Sociocultural Theory Research Articles

Modernization of Hanunuo Millennials: A Qualitative Ethnographic Study

As one generation comes after the other, the Hanunuo millennials encountered a social change in different aspects of their lives. This is a descriptive qualitative study using ethnography which aims to determine the modernization of the millennials in the eyes of the Hanunuo elders in terms of lifestyle, marriage set-up and political beliefs. The researcher used as data collection methods, participant observations triangulated with interviews and key informant interviews. Evidence was collected in the form of taped interviews and field notes. The researcher used codes for the raw information and categorized the data. Sociocultural theory asserts how culture and society molded the social life of Hanunuo Mangyan who were born the way they are. The study showed that the Hanunuo millennials have been preserving their culture by educating the Hanunuo youth on their respective learning center despite of modernization. As every generation has its own identity, Hanunuo millennials are fond of using different technologies which create a new order of life in modern time. It is therefore recommended that the Local Government Unit should be vigilant and be supportive to the sociocultural development of this particular cultural community.

The impact of socio-cultural factors on entrepreneurial failure in Soran city

Purpose – The purpose of this study is to explore the impact of socio-cultural factors on entrepreneurial failure in Soran City, aiming to identify the key cultural influences that affect entrepreneurial outcomes and to propose a theoretical framework that explains these dynamics.Methodology – The research employed a qualitative approach, conducting structured interviews with 10 purposively sampled entrepreneurs who hold leadership roles in the entrepreneurial community of Soran. Data collection involved preparing, structuring, and organizing interview transcripts, followed by coding to identify themes and patterns. The analysis then focused on interpreting the socio-cultural significance of the identified factors in relation to entrepreneurial failure.Findings – This study found that socio-cultural factors significantly influence entrepreneurial outcomes. The key factors identified included societal values and norms, gender roles, family background, and educational background. While gender did not emerge as a prominent factor in this study, other socio-cultural elements played a critical role in shaping entrepreneurial success or failure.Implications – The findings highlight the importance of understanding cultural nuances in entrepreneurship. The study suggests that promoting an entrepreneurial culture through targeted community training workshops, educational courses, and media initiatives could enhance entrepreneurial activity and reduce the risk of failure in Soran.Originality – This research introduces the multidimensional socio-cultural constraints theory (MDSC Theory), which provides a novel explanation of how various socio-cultural factors cumulatively contribute to entrepreneurial failure. This theory offers a new perspective on the challenges faced by entrepreneurs in culturally specific contexts, emphasizing the need for culturally informed strategies to foster entrepreneurial success.

Развитие принципов культурно-исторической теории в специальной педагогике и психологии

<p>The article analyzes the importance of research in the field of special education and psychology for the development of cultural-historical theory. In this article we show that the development of the principles of cultural-historical psychology should be analyzed, and problematic areas of special education are identified. We have analyzed an importance of researches on special education and psychology to better understand a correlation between learning and development, the cultural development of a child as "growing into culture", the development of the regulatory function of speech, the content of the category "development" in psychology, the role of the collective in the development of children with disabilities. For the first time in cultural-historical psychology were shown the role of interaction with a peer without disabilities in the development of higher mental functions of a child with disabilities, the importance and conditions of interaction of a special child with an adult for making a step in development, the ratio between disability and its compensation, ideas about the zone of proximal development and the patterns of abnormal development. We showed how L.S.Vygotsky's ideas on the diagnosis of abnormal development in modern special psychology work, and importnt modern studies are for better understanding of normal development. It is shown that many problems of special education (including the problems of inclusive education) pose a challenge to cultural-historical theory and can be solved using it. The article shows prospects for the development of the analyzed problem area.</p>

Развитие понятия «знак» в культурно-исторической психологии Л.С. Выготского: истоки и перспективные направления исследований. Часть 1.

<p>The year 2024 marks the 100th anniversary of cultural and historical psychology. Taking in consideration the growing demand for the ideas and positions of cultural-historical psychology in the world professional community started in 1978 and continues to this day, we have to highlight a number of emerging problems. Without the analysis of these problems it is impossible to further develop the theory itself. Firstly, it is the variety of interpretations and readings of the theoretical foundations of cultural-historical psychology that have emerged over the past decades. Secondly, it is the transformation of the conceptual apparatus of cultural-historical psychology into a "screen" for eclectic and purely empirical constructions of modern research aimed at studying the problems of the development and structure of consciousness and higher psychological functions. At the same time, it is possible to truly understand Vygotsky's concept only on the basis of an analysis of the genesis, content and interrelation of those concepts that make up the methodology of cultural-historical psychology. This article examines the concept of "sign", which is one of the key concepts in the cultural-historical concept of L.S. Vygotsky. The aim is to reconstruct the path that the author of cultural-historical psychology himself took in determining the place and role of this concept in the holistic theoretical and methodological structure of the concept he developed.</p>

Генезис и современное состояние содержания совместной деятельности в условиях образования

<p>In the article we carried out a historical and psychological analysis of psychological and pedagogical research of joint activities (its genesis) from the 60s of the XX century to the present time. Research reference points have been identified/ The first one is the beginning of the 60s of the XX century with a primary study of the genesis of the subject of joint activity in groups of children of preschool and primary school age. The secon is the end of the 80s of the XX, early XXI centuries within the framework of the development of the theory of developmental education (V.V. Davydov, V.V. Rubtsov, D.B. Elkonin, etc.) based on the positions of cultural-historical psychology L.S. Vygotsky, who emphasizes joint activity as the most important sociocultural mechanism of development. The third point takes place in the second decade - the beginning of the third decade of the XXI century, it’s the study of the issues of promoting the ideas of sociogenesis in the traditions of cultural-historical psychology and activity theory, and an attempt to look differently at the key problems of joint activities in a modern school environment. The space of possibilities for modern children is analyzed. Current research shows that educational organizations today form and develop not only the abilities of students, but also their activities (from joint games, educational activities, to role-playing experimentation and project activities).</p>

Сто лет развития культурно-исторической психологии: вехи и направления

<p>The article gives a brief overview of the emergence and development of the cultural-historical theory of higher psychological functions over the century after it was created. Lev Vygotsky began the development of his theory with the study of the instrumental function of “cultural signs” (primarily words) and therefore he gave it the name “instrumental psychology”. The formation of human personality was understood by Vygotsky as the “ingrowing” of social relations into the individual mind and the conscious “mastery of the self”, its psychological functions and affects, by means of signs and basing on concepts. The authors of the article point out the main milestones in the development of cultural-historical psychology, briefly characterise its key concepts, methods and the most important tendencies of its development, up to its most recent trends in Russia, which have already emerged in the 20th century.</p>

Main Learning Theories in Education

Six major learning theories explain how people acquire knowledge and skills: behaviorism focuses on how environmental stimuli and consequences shape observable behaviors; cognitivism emphasizes internal mental processes and representations; constructivism highlights learners actively constructing their own understanding; humanism stresses personal experiences, values, and motivations; connectionism emphasizes neural networks and distributed representations; and sociocultural learning theory which according to this theory, learning takes place through collaborative activities with others, where individuals build upon their existing knowledge and skills. These influential theories have impacted educational practices and sparked ongoing debates as researchers and practitioners grapple with the complexity of learning.

Integrating Multiple Theories: A Holistic Approach to Knowledge Acquisition for Senior Citizen Teachers

The article explores key theories such as Piaget's Cognitive Development, Vygotsky's Sociocultural Theory, Bruner's Constructivist Theory, Information Processing Theory, Social Cognitive Theory, Schema Theory, Experiential Learning Theory and Connectivism. Each theory's core concepts are analysed in the context of senior citizen teachers, highlighting their unique contributions to knowledge acquisition. The value of integrating multiple theories is discussed aiming to develop comprehensive framework. This integration explores the diverse learning needs of senior citizen teachers emphasizing social and cultural contexts, cognitive development stages, active learning strategies and technology integration. Through holistic approach, senior citizen teachers can enhance their teaching practices, boost student engagement and promote lifelong learning. Practical strategies for incorporating these theories include collaborative learning activities, experiential projects, reflective practices and digital resource utilization. Ultimately, the article advocates for a broad understanding of knowledge acquisition theories and their application in senior citizen education. By embracing this approach, senior citizen teachers can create enriching learning environments fostering personal and professional growth.

Integrating Multiple Theories: A Holistic Approach to Knowledge Acquisition for Senior Citizen Teachers

The article explores key theories such as Piaget's Cognitive Development, Vygotsky's Sociocultural Theory, Bruner's Constructivist Theory, Information Processing Theory, Social Cognitive Theory, Schema Theory, Experiential Learning Theory and Connectivism. Each theory's core concepts are analysed in the context of senior citizen teachers, highlighting their unique contributions to knowledge acquisition. The value of integrating multiple theories is discussed aiming to develop comprehensive framework. This integration explores the diverse learning needs of senior citizen teachers emphasizing social and cultural contexts, cognitive development stages, active learning strategies and technology integration. Through holistic approach, senior citizen teachers can enhance their teaching practices, boost student engagement and promote lifelong learning. Practical strategies for incorporating these theories include collaborative learning activities, experiential projects, reflective practices and digital resource utilization. Ultimately, the article advocates for a broad understanding of knowledge acquisition theories and their application in senior citizen education. By embracing this approach, senior citizen teachers can create enriching learning environments fostering personal and professional growth.

The Influence of Cultural Identity on Language Acquisition in "Third Culture Kids (TCKs)" in America with East Asian Backgrounds

The relationship between cultural identity and language acquisition among a special demographic population, Third Culture Kids (TCKs) in America with East Asian backgrounds, is complex. TCKs spend a significant part of their early years outside their parents culture and face challenges in language acquisition due to their exposure to multiple cultures. Third Culture Kids with ancient backgrounds face challenges in their lifetime due to differences in cultural backgrounds between their host and home culture. This often leads to a unique third culture that blends elements of both cultures. Factors such as the age of language exposure, social interactions, and community attitudes significantly influence this formation of the third culture. This essay focuses on the various factors influencing language acquisition, including bilingualism, acculturation, and identity negotiation. Based on theoretical frameworks and empirical studies on sociocultural and identity theories, the aspects influencing language acquisition in TCK with East Asian-American backgrounds and their unique process of language acquisition will be explained.

Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability

Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky’s Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

Analyze How Children Acquire Language and the Cognitive Processes Involved, including the Role of Environmental and Social Factors

Language acquisition is a multifaceted process through which children develop the ability to understand, produce, and utilize language for communication. This study explores the cognitive processes and social factors involved in language development, with a focus on how environmental contexts such as home, school, and community shape these abilities. Utilizing a qualitative approach, the research draws from semi-structured interviews, observations, and case studies of 200 participants, including children, parents, and educators, to investigate the roles of phonological awareness, syntax, semantics, and pragmatics in language acquisition. The study is grounded in theoretical frameworks such as Vygotsky’s Sociocultural Theory, Bruner’s Interactionist Theory, and Piaget’s Cognitive Developmental Theory, which provide insights into the interaction of social, cognitive, and environmental factors. The research findings emphasize the importance of structured educational activities, a language-rich environment, and positive social interactions in fostering language development. The study reveals that children who engage in targeted phonological activities, such as rhyming games and sound manipulation tasks, exhibit stronger phonological skills, which are critical for early literacy. It also highlights how syntactic, semantic, and pragmatic skills develop through meaningful interactions with caregivers, peers, and teachers. Additionally, the research underscores the significant role of environmental factors, such as verbal interactions at home and interactive teaching methods in the classroom, in supporting language development. This study addresses gaps in the literature by integrating cognitive mechanisms with social interactions and examining the impact of contemporary contexts, including digital media, on language acquisition. The findings offer practical recommendations for educators and parents, emphasizing the need to create supportive language environments and foster interactive learning experiences. The research contributes to a deeper understanding of the interplay between cognitive processes and environmental influences in language acquisition, providing valuable insights for improving educational practices and supporting children’s linguistic development.

LEARNER AGENCY, ENGLISH PROFICIENCY, AND LEARNING BEYOND THE CLASSROOM: LESSONS FROM TEN ADVANCED EFL LEARNERS

Within the framework of sociocultural theories, this study investigated how affordances in various beyond the classroom settings supported the development of agency and English proficiency among advanced EFL learners. The participants were 10 Taiwanese college students, each with at least B2 proficiency according to the Common European Framework of Reference for Languages. Data were gathered through a qualitative approach encompassing semi-structured interviews, writing samples, and a 23-item questionnaire. A grounded theory approach was adopted to analyze and interpret the data. The findings revealed that contextual affordances were not always immediately accessible or apparent to learners and exhibited considerable variability across different locations, which could impede or facilitate the learners’ development of agency and English proficiency. The mediator played an indispensable role in guiding learners toward effectively utilizing these resources. Furthermore, the development of learners' English proficiency in beyond-the-classroom settings was intricately intertwined with that of their agency, both of which were deeply rooted in and shaped by sociocultural contexts. As learners enhanced their English proficiency through the mediator’s strategic engagement with contextual affordances, their agency concurrently flourished, prompting them to proactively seek additional affordances and explore further opportunities for autonomous decision-making and action.

Enhancing Physics Education in Ugandan Teacher Training Institutions: Technology Integration and Gender-Inclusive Teaching Strategies

Purpose: This article investigates strategies to enhance physics education in Ugandan Teacher Training Institutes (TTIs) by utilizing the TPACK framework. It focuses on technology integration, professional development for educators, and innovative teaching approaches to improve the quality of physics education. Methodology: Employing a mixed-method design, this study examined ICT and gender integration in physics teaching across three Teacher Training Institutions in Eastern Uganda. The research utilized case study and survey designs, gathering data from 14 Physics Lecturers and 14 TTI administrators through surveys, interviews, observations, and document analysis. Purposive sampling was used to select participants with relevant expertise. Data were analyzed using content analysis and quantitative methods in Excel, adhering to ethical protocols that included obtaining permissions and ensuring confidentiality. Findings: The study highlights that while physics lecturers possess strong subject matter and pedagogical knowledge, there is a notable deficiency in updated ICT skills and gender-inclusive practices. Key strategies for enhancing ICT competencies include implementing professional development programs, adopting blended learning models, and conducting ICT integration workshops. The research identifies that demographic factors and digital literacy significantly influence ICT integration, emphasizing the need for targeted training and resource allocation to create inclusive, technology-enhanced educational environments aligned with TPACK, DOI, and sociocultural theories. Unique Contribution to Theory, Practice, and Policy: This study underscores the critical need for comprehensive training in ICT and gender inclusivity within TTIs. It emphasizes the importance of institutional support and policy development to modernize physics education, enhance pedagogical practices, and promote gender equity.

From Silence to Testimonio: Latina Adolescents’ Agency in Writing

This qualitative classroom-based study investigated the writing practices, choices, and reflections of Latinx high school students during an instructional unit on writing testimonio. The study was grounded in a sociocultural theory of writing and draws from LatCrit and testimonio research to understand how writing about self as testimonio shapes the writing practices Latinx, urban mujeres. The study took place in an eleventh grade class at an urban charter school in a major urban center in the southwest. Data collection included writing samples, interviews, participant observer memos, and field notes. Analysis was conducted through a testimonio and narrative analysis lens and afforded researchers and participants the opportunity to co-construct the knowledge gained from the data corpus. Findings focused on the ways participants interacted with the study unit, how they found agency as writers, took pride in their writing, and ownership of the narratives of their communities.

Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools

The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. The frequent integration of technologies favoured by these rural teachers suggests, consciously or unconsciously, the development of technological pedagogical content knowledge (TPACK). However, the process of construction and development of this specialized knowledge remains largely unknown. It is also unclear how TPACK evolves in teachers in rural schools in the Global South, particularly those who did not receive formal or informal technology instruction during their initial teacher training or through professional teacher development training. This study adopted Vygotsky's socio-cultural theory and Koehler and Mishra's TPACK framework and collected data through questionnaires, semi-structured interviews and sharing circles. Findings revealed that while teachers show varying levels of TPACK, the context-specific, dynamic nature of TPACK was evident, as teachers often developed this knowledge incrementally and informally. The chapter indicates that despite the absence of structured training, teachers have begun to integrate technology into their pedagogy and content knowledge. However, their development of TPACK is uneven and emerging and often driven by personal initiative. The study concludes that for effective technology integration, teacher training programs should encompass TPACK's nuanced, contextual, and evolving aspects. Implications suggest that mentoring and continuous professional development are essential to enhance teachers’ technological integration skills, thereby improving teaching and learning in rural settings. Implications underscore the importance of continuous professional development and the establishment of supportive school cultures to nurture technology integration, thereby contributing to the pedagogical evolution in rural South African schools.

Using theoretical engagement to understand workplace learning across contexts-Bringing worlds apart together.

The pivotal importance of workplace learning (WPL) within health professions education has elevated its understanding and improvement to a major research priority. From a sociocultural learning theory perspective, WPL is inherently situated and context-specific. This means that the health care settings in which (future) health care professionals are trained will impact how and what is learned. However, to what extent is the research performed thus far transferable across professional contexts, cultures and borders? To what extent has WPL research sufficiently addressed the contextual characteristics of WPL to enable the evaluation of its transferability? To what extent have methodological and theoretical approaches enabled the building of understanding across contexts? We propose that heightening the transferability of WPL research as well as opening up the conversation to more diverse WPL contexts, settings and cultures will require mapping context and theoretical engagement. To explore what theoretical engagement may afford to our understanding of the influence of context on WPL, we use two theories: Landscapes of Practice and Figured Worlds. These theories with sociocultural groundings provide concrete lenses to understand the interplay between the individual and the context. We conclude with implications for research and practice and advocate for more attention to research practices that may deepen our understanding and heighten the transferability of workplace learning research.

Theories to Guide Children Development and Their Impact on Early Childhood Education

The mind of a child is complex. A number of developmental theories help educators understand this complexity in order to better deal with it and guide the child’s development. Many theorists have been influential to the child development and education fields. The various theorists in child development have come up with ideas and innovative ways to work with and understand the development process of children. The developmental theories of the past and also the emerging theories encompass cognitive, social, physical, and other aspects of human development which are represented as stages or focus on a specific area (Woolfolk & Perry, 2012). This article describes the theories of development and its greatest impact on early childhood development education. This article also discusses such as theories, and theoretical concepts. it focuses on six theories which are behavioral child development theories, Psycho-social theory, Piaget's cognitive developmental theory, Vygotsky's sociocultural theory, Bronfenbrenner’s Ecological systems theory, and Kohlberg's moral development theory. The article concludes with some recommendations for parents and educators.

Exploring the Impact of Songs in EFL Teaching Across Age Groups: Perspectives from Vietnamese EFL Lecturers

This study investigates the effectiveness of using songs in English as a Foreign Language (EFL) teaching from the perspectives of Vietnamese EFL lecturers, focusing on identifying the most beneficial age group among young learners, teenagers, and adult learners. Employing a qualitative research design, the study conducted semi-structured interviews with nine EFL teachers from two educational institutions in Vietnam, representing a range of experience levels from novice to near-end career. The data were analyzed using thematic analysis, guided by Constructivist and Socio-cultural theories of learning. The findings revealed that the application and perceived effectiveness of songs varied significantly across different age groups and teacher experience levels. Songs were universally recognized as beneficial in EFL teaching, but their implementation and impact differed, with novice teachers focusing on engagement, mid-career teachers on cultural and linguistic nuances, and near-end career teachers on a holistic language experience. The study found that songs are highly effective with young learners, need careful selection for teenagers, and should be thematically rich for adult learners. These insights have implications for EFL practitioners, curriculum designers, and policymakers, suggesting the need for tailored song-based activities and professional development for teachers.

Refashioning the Relationship with the Social World: A Nexus Analysis of a Japanese Queer Immigrant’s English Learning in Canada

Drawing on ethnographic data, this article chronicles a Japanese queer immigrant’s English learning experiences in a metropolitan area in western Canada. Informed by sociocultural theories and identity-centred approaches to Second Language Acquisition (SLA) research, I highlight the significance and interconnection between social identity, ideology, and language learner agency in second language (L2) learning, teaching, and education. Over a seven-month span, I investigated two research questions targeting the ideological constraints and potential coping strategies in the key participant’s English learning. Nexus analysis is applied as the methodological framework. Following a three-step procedure, I first illustrate my positionality as a researcher and the rationale of the project. I then conduct critical discourse analysis delving into two featured social actions selected from the database generated through ethnographic observations, semi-structured interviews, and participant’s reflective journals. I conclude with a discussion of how SLA researchers and educational practitioners can better support marginalized immigrants’ L2 learning. Building on this case, I propose an allyship-centred approach in L2 teaching and researching and a model of collaborative working between researchers and educational practitioners to provoke more equitable nexuses of practice in immigrants’ L2 education.