadership development contexts, and offers actionable guidance for instructional designers, faculty, administrators, and graduate students who aim to foster more effective and responsive learning and working environments. The discussion concludes with implications for advancing professional practice within organizations and educational institutions.

This article examines how artistic and narrative expression can enhance intercultural education in Spanish primary schools located in low-population-density areas with increasing cultural diversity. Grounded in the concept of diasporic education, the study focuses on the lived experiences of children—both migrant and non-migrant—who narrate and illustrate their perceptions of migration through written stories and drawings. The research adopts a qualitative ethnographic design with a participatory approach, involving 50 primary school students aged 11–12 from two schools in Aragón, Spain. By analysing these materials, the research explores how transmedia storytelling can serve as a pedagogical tool to promote empathy, inclusion, and critical reflection in the classroom. The study contributes locally by addressing the challenges of educational integration in rural Spain and globally by connecting with broader discussions on minority representation, educational equity, and creative pedagogies. Findings highlight the transformative potential of incorporating students’ voices and artistic productions into teaching practices, fostering more inclusive and culturally responsive learning environments.

BackgroundHealth professional students exposed to diverse curricula, covering a range of subjects, personnel, and resources, are better prepared to understand perspectives different from their own. Anatomy courses can be a place to model and reinforce a variety of diversity and inclusion topics as the inherent variations in the human body naturally lend themselves to emphasize such content. This study aimed to explore students’ perceptions on the importance of incorporating diversity into anatomy courses and whether they feel adequately represented in their curricula.MethodsA voluntary survey was distributed to 505 students currently enrolled in or recently completing an anatomy course.ResultsResults collected from 186 students revealed that 70.5% of students considered diversity inclusion in anatomy curricula to be very or fairly important, while 20.2% were neutral and 9.2% felt it was minimally important. Students from racial and ethnic minority groups were more likely to report feeling underrepresented compared to their white peers (p < .001). Additionally, students suggested improvements for integrating diversity, including the inclusion of more content on anatomical variations across populations that reflect local demographics. They also expressed a strong interest in learning about the historical context of human donor populations. Students proposed appointing a “diversity and inclusion student liaison” to facilitate feedback and assist faculty in promoting inclusivity.ConclusionsOutcomes demonstrate that most students favor a deliberate, broad inclusion of diverse anatomical content. These findings highlight the need to incorporate diverse anatomical content and cultural contexts into anatomy curricula, offering actionable recommendations for fostering a more inclusive and responsive learning environment in health professional education.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12909-025-07857-6.

The integration of technology in English language instruction has garnered considerable attention from language scholars and educators, especially in the post-pandemic era. This field encompasses a variety of technological tools, including computers, tablets, and smartphones. This study investigates English instructors' perceptions and experiences in using digital tools in Foreign Language classes. Utilizing a qualitative research methodology, the study explores both the benefits and challenges associated with implementing these devices in language education. Findings reveal that smartphones promote more interactive and engaging language instruction, offering significant pedagogical benefits that enhance the overall learning experience. In contrast, the use of tablets in EFL lessons poses challenges for educators, mainly due to time constraints and inadequate training. The results highlight the importance of focusing on instructional design to create effective strategies for integrating tablets and smartphones into teaching practices. In the post-pandemic landscape, the reliance on technology has intensified, necessitating a reevaluation of existing educational frameworks. This study emphasizes the need for professional development programs that equip educators with the skills to effectively utilize these technological tools, thereby fostering a more dynamic and responsive learning environment. By addressing both the advantages and the potential obstacles, this research contributes valuable insights into the evolving role of technology in language education.

Religious Education (RE) in Zambia’s national curriculum has been historically shaped by missionary and colonial paradigms, resulting in the privileging of Eurocentric epistemologies and the marginalization of indigenous spiritual traditions (Phiri, 2020). Despite post-independence reforms aiming to diversify curricular content, dominant frameworks continue to emphasize Christian doctrinal instruction, thus limiting critical reflexivity and epistemic justice (Banda, 2018; Simuchimba, 2005). This article proposes a decolonial philosophical framework to reconceptualize RE in Zambian schools by centering indigenous cosmologies and embracing pluriversality. Employing qualitative curriculum document analysis of national syllabi and textbooks, alongside semi-structured interviews with educators, curriculum developers, and community elders in Lusaka, Copperbelt, and Eastern Provinces, we investigate colonial traces in syllabus objectives, teaching materials, and pedagogical practices. Findings reveal persistent discursive silences around local spiritualities and an absence of dialogical pedagogies that honor learners’ lived experiences (Ministry of Education [MoE], 2021). Grounded in decolonial theory - particularly Quijano’s (2000) concept of coloniality of power and Mignolo’s (2011) epistemic disobedience - the study articulates three core principles for a decolonial RE curriculum: epistemic pluriversality, relational knowing, and dialogical pedagogy. These principles inform recommended curriculum revisions, including place-based learning modules, incorporation of indigenous narratives, and targeted teacher professional development in decolonial methodologies. By bridging philosophical decolonial insights with actionable curriculum design, this framework advances RE scholarship in Sub-Saharan Africa and offers policy guidelines such as participatory syllabus review processes involving indigenous stakeholders. Reimagining RE through this philosophical lens contributes to broader debates on curriculum decolonization in the Global South. Ultimately, the proposed decolonial philosophy of RE aims to foster inclusive, culturally responsive learning environments that advance epistemic justice and cultural sustainability in Zambian schools.

This study investigates the development of Augmented Reality (AR)-based teaching materials to enhance students’ understanding of local wisdom and cultural diversity in secondary schools in South Sulawesi, Indonesia. Employing a quasi-experimental design, the research involved 304 students across four major ethnic regions, namely Makassar, Bone, Toraja, and Mandar, which were divided equally into experimental and control groups. The experimental group utilized AR-integrated materials, whereas the control group employed traditional methods. Data were collected through pre-tests, post-tests, and student perception surveys. Results revealed a significant increase in students' cultural awareness and understanding after the intervention, particularly among Bugis Makassar and Bugis Bone groups. The mean improvement in the experimental group was statistically significant (p &lt; 0.001), confirming the pedagogical benefits of AR in promoting cultural literacy. Additionally, students expressed strong appreciation for AR’s interactive features, which enhanced their engagement and motivation. This study underscores the importance of integrating AR and local wisdom in educational content to foster inclusive, culturally responsive learning environments. The findings emphasize that augmented reality (AR)-based instructional resources serve as a powerful tool in enhancing students' understanding of indigenous knowledge and cultural diversity within secondary education. The incorporation of local wisdom into educational content not only enhances students’ learning experiences but also cultivates a profound appreciation of their cultural heritage. The results highlight the potential of AR as a transformative technology that can bridge the deficiencies inherent in conventional pedagogical approaches, particularly in fostering cultural awareness among learners.

This study aims to describe and analyze the implementation of inclusive education management at SMP Negeri 4 Babelan. Inclusive education is an educational approach that provides learning opportunities for all students without discrimination, including those with special educational needs (ABK). This concept emphasizes the importance of a friendly, adaptive, and responsive learning environment to student diversity. This study uses a qualitative descriptive approach with data collection techniques through in-depth interviews, participatory observation, and documentation studies. Informants in this study consisted of the principal, regular teachers, special assistant teachers, students with special needs, and their parents. The results of the study indicate that inclusive education management at SMP Negeri 4 Babelan has been implemented through four main management functions, namely: (1) strategic planning integrated into the annual school work program, including budget allocation for inclusion needs; (2) organizing an inclusion team involving teachers, education staff, and the school committee; (3) implementing adaptive learning based on a differentiation and individualization approach, adjusted to students' abilities and learning styles; and (4) evaluations conducted periodically to assess students' academic and social-emotional development, as well as the effectiveness of the inclusion program as a whole. However, this study also identified several obstacles, including a limited number of special assistant teachers, a lack of professional training for regular teachers, and a lack of supporting facilities such as therapy rooms or learning aids. Furthermore, factors supporting the program's success include the school leadership's commitment to mainstreaming inclusion, a collaborative spirit among teachers, and the support and active involvement of parents. Based on these findings, this study recommends several strategic steps, such as strengthening teacher training in inclusive classroom management and adding special assistant teachers as needed.

Cultural diversity in educational settings requires adaptive and inclusive curriculum strategies to ensure equitable learning opportunities for all students. This study aims to analyze the adaptation strategies of the Independent Curriculum implemented by a junior high school in Pendreh Village to address the cultural heterogeneity of its student population. Employing a descriptive qualitative approach, data were collected through in-depth interviews, participatory observations, and document analysis. Thematic analysis was used to identify patterns and themes related to curriculum adaptation practices. The findings reveal that adaptation efforts were undertaken through three primary strategies: (1) systematic mapping of students’ cultural backgrounds, (2) differentiated instruction tailored to students' individual needs and characteristics, and (3) integration of local cultural values into school activities and learning processes. Despite several challenges, such as limited availability of culturally relevant learning resources and insufficient teacher training in culturally responsive pedagogy, collaborative efforts among schools, communities, and local stakeholders, coupled with the application of flexible teaching approaches, fostered an inclusive and contextually responsive learning environment. The study concludes that the success of curriculum adaptation in multicultural contexts relies heavily on culturally responsive planning and the professional development of teachers in managing socio-cultural dynamics within the classroom, particularly in remote and underserved areas. These insights contribute to the broader discourse on inclusive education and highlight the strategic importance of local culture in shaping equitable and effective learning experiences.

Medical education is situated within dynamic, multilayered ecosystems that are continuously shaped by sociopolitical forces, institutional structures, and evolving learner identities. In this commentary, the authors apply ecological theories of system to synthesize this year's Research in Medical Education articles, highlighting how contextual change reverberates across multiple levels of the medical education system, shaping identity, emotion, belonging, competence, and assessment. The commentary underscores the need for medical education to move beyond passive adaptation and toward intentional, transformative responsiveness. The authors conclude that ecological theories of system provide a valuable lens for understanding change across nested systems and for guiding medical education to foster equity and cocreate adaptive, responsive learning environments.

In the context of Islamic Education, this model aims to create an interactive and responsive learning environment, emphasizing continuous evaluation to ensure the effectiveness and quality of the learning program. This study employed a qualitative approach with a descriptive qualitative method to gain an in-depth understanding of the model's application. Data collection methods include documentation and interviews. Data analysis follows the Miles and Huberman model, involving data reduction, presentation, and conclusion drawing. Findings revealed that the Hannafin and Peck model effectively enhanced the learning process in Islamic education by providing a structured framework for needs analysis, design, development, and implementation. The model's continuous evaluation allows for ongoing improvements, making the educational experience more interactive and engaging for students. This study concludes that the Hannafin and Peck Instructional Design Model greatly benefits Islamic Religious Education at Raudhatul Athfal. The model ensures that educational programs have met students' needs and promote a deep understanding of Islamic teachings. However, challenges such as resource limitations and resistance to change must be addressed. Future research should focus on integrating technology and creating adaptive evaluation methods to enhance the model's effectiveness in various educational contexts.

This study aims to describe in depth the role of guidance and counseling (BK) in improving the effectiveness of consultation and collaboration services at SMA Negeri 3 Tasikmalaya City. Consultation and collaboration services are an integral component of the BK program that focuses on professional interactions between BK teachers and various related parties, such as subject teachers, homeroom teachers, parents, and other stakeholders who are concerned about student development. Through these services, BK teachers help students overcome personal, social, and academic problems holistically. This study used a qualitative approach with descriptive methods. Data were collected through in-depth interviews, participant observation, and documentation analysis to obtain a comprehensive picture of the consultation and collaboration practices implemented. The data analysis process was carried out thematically to identify interaction patterns, forms of collaboration, and supporting and inhibiting factors in the implementation of services. The results show that BK teachers at SMA Negeri 3 Tasikmalaya City play an active role as a communication liaison between students, teachers, and parents, as well as mediators in solving problems faced by students. Effective collaboration between BK teachers and all related parties contributes to the creation of a conducive, inclusive, and responsive learning environment to students' needs. Consultation services implemented in a planned, continuous, and data-driven manner can provide a better understanding of student problems and offer appropriate and applicable alternative solutions. These findings confirm that guidance and counseling play a strategic role in supporting educational success in schools. The implementation of effective consultation and collaboration services not only positively impacts student problem-solving but also strengthens synergy between educational elements in building a supportive school climate oriented toward student well-being.