Student-centered Teaching Research Articles

Hands-on sustainability: designing an engaging undergraduate sustainable business course

Purpose This paper outlines the active learning methods used to develop and deliver a sustainable business course to undergraduate students. Moreover, the paper aims to investigate the effect of the sustainable business course on the students’ engagement in sustainable consumption. Design/methodology/approach From a pedagogical perspective, the paper describes the active learning methods applied in a newly introduced sustainable business course via numerous distinctive assessment techniques. On the empirical front, the research investigates the impact of the sustainable business course on the students’ engagement in sustainable consumption. To test such impact, an online survey was distributed among students who completed the sustainable business course, and as a control group for comparison, students who did not take the course. Findings The research results indicate a positive relationship between completion of the sustainable business course and engagement in sustainable consumption. Furthermore, the data revealed that female students exhibited more engagement in sustainable consumption than male students. Research limitations/implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Practical implications The study contributes to the literature on student-centered pedagogy, active learning techniques and the relationship between sustainable business education and engagement with sustainable consumption. Pedagogically, the nonconventional course curricula and assessment methods described in this study can be used as a reference by instructors aiming to integrate active and experiential teaching methods into their sustainable business curricula. For decision makers in higher education who are working in line with the global direction to achieve sustainability, this research provides preliminary evidence that students’ engagement with sustainability is influenced by their course curricula. Originality/value By depicting innovative approaches to teaching sustainability in business, the research enriches the field of sustainable business pedagogy which remains under-researched in many countries. Furthermore, the research goes further by investigating the effect of the course on students’ sustainable consumption. This acts as evidence of the effectiveness of teaching sustainable business in changing future leaders’ perspectives and priorities to include environmental and social aspects, which has become a global goal. Accordingly, the research has the potential to encourage more business schools to make sustainable business education mandatory.

Ambassadors of professional development in teaching and learning in STEM higher education

Abstract In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.

“Flipping” a Course: Is It Worth It? A Multiyear Analysis of Interactive and Student-Centered Pedagogy in an Introductory Physical Geology Course

“Flipping” a Course: Is It Worth It? A Multiyear Analysis of Interactive and Student-Centered Pedagogy in an Introductory Physical Geology Course

(Re)Searching Critical Thinking in a Hong Kong Classroom: A Postfoundational Reflection on Ignorant Modernity

Purpose This article takes a postfoundational lens to reflect upon my ethnographic (re)searching experience in a Hong Kong high school biology classroom to expose ignorant theoretical–methodological assumptions of researchers and teachers on critical thinking for new realizations. Design/Approach/Methods Using an encountered embodied thinking moment as a trigger, this article examines the texts/discourses collected from teachers/teaching and students/learning to unpack underlying philosophical–theoretical–methodological traps and ignorance. Findings The analysis exposes three ignorant assumptions. First is a mind–body dualism that has historically disembodied thinking as an abstract and invisible mind/cognitive activity. Second is a knowledge–skill/thinking divide that upgrades critical thinking as a transferrable higher-order skill above and external to knowledge. Third is a naturalized assumption that didactic instructions in Asian classrooms are not as conducive to thinking cultivation as (Western) student-centered pedagogies. Originality/Value My postfoundational reflections interrogate and expand these philosophical–theoretical–methodological grounds to reconstruct effective thinking curricula and classrooms.

A mixed-methods study on the changes in teachers’ perceptions of and strategies for student-centred teaching in programming following teacher development courses

A mixed-methods study on the changes in teachers’ perceptions of and strategies for student-centred teaching in programming following teacher development courses

An In-Depth Literature Review of E-Portfolio Implementation in Higher Education: Processes, Barriers, and Strategies

This literature review examines the implementation of e-portfolios in higher education, with a focus on the implementation process, potential barriers, and strategies for overcoming challenges. This review seeks to provide instructional designers and higher education instructors with design strategies to effectively implement e-portfolios. Through an analysis of seventeen studies, we identified six common steps in the implementation process, including identifying a purpose, stakeholders, and platform, conducting workshops, creating e-portfolios, and evaluating the project. The implementation process also raised eight concerns, including concerns related to technology, policy, pedagogy, artifact quality, privacy, student motivation, academic integrity, and teacher workload. To address these concerns, existing strategies suggest that successful implementation requires training and policy support, student-centered pedagogy, criteria for assessing artifacts, privacy and data protection, feedback, anti-plagiarism measures, and shared successful models.

The Investigation of First Year University Students’ Online Self-Directed Readiness Level

This study aims to investigate the online learning readiness of first year students at the University of Mpumalanga in South Africa. This university uses Moodle as its online Learning Management System. This is a quantitative, non-experimental study within a positivism paradigm. 150 students were randomly sampled and were enrolled for a Diploma in Agriculture programmed. A Self-Directed Learning Readiness Scale (SDLRS) questionnaire was used to measure the readiness level for students’ SDL. The results reveal that more than two-thirds of the students have a medium self-directed readiness level with a total mean for all the questions of 2.91, a standard deviation of 0.79, and a variance of 0.77. This shows that first-year students are therefore not self-directed learners, which makes the transition to tertiary education difficult. This study is useful because assessing the level of readiness towards SDL among first year university students could help to introduce the modern method of student-centered teaching approach. The results of this study could assist universities to develop intervention strategies that will encourage self-directed learning.

The complex journey towards the enactment of inclusion in physical education: a scoping review of the literature on teachers’ perceptions and practices

ABSTRACT Background: The provision of inclusive education in schools is a global priority. However, provision in schools is often criticised for being varied and inconsistent, often perpetuating a rhetoric of exclusion [Warnes, E., E. J. Done, and H. Knowler. 2022. “Mainstream Teachers’ Concerns About Inclusive Education for Children with Special Educational Needs and Disability in England Under Pre-Pandemic Conditions.” Journal of Research in Special Educational Needs: JORSEN 22 (1): 31–43. https://doi.org/10.1111/1471-3802.12525]. These concerns are raised across schooling and subject areas; and Physical Education (PE) is no exception. Purpose: The present paper reported results from a scoping review of the literature conducted to answer questions about PE teachers’ subjective interpretations of the meaning and importance of inclusion, the ways PE teachers facilitate inclusion for diverse learners, and the barriers they encounter. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines (extension for Scoping Reviews) informed this review. Adopting elements of the SPIDER tool (Sample, Phenomenon of Interest, Design, Evaluation, Research type) the database search was conducted in three stages: 1) hand search of titles from key PE journals; 2) systematic search of six databases (EBSCO host , ProQuest, JSTOR, PubMed/Medline, PsycINFO and Web of Science), and 3) search of Google and Google Scholar . Of the 4007 records identified, 64 studies met the eligibility criteria and were included in this review. Thematic analysis was carried out to identify key themes. Findings: Results suggest that inclusion is an important matter in PE provision across different national contexts. The various meanings that teachers attributed to the notion of inclusion appeared to provide a reference point/parameter of how inclusion was enacted in practice. Although the idea of inclusion was supported, most teachers were cautious about what was possible in practice. The most frequently mentioned barriers included the ‘child’, inadequate professional learning, and limited resources and support. Despite the various challenges teachers faced, they reported making efforts to implement a range of inclusive practices, including grounding tasks in students' needs, adopting student centred pedagogies, offering choice, promoting positive peer interactions and teaching by utilising differentiated instruction. Conclusion: Acknowledging the subjective nature of such a review, we conclude that findings reinforce but also extend those from previous reviews. The novel contribution lies with the observation that teachers not only faced common barriers to, but also identified shared features of effective inclusion,irrespective of the group of learners they were asked to reflect upon. We have identified key implications for teacher educators, and provided recommendations for future research, which include conducting research in diverse national contexts with cultural responsiveness, better understanding the relationship between teachers’ perceptions/understandings and practices in the context of their complex and diverse environments and cultures, exploring what teachers learn about inclusion, and providing tangible, evidence- informed pedagogies for inclusion as these are implemented in various contexts.

What’s the Difference? A Comparison of Student-Centered Teaching Methods

Many approaches to teaching and learning are classified as student-centered. The current literature evaluates these methods in-depth either individually or by comparing two or three at a time. This article provides a comparison of multiple student-centered teaching methods, with examples, employed in contemporary education. The aim is to assess the key characteristics associated with different approaches by investigating five popular student-centered teaching methodologies: activity-based learning, inquiry-based learning, cooperative learning, problem-based learning, and project-based learning. The results enable educators to make informed decisions about instructional strategies and provide a stepping stone for further research.

Wujud Implementasi Pendidikan yang Memerdekakan Peserta Didik di Indonesia

Education is a conscious effort made by humans to develop and shape humans according to their potential in order to improve the quality of their lives. Liberating education is education that gives students the freedom to grow and develop according to their nature. The implementation of education that liberates students is realized by Ki Hajar Dewantara in implementing the among system at Perguruan Taman Siswa. The among system implemented by Ki Hajar Dewantara is based on the principles of independence and humanity. The implementation of liberating education is also used by the Minister of Education in running the current education system. The form of implementation is in the form of an independent learning curriculum. Merdeka Belajar implement the student-centered education. Students are given the freedom to determine their learning goals. The curriculum of Merdeka Belajar creates learning practices that enable teachers and students to innovate and be creative freely according to their needs, so that students can learn according to their nature.

Exploring the interagency collaboration between a pediatric oncology health care setting and community schools.

Globally, approximately 400,000 youth are diagnosed with pediatric cancer each year. Treatment-related side effects, psychosocial challenges, and frequent school absences may adversely impact learning and the education experience among these youth. Efforts to enhance interagency collaboration between health care settings and community schools are imperative to facilitate school reintegration. The Standards for the Psychosocial Care of Children with Cancer and Their Families outline specific guidelines related to the continuity of education for students impacted by pediatric cancer. In particular, the Academic Continuity and School Reentry Support and Monitoring and Assessment of Neuropsychological Outcomes standards of care highlighted within this article align with extant programmatic efforts for transitioning hospitalized school-aged children back into community schools. This article aims to describe systematic programmatic efforts within hospital-based psychosocial programs that are consistent with the Standards for the Psychosocial Care of Children with Cancer and Their Families, as well as interagency collaboration with community schools to support student-centered education for youth impacted by pediatric cancer. Resources for school psychologists, teachers, hospital-based programs, and others involved in student-centered education for pediatric cancer patients and survivors are presented. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

SINGLE SHIFT IMPLEMENTATION STRATEGIES AND STUDENTS ACADEMIC PERFORMANCE IN LOWER PRIMARY PUBLIC SCHOOLS IN RWANDA, A CASE OF KARONGI DISTRICT

The research investigated the single shift implementation strategies and students academic performance in lower primary public schools in Rwanda, a case study of Karongi district. According to the data, 77.6% of respondents strongly agreed that the first objective of the implementation of single shift in their school is well organized and effectively managed 82.2% strongly agreed that the necessary infrastructure and facilities are available to support the implementation of single shift in our school and 90.0% strongly agreed that the teaching staff in their school is adequately trained and prepared for the implementation of single shift. This result reveals that the schools single-shift implementation is well organized, there is the availability of necessary infrastructure, and the teaching staff is adequately trained, which are indicators of the single-shift implementation strategies. For the second objective, the study found that 79.8% strongly agreed that the academic performance of students in our school has improved since the implementation of single shift. The study found a strong positive relationship between enhanced teacher-student interaction, improved school infrastructures, improved class attendance, increased qualified teachers, curriculum design and improved grades. These findings suggest that enhanced teacher-student interaction, improved school infrastructure, improved class attendance, improved grades, and improved curriculum design all contribute to improved outcomes. Lastly, as the p-value is smaller than 0.05, the aforementioned characteristics are positively correlated with academic achievement in lower primary public schools in the Karongi district of Rwanda. It is advised that reconsidering students take responsibility for their learning, attend regularly, seek help, develop good study habits, participate in extracurricular activities, and implement student-centred pedagogies. Teachers should provide individualized support, use various methods, collaborate, and continuously update their skills.

A Bibliometric of Student Engagement in Flipped Learning: Current Situation and Way Forward

In the context of contemporary educational reform and student-centered teaching approaches, flipped learning is gaining recognition for its proven effectiveness in boosting student engagement. However, systematic research on student engagement within flipped learning environments is scarce. This study addresses this gap by conducting a bibliometric and visualization analysis of 147 articles on student engagement in flipped learning from the Web of Science core collection. Utilizing CiteSpace software, the study delves into the current state and emerging trends in the field. The analysis identifies major research hotspots and cutting-edge areas, including "student interaction”, "learning motivation", "teaching strategies", "learning outcomes", and "educational technology". The findings emphasize the need for increased collaboration among authors and institutions in this domain. Furthermore, the study highlights research hotspots and frontiers such as "personalized learning", "teacher role", "curriculum design", and "learning assessment". Notably, co-citation analysis reveals that research output in this field is led by Mainland China and the United States. Overall, this research, utilizing CiteSpace, effectively identifies influential factors and future trends in student engagement in flipped learning, offering valuable references to advance both research and practice in the field. The study concludes by recommending strategic collaboration and further exploration of identified research frontiers to enhance the effectiveness and reach of flipped learning methodologies.

EDUCATIONAL AUTONOMY AS AN IMPORTANT PREREQUISITE FOR THE FORMATION OF FUTURE PHDS’ RESEARCH COMPETENCE IN THE CONDITIONS OF POSTGRADUATE STUDIES

The trend of student-centred education in higher education institutions imposes new requirements on standards within the achievement of professional competencies. This leads to the popularisation of such a technology as learning autonomy, which requires analysis from the perspective of its application in the ed- ucational space of higher education institutions. The relevance of this research is determined by the necessity to develop skills in future Doctors of Phi- losophy (PhD candidates) to independently plan their learning and research activities within the conditions of postgraduate studies. The resolution of this task is based on the skills of implementing goal-setting, pro- ject planning, and reflection strategies. On the basis of current educational trends, it becomes possible to analyse learning autonomy as an effective way of teaching future PhD candidates to ensure the successful implementation of their future professional and research activities. The purpose of this research is to examine the concept of “learning autonomy” as an effective meth- od of increasing the awareness of future PhD candidates in the process of developing research competence in terms of postgraduate studies. To achieve this goal, the following tasks were formulated: to consider learning autonomy as an effec- tive method of teaching and personal development of future PhD candidates; to analyse the scientific lit- erature on the stated issue and draw parallels between the definitions of “autonomous learning” and “in- dependent work”; to identify the main advantages of learning autonomy in the context of developing re- search competence. To achieve the aforementioned tasks, the following theoretical research methods were applied: the method of deduction, content analysis, formalisation, method of generalisation, and systematisation of the results of the existing studies on the stated issue. Study results. The results of the study revealed that the concept of “learning autonomy” is relevant in the context of modern education. Noting the absence of a unanimously accepted definition of this term in pedagogy, the article examines various interpretations proposed by both foreign and domestic researchers. On the basis of the conducted analysis of definitions, the article incorporates our own understanding of the concept of “learning autonomy”, emphasising its special importance for future PhD candidates with- in the conditions of postgraduate studies for the successful and effective development of research compe- tence.The article characterises the main descriptors that comprise learning autonomy, namely: the ability to set goals, target-oriented execution skills, the ability to self-reflect, intellectual independence, interac- tion and cooperation, self-governance skills, conscious, and effective independent management of learn- ing activities. Relying on practical experience, methods for enhancing learning autonomy have been identified in- cluding problem-based teaching, and partially search, research and project methods. The leading strategies of autonomous learning activities for future PhD candidates were identified as follows: primary and auxil- iary ones. The primary strategies include learning material acquisition strategies, educational-information- al, cognitive, compensatory, creative, and specialised strategies. Auxiliary strategies encompass metacog- nitive and socio-emotional strategies. It has been concluded that the development of such personal qualities as independence and autono- my is a necessary condition for carrying out independent activities, ensuring the success and continuity of the process of professional development of future specialists within the conditions of postgraduate studies, and the development of their research competence.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

All roads lead to Rome, an unexpected finding: High and low scientific thinking drive high scientific academic achievement through different pathways

Previous research has shown that scientific thinking (ST) is a significant positive predictor of scientific academic achievement (SAA), but the fact is that many students who lack ST also achieve high SAA. We hypothesize that there may be multiple pathways to high SAA and a complex interaction of multiple casual conditions, which are beyond the scope of conventional quantitative methods based on variance. This study explores the necessary conditions and sufficient pathways to the formation of SAA using fuzzy set qualitative comparative analysis. In a public elementary school in southern China, 232 sixth-grade students completed test papers (measuring ST and SAA) and questionnaires (measuring other conditions such as learning strategies, extracurricular scientific activities, student-centered teaching, scientific capital, and parental involvement). The results of the necessary condition analysis indicated that no single condition was necessary to obtain high SAA. Sufficiency configuration/path analysis indicated that there were eight equivalent pathways that achieved SAA, including four high ST-driven paths, two low ST-driven paths, and two other-condition-driven pathways. Potential substitution relationships in similar paths were discussed, as well as the theoretical and practical implications of this study.

Technologies and Innovations in the Educational Process: Experience of the University of the Future

The concept of university refers to a forward-thinking, innovative educational institution that implements the latest advancements in technology and pedagogy. The purpose of the research is to explain technologies and innovations used at the future-oriented university and to outline their impact. The research objectives are the following: to describe the concept of university of future; to explain what technologies and innovations are integrated into the educational process; and to describe the peculiarities of their using. Studying involved mixed methodology, particularly surveys and questionnaires; in-depth interviews; observational studies; content analysis; and ethnographic and pedagogical method. Descriptive statistics, multivariate analysis, thematic analysis and narrative analysis were used for data analysis. The study was carried out among faculty members and university administrators in February-April, 2024. The findings showed that the participants of the educational process understand the university of future as an institution focusing on the formation of professional competences among students through the use of innovative techniques. Also, it is referred as an innovation center, research and development institution, digital university or student-centered university. The university of future is characterized by technology-enhanced learning, research and innovation, practical learning, interdisciplinary approach, personalized learning, student-centered pedagogy, and life-long learning opportunities. The university of future applies a number of technological advancements that enhance the efficiency of the educational process. They include artificial intelligence, virtual reality, Learning Management Systems, and cloud computing. The pedagogical innovations are related to blended learning, flipped classroom, personalized learning, project-based learning, game-based activities, and collaborative learning. The implementation of technological advancements and pedagogical innovations requires using organizational and pedagogical measures.

Student-centered teaching across OECD countries: An ecological perspective

Student-centered teaching (SCT) is recognized worldwide as a best-practice instructional method. This study, guided by Bronfenbrenner's ecological theory, investigates the influence of country, school, classroom, and teacher factors on SCT. Using a large international education dataset, we examine how the Human Development Index, Power Distance Index, and Individualism Index affect SCT at the national level. School dynamics like innovativeness, teacher cooperation, and teacher-student relationships are also considered, along with classroom autonomy and teachers' self-efficacy at the classroom- and teacher-level respectively. Combining advanced modeling techniques, the results show that power distance and individualism interact to influence SCT. Additionally, school innovativeness, teacher cooperation, and teacher self-efficacy significantly predict SCT at both school and teacher levels.

Understanding physics teachers’ professional identity: an activity theory perspective

ABSTRACT Educational researchers have been interested in studying teachers’ professional identity to understand this dynamic and multifaceted construct within personal and professional processes through different experiences. In this study, we designed a qualitative case study with Cultural–Historical Activity Theory (CHAT) to examine physics teachers’ professional identity in Turkey. The study aimed to explore the elements of activity systems: teachers’ experiences, community relations, tools, resources, rules, division of labour, and teaching practices. Data sources were interviews, classroom observations and documents, which were analysed by constant comparative method. The results showed that teachers recognised the significance of student-centered instruction, but they often had limitations in terms of resources and exam-based education that led them to adopt traditional instruction. The findings emphasised the need for systemic reforms to balance instructional objectives with teaching realities, supply resources, and make the connection between teacher preparation and classroom enactment. The research results support constructivist epistemology and suggest that the physics education community needs to improve the quality of physics education in Turkey and globally.

Healthy Vulnerable Community and Institutional Change

Since its inception, we have thought of our active learning project at George Mason University as a community of practice: a network of like-minded faculty interested in student-centered teaching. This community approach is evident in our 2019 goals for institutional change which were to “diffuse active learning approaches to our department.” Very simply, we wanted to grow our community of active learning practitioners. In this article, we reflect on how a community foundation of vulnerability and trust shepherded us through rapid institutional change during a global pandemic. We describe how vulnerable leadership led to individual professional growth and then connect that professional growth to structural changes within our department.