Student-centered Approach Research Articles

Teachers’ Perceptions and Practices of ELT Pedagogy in Nepali Secondary Schools

The pedagogy of English language teaching has undergone a significant shift in recent times, reflecting the global trends favoring communicative and student-centred approaches. This qualitative research study aims to explore the perceptions and practices of English language teachers on ELT pedagogy in Nepali secondary schools. The participants of this study were purposively selected four English language teachers who teach at the secondary-level in public schools in Kanchanpur district, Nepal. I used interview protocols and class observation notes for the collection of data and the data were analyzed through thematic analysis. The findings of the study showed that secondary-level English language teachers have been shifting their pedagogical practices from traditional teacher-centred approaches to modern innovative approaches. The study also revealed that English teachers employ mixed way of pedagogy of methods and techniques, and translanguaging as a medium of instruction in the classroom. The implication of the study is that English language teachers need to focus on student-centred pedagogical approaches in their real teaching practices. They have to create more English-learning activities in the classroom to keep the students motivated and engaged in learning so that they get more learning and practising opportunities.

Task design for highly educated newcomers: improvement and implementation through Lesson Study

PurposeThis case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy.Design/methodology/approachUsing LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle.FindingsFindings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres.Practical implicationsThis study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners.Originality/valueThis study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

College Resource Chatbot – Enhancing Student Engagement and Accessibility

The "College Resource Chatbot – Enhancing Student Engagement and Accessibility" is an innovative solution designed to address the growing need for immediate and comprehensive access to college resources. The chatbot enhances student engagement by offering personalized assistance and ensuring 24/7 accessibility to information. This project explores the development, implementation, and benefits of such a system, highlighting its potential to bridge communication gaps, increase student involvement, and make campus resources more readily available to a diverse student body. This chatbot enables students to search for and download previous year question papers from a centralized repository, making it an essential tool for academic preparation. With a user-friendly interface, the chatbot allows students to specify parameters such as subject, semester, and year to quickly locate the desired papers. By providing 24/7 accessibility, it eliminates the need for students to visit administrative offices or search through multiple resources, thereby saving time and effort. This project focuses on the design and implementation of the chatbot, the integration of a secure database for question papers, and the mechanisms to ensure data accuracy and confidentiality. The system not only promotes self-learning but also improves resource accessibility, fostering a more efficient and student-centric approach to academic support. Key Words: College Resource Chatbot, Previous Year Question Papers, Student Accessibility, Question Paper Repository.

Science Teachers’ Professional Learning and Changing Practices in the Context of Curriculum Reform in Ghana

Research on science education in Africa shows many teachers continue to use traditional lecture methods even when curriculum favours more student-centred approaches. This paper explores science teacher professional learning as a means to realise practice change at a crucial time of curriculum reform in Ghana. The study was a qualitative formative intervention involving six junior high schools. The aim was to explore possibilities of aligning the intended curriculum with the implemented curriculum, focusing on student-centred aspects. One teacher from each school joined six Change Laboratory sessions over three months. Transcripts from these were complemented by two interviews with each teacher, and 18 lesson observations early, during and after the Change Laboratory. Teachers’ practices changed in four key areas that strengthened student-centred pedagogy: use of questions, assessment, teaching beyond the classroom and designing a range of activities. Pedagogies that were initially seen by participants as impossible became viable as the Change Laboratory helped teachers see new ways to implement the intended curriculum despite challenging conditions. This paper contributes to knowledge of science education in relation to curriculum reform, showing how a Change Laboratory can support feasible change at the edge of what is possible in an African context.

Exploring the implementation of challenge-based learning for sustainability education in Dutch secondary education: teachers’ experiences

Challenge-based learning (CBL) offers a promising approach for integrating education for sustainable development (ESD) in secondary schools. However, despite the growing body of knowledge on the implementation of CBL in higher education, less is known about its implementation in secondary education. This qualitative study investigated how secondary education teachers implement CBL using an adapted CBL compass, collecting data through semi-structured interviews with teachers (n = 8) and observations of teachers interacting in professional learning communities (n = 26). Results indicated that CBL in secondary schools involves meaningful, real-life challenges aligned with students’ interests, fostering citizenship skills and disciplinary knowledge through a student-centered approach, with teachers acting as coaches. Despite enthusiasm for CBL for ESD, teachers faced obstacles such as overloaded curricula, inflexible learning outcomes, and logistic issues in interdisciplinary collaboration. These findings can guide educators in overcoming these obstacles and encourage curriculum integration of ESD using CBL.

Quality Education: Practicality of the 3CEL Learning Model to Improve the Tpack of Preservice Chemistry Teachers For SDGs

Objective: This research aims to analyze the practicality of the 3CEL (cretive collaborative with critical experience) learning model in improving the TPACK of preservice chemistry teacher students. Theoretical Framework: This research refers to the concepts of TPACK (Technological Pedagogical Content Knowledge), 3CEL learning model, sustainable development goals (SDGs), constructivism in learning, TPK (Technological Pedagogical Knowledge), chemistry education theories, technology integration in education, professional development in teacher education, active learning and student-centred approaches, and blended learning. Method: This study is part of the research on developing the 3CEL learning model to improve the TPACK of prospective chemistry teacher students. This study reviews the practicality of the 3CEL learning model from the implementation aspect and the activities of preservice chemistry teachers during the implementation of the 3CEL learning model. Results and Discussion: The research results show that the five stages of the 3CEL learning model, namely orientation, collaborative planning, presenting, simulation, and critical experience-based reflection can be implemented correctly and reliably, and there are no obstacles that cannot be overcome. In general, student activities relevant to the 3CEL learning model have increased at each meeting. Research Implications: The practical achievements of the 3CEL learning model can be a new parameter in improving the quality of education and have great potential to support the achievement of various SDG goals, especially in the context of quality education (SDG 4). By mastering the integration between technology, pedagogy, and content, teachers can teach students more effectively while introducing global issues and sustainability. Originality/Value: This study is expected to provide practical solutions for preservice chemistry teachers in developing their TPACK competencies, so that they can become more prepared and competent teachers. The results of this study are expected to contribute to the development of more effective learning models in the context of chemistry education. This study can provide new insights into practical approaches in developing TPACK competencies, which can be applied in various other educational contexts.

The Interplay between Emi Lecturers’ Self-Efficacy and Their Professional Development Needs: A Case Study at a Vietnamese University

This study examines the interplay between teachers’ self-efficacy and professional development needs of 15 EMI (English Medium Instruction) economics lecturers at a university in Vietnam. Using Nvivo 12 software for qualitative data analysis, the research identifies the divergent needs of experienced and novice lecturers in the EMI context. Experienced lecturers, who typically possess higher level of self-efficacy, prioritize professional development that enhances their teaching practices, adapts to emerging challenges, and fosters inclusive and dynamic learning environments. These lecturers focus on enhancing their pedagogical skills to meet the evolving demands of their students and to incorporate innovative teaching methods and a more student-centered approach. In contrast, less experienced lecturers focus on building language confidence and addressing pedagogical challenges. For these lecturers, professional development primarily revolves around improving their language proficiency and developing effective instructional strategies to handle classroom dynamics, communication barriers, and student engagement issues in an EMI setting. The findings emphasize the importance of tailored professional development programs to meet these distinct needs. Additionally, the study highlights the role of vicarious experiences, such as peer observation, in promoting reflective practices and facilitating the exchange of successful teaching strategies. Positive feedback and emotions are also found to contribute to increased self-confidence and engagement in professional development. Ultimately, the research suggests that a balanced approach addressing both emotional and professional development needs is essential for enhancing teacher self-efficacy, thereby fostering effective, inclusive teaching practices in the EMI context.

Tantangan dan Peluang Pengimplementasian Kurikulum Merdeka di SD/MI Sumatera Selatan

This study aims to analyze the implementation process of the Merdeka Curriculum in MI/SD in South Sumatra. Several issues arise during the implementation process, including teacher readiness, limited training, inadequate infrastructure, and community understanding. This research is a qualitative study with a field approach, employing data collection techniques such as interviews, observations, and documentation. The informants in this study consist of 25 individuals, including educators, school principals, and students. The process of data processing and analysis is conducted in three stages: data reduction, data presentation, and conclusion drawing. Data validity is ensured through triangulation methods, which include source, technique, and time triangulation. Based on the results and discussion, the curriculum provides opportunities to enhance learning through a flexible, student-centered approach and the development of character and 21st-century skills. Several schools in South Sumatra have implemented project-based learning, differentiated instruction, and technology to create active and innovative learning environments. Despite the challenges, the Merdeka Curriculum has a positive impact on improving the quality of education and preparing a creative and independent younger generation

Meaningful Social Studies Learning Practices in Islamic Elementary School Education: Case Study from Indonesia

Objective: The primary issue in social studies education at Islamic Elementary Schools in Indonesia is the over-reliance on rote memorization, limiting student engagement and critical thinking. This study aims to explore how meaningful learning practices are implemented to enhance student participation and understanding in social studies classes. Method: A qualitative case study approach was employed, involving semi-structured interviews with teachers and principals from Islamic Elementary Schools. Thematic analysis was used to analyze the data and identify key themes reflecting current practices and approaches. Results and Discussion: The study identified three core themes: (1) systematic lesson planning that embeds Islamic values to create a holistic learning experience, (2) collaborative projects and outdoor learning activities that encourage practical exploration of maps and landscapes, and (3) differentiated learning approaches that cater to students' varying abilities and learning preferences. These strategies foster deeper engagement and bridge academic content with students' cultural and spiritual contexts. Research Implications: The findings provide essential insights for educators and policymakers, emphasizing the importance of designing curricula that prioritize inclusivity, relevance, and student-centered approaches. Aligning pedagogical methods with developmental needs and local cultural frameworks enhances the quality of social studies education and ensures long-term retention and application of knowledge. Originality/Value: This research highlights the integration of Islamic values as a cornerstone for meaningful social studies education, contributing to students' holistic development and promoting active learning environments that reflect the unique cultural context of Islamic Elementary Schools in Indonesia.

Indagine esplorativa sulla percezione dei docenti neoassunti circa l’impiego dell’intelligenza artificiale nella didattica: punti di forza, ostacoli e prospettive

EXPLORATORY SURVEY ON NEWLY RECRUITED TEACHERS’ PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING: STRONG POINTS, OBSTACLES AND PERSPECTIVES Abstract This exploratory study investigates teachers’ perceptions regarding the use of artificial intelligence (AI) in education, which many studies view as an opportunity to innovate and enhance teaching practices and to support a more inclusive, student-centered approach. The questionnaire «Teachers’ trust in AI-based EdTech» by Nazaretsky et al. (2022) was administered to newly hired teachers and to in-service teachers who serve as mentors to new hires. The aim was to understand how teachers perceive AI and to identify its benefits and challenges in educational settings. For instance, whether AI can be seen as valuable support for personalized learning and classroom management, or whether its use may be hindered by a lack of adequate teacher training. Exploring teachers’ perceptions of AI can serve as a starting point for developing training programs aimed at fostering teachers’ informed engagement with AI in education.

Hybrid learning in higher education: Considerations for its implementation in course design

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.

Designing for Equity: Moving Project-Based Learning from Equity Adjacent to Equity Infused

Project-based learning (PjBL) is an inquiry-based approach that aims to engage students in active, meaningful, and challenging experiences connected to the world outside the classroom. However, PjBL’s student-centered approach has not always explicitly focused on educational equity. The goal of this paper is to provide a PjBL curriculum design framework that goes beyond creating engaging curriculum to providing experiences that are equitable, relevant, and meaningful to all students, while also supporting students’ learning and identity development. To do so, we examined recent PjBL curricula and related literature to identify the PjBL design features leading to impactful and equitable yearlong K-12 curriculum. We present cross-cutting PjBL curriculum design principles and lenses to interpret those design principles.

TEACHERS' OPİNİONS ON THEİR PREFERRED METHODS AND EXAM PRACTİCES WİTHİN THE FRAMEWORK OF GRAMMAR TEACHİNG İN TEACHİNG TURKİSH AS A FOREİGN LANGUAGE

Grammar teaching plays an important role in language learning. However, traditional teaching methods limit students' understanding of grammar rules, and therefore more innovative, student-centered approaches are required. In this study, the methods teachers use in teaching grammar and the types of exams they prefer will be examined, and solution strategies will be developed for the difficulties encountered in this process. The main purpose of the research is to examine the effects of the constructivist model and the contributions of modern measurement-evaluation methods to student success. In this study, qualitative research methods were used and it was carried out within the framework of phenomenological design. Semi-structured interviews were conducted in the data collection process and the data obtained from these interviews were analyzed with content analysis. The participants consisted of teachers with professional experience between 1-6 years, 7 of whom were female and 7 of whom were male. The interview form was started with 12 questions and was reduced to 9 questions as a result of the pilot application. The obtained data reveal the preferences of teachers about grammar teaching and exam types and the development strategies suggested in this process. Teachers use different exam types such as multiple choice, open-ended, performance assessment and portfolio to measure students' grammar level. In grammar teaching, student-centered, innovative methods are preferred; creative and interactive approaches such as story writing, guided discussions, song-poem analyses are used. Teachers recommend the use of technology-supported materials, the use of digital platforms, the increase of peer interaction, and the more effective use of portfolios and performance-based assessments. Recommendations for the study are that the use of digital tools should be increased, the use of materials related to real life in classroom activities should be encouraged, game-based learning applications should be increased, and group work should be supported. Such strategies can help students develop their language skills more effectively.

Teachers' and Students' Perceptions Towards the Implementation of Independent Curriculum in English Learning

This study aims to investigate teachers’ and students’ perceptions of the implementation of the independent curriculum in English language learning. Conducted across six different schools (two elementary schools, two junior high schools, and two senior high schools), the research use the qualitative approach using a descriptive phenomenological design. The data were collected through interviews and questionnaires. The findings reveal that teachers perceive the independent curriculum as providing greater flexibility and creativity in teaching, enabling them to implement student-centered approaches and innovative methods such as using visual media, learning modules and technology. Teachers also value the variety of assessments, including diagnostic, formative, and summative evaluations. However, challenges such as administrative burdens and gaps in students' abilities remain significant. From the students' perspective, the curriculum is seen as engaging and interactive, with project-based tasks enhancing motivation and skill development. Nevertheless, students face difficulties in mastering vocabulary and grammar and building self-confidence, often exacerbated by unequal access to learning resources. This study concludes that the Independent Curriculum has significant potential to enhance English language learning by fostering active student engagement and teacher innovation. To maximize its effectiveness, recommendations include providing adequate resources, reducing administrative burdens, and enhancing teacher training to address implementation challenges.

Challenges and Psychological Influences in Teaching English as a Medium of Instruction in Pakistani Institutions

Teachers in Pakistan are having a tough time using English as a Medium of Instruction (EMI) to teach in ESL classrooms and psychological influence that handicapped them in potential learning outcome. Given these issues, this study explores the reasons of their perceived challenges. Using a qualitative approach, in-depth interviews were conducted with teachers to gain insights into the difficulties they face. First, the Linguistic barriers, such as English as second language (ESL) learners don't know English well enough. It's hard for them to understand & take part in class. Teachers have to make things simpler & change how they teach. Second, Pedagogical adjustments, where teachers use more pictures & hands-on stuff. This means more work for them. They're trying to teach both the subject & English at the same time. Lastly lack of institutional support signifies that teachers don't get enough training or the right tools to teach in English. To fix this issues, it is needed to help students get better at English performance. In addition, teachers should be given special training. Finally, it should be made sure that teachers have the right stuff to teach in English. These support mechanisms are crucial for improving the effectiveness of EMI in Pakistani classrooms. The study concludes that without addressing these challenges and eradicating psychological barriers the success of EMI in Pakistan will remain limited, as teachers continue to face the dual burden of teaching both content and language without sufficient institutional backing. Recommendations for future research include exploring student-centered approaches to EMI and investigating the role of professional development in enhancing teacher preparedness.

Exploring the effects of financial stress on undergraduate nursing students in Scotland.

The sharp increase in the cost of living in the UK over the past few years has affected all populations, including higher education students. Many higher education students, including nursing students, are experiencing financial difficulties and concerns, which adversely affect their mental health and can cause them to consider leaving their course. This article reports the findings of an online survey undertaken in one university in Glasgow, Scotland, that aimed to explore the effects of financial stress on second and third-year nursing students. Most respondents had experienced financial worries since starting their preregistration nursing degree programme; many were concerned about the cost of living, and financial worries adversely affected their academic performance and clinical placements. The authors suggest there is a need for a collaborative partnership between universities and practice placement areas to adopt a student-centred approach to identifying solutions to nursing students' financial concerns as well as a review of the available funding for this cohort.

The Analysis of Student Teacher’s Lesson Plan in Implementing Student-Centered Learning Approach

One of the key instruments to support teaching and learning process is the lesson plan. Developing a lesson plan can help teachers facilitate the lesson, set the teaching goals and learning objectives, organize and manage the teaching and learning activities, and set the means to accomplish them. This research aims to investigate the aspect taken in lesson plan in implementing student-centered learning approach and how it is implemented in the classroom. A qualitative method was employed to analyze as many as 6 lesson plans developed by 6 PPG Unesa student teachers. The data were gathered from document analysis. The documents were lesson plans and teaching videos. The theories were composed from several frameworks that were utilized to measure the aspects of student-centered learning approach in lesson plan such as active learning instruction, teacher as facilitator, differentiated instruction, and formative assessment. In conclusion, the implementation of this approach was still facing some challenges. These include a limited range of instructional materials, language proficiency issues, the use of repetitive activities, and a lack of feedback, which can impede the efficacy of a student-centered approach.

Indigenous knowledge and its infusion into Ordinary Level Science learning at one secondary school in Zimbabwe

Zimbabwe’s curriculum framework (2024 - 2030) stresses the need for science learning activities to be grounded in cultural knowledge. Despite this recognition, the infusion of Indigenous Knowledge (IK) into science learning remains limited at the selected secondary school. In this context, this sought to gain insight into the extent to which the teachers are infusing IK into their Ordinary Level Science learning activities. The study was grounded in a qualitative approach, and data was sourced from the seven purposively sampled participants (teachers). Data was generated through the literature method and interview protocol and analyzed thematically. The findings of the study revealed that the participants (teachers) had a clear understanding of IK as a concept and its relevance in learning activities. It was also acknowledged that the participants were using the student-centred approaches to infuse IK into Ordinary Level Science learning activities. However, the participants encountered numerous challenges when infusing IK into science learning activities. From the highlighted findings, it was concluded that despite the existence of some challenges, the participants were, to a larger extent, infusing IK into Ordinary Level Science learning activities at the selected school. We recommend that further research be conducted into the challenges faced when infusing IK into learning with the view of refining instructional methods.

Using PTWS Approach to Improve Secondary School Students’ Essay Writing Skills

This study addressed writing problems among Malaysian Form 3 school students. This is because second language writing has always presented serious difficulties for language learners. Furthermore, writing is one of the main skills tested in Malaysian English syllabus. In order to solve this problem, a student-centred approach, ‘Pair-Think-Write-Share (PTWS)’ was invented. It is a technique that encourages students to learn writing through working with their friends. It consists of three stages of essay writing: writing together, peer editing and peer reviewing. The study was carried out on a group of Form 3 students in one of the secondary schools in Johor Bahru, Malaysia. In order to triangulate the data, it was collected through analysis of past documents, a set of pre-test and post-test, questionnaires and semi-structured interview. The paired T-Test conducted in this study showed that students had improved significantly in the post-test compared to the pre-test. Students also showed favourable responses towards the use of Pair-Think-Write-Share (PTWS) in the questionnaire and interview conducted. Thus, Pair-Think-Write-Share (PTWS) approach is suitable for teaching writing as it involves students to write together through activities such as brainstorming, discussion, peer editing and peer reviewing. It is recommended that future research should include the use of PTWS technique with other age group of language learners as well.

INTEGRATING HUMANISTIC VALUES IN PHYSICAL EDUCATION: A FOCUS ON CURRICULUM DESIGN AND STUDENT-CENTRIC APPROACHES IN HIGHER EDUCATION IN CHINA

This study examines the integration of humanistic values, student-centric approaches, and holistic curriculum design in physical education (PE) programs at universities in Sichuan Province, China. Using a quantitative survey design, data were collected from 403 participants, including teachers and students, across 26 universities. Descriptive statistics were employed to analyze the data, revealing moderate integration of humanistic principles in PE programs. The findings highlight strengths in promoting health and well-being, leveraging technology for blended learning, and fostering teacher-student relationships. However, gaps persist in areas such as fostering empathy, enhancing community involvement, and providing individualized learning opportunities. The study underscores the importance of targeted interventions to address these gaps, including enhancing teacher training, incorporating student feedback, and aligning curricula with humanistic and interdisciplinary approaches. By addressing these challenges, PE programs can better support students’ holistic development, fostering physical, emotional, and social growth. This research contributes to the growing body of literature on humanistic education and provides actionable insights for educators, policymakers, and curriculum designers aiming to improve the quality of PE programs in higher education.