Innovative Teaching Research Articles

EXPERIENCE-ORIENTED TRAINING CONTENT FOR ADVANCING THE QUALIFICATIONS OF UNIVERSITY LECTURERS

The article touches upon the eliminating contradictions between the potential of professional knowledge of young people, practical experiences of production specialists working in higher educational institutions and the empirical idea of professional and pedagogical competencies that contribute to the development of cognitive and personal skills and competencies of students in the educational process. In order to form and develop the above-mentioned personal qualities the authors have developed a level based professional development program for young and experienced university lecturers, the content of educational courses and the methodology of modern training. The level based educational program has been developed for three years. The content of the educational material of the second training module is aimed at developing innovative teaching methods and the final module allows them to study the methodology and monitoring of conducting pedagogical research. The practice of using active exercises as methodological methods at the beginning of classes allowed increasing motivation for educational and cognitive activity and improving the psychological state of students. Upon completion of the level training courses, students will be given the opportunity to perform project work on training modules and test themselves in readiness for transformative activities. The results of the work on the development of the content of the course program and the methods of teaching students at the courses can be useful for teachers, managers of advanced training courses at the university

Transformando la convivencia escolar: estrategias de innovación educativa para abordar el acoso entre agresores y víctimas en educación primaria (España)

The development of assertiveness and empathy in the school environment contributes to creating a positive atmosphere, preventing bullying, promoting socio-emotional development, and improving academic performance. Therefore, the objective of this study is to analyze the level of assertiveness and empathy in aggressors and victims in school coexistence in primary education in an urban municipality in the province of Granada (Spain), with the aim of proposing an innovative teaching practice in response to this coexistence environment and improving the quality of education. The approach was quantitative, with a descriptive design. The sample consisted of 47 participants from the 6th grade, aged between 11 and 13 years (M = 11.43; SD = 0.50), to whom the Assertive Behavior Scale for Children (CABS) and the Interpersonal Reactivity Index were applied to measure assertiveness and empathy, respectively. The results revealed that students who act as aggressors or consider themselves victims show lower levels in both competencies (3.90% aggressors, 30.30% victims, 69.70% non-victims). Therefore, assertiveness and empathy are not only independent skills but are interrelated and mutually reinforcing. Thus, to reduce aggressive behaviors and situations of victimization, it is essential to promote both assertiveness and empathy. It is concluded that by developing these skills, more effective and respectful communication is promoted, which can decrease conflicts and improve school coexistence.

Enhancing the Inference Skills of Selected AP (Araling Panlipunan)-Grade 7 Students at OCABIS (Old Cabalan Integrated School): A Study Utilizing the Snake and Ladder Board Game

The integration of game-based learning has gained popularity for enhancing cognitive skills such as critical thinking and inference. Interactive tools such as board games nurture engagement and assist in comprehending complex concepts. The Araling Panlipunan curriculum in the Philippines emphasizes critical thinking, making innovative teaching methods essential. This study aimed to determine the effectiveness of using the snake and ladder board game in enhancing the inference skills of Grade 7 Emerald students from the Old Cabalan Integrated School (OCABIS) in Araling Panlipunan (Social Studies) during the 2023-2024 academic year. The study employed a convergent parallel approach that included pre-tests, post-tests, and focus group interviews to collect data. Statistical analyses were used to examine the results, including frequency distribution, percentage, mean, Shapiro-Wilk test, Mann–Whitney U test, Wilcoxon signed-rank test, and thematic analysis. The results revealed that integrating the snake and ladder board game positively impacted students' critical thinking and inference skills, with post-test scores showing significant improvement as it revealed a notable enhancement in scores, showing a median pre-test score of 8 and a post-test score of 12 (W = 630.000, z = -5.184, p = .000), resulting in a moderate effect size (d = .62). The study also found that the board game strategy was equally effective for male and female students, providing a more engaging learning environment and reducing boredom. Based on these findings, the researchers proposed guidelines for further improving the snake and ladder board game strategy to enhance students’ inference skills.

Results of Teacher Supervision at SMP Xaverius 7 Palembang

The process of learning activities supervised by a supervisor or educational expert is known as educational supervision. Providing feedback to teachers, providing suggestions for improvement, and ensuring that the learning process is in accordance with predetermined standards are the main objectives of educational supervision. In addition, data collection, classroom observation, discussion, and the creation of innovative teaching strategies and corrective measures are also included in educational supervision. As a result, improving the quality of teaching and learning in educational institutions depends heavily on educational supervision. Curriculum development and classroom learning models are two areas where educational supervision has a great influence on educational progress. Qualitative research is the type of this study. This qualitative research explains how principals’ academic supervision affects teachers’ professional development and classroom teaching standards. At SMP Xaverius 7 Palembang, 109 people participated in the study: the principal, the curriculum teacher, five members of the supervision team, five teachers of Bahasa Indonesia, PAK, mathematics, and civics, and grade VIII students. Collaborate with schools to plan supervision implementation, monitor implementation, observe academic supervisor evaluations, investigate academic supervision activities, and analyze test results obtained during academic inspections.

Preservice Teachers' Perceptions, Attitudes, and Challenges of Using Scratch as a Coding Tool to Foster Active Learning in Life Sciences Classrooms

In the contemporary educational landscape, integrating technology into teaching practices is crucial for promoting active engagement and learning, particularly in science classrooms. This study investigated preservice teachers' perceptions of using Scratch as a coding tool to enhance active learning in Life Sciences classrooms. Adopting a qualitative research design, the study used purposive sampling to select five preservice teachers with relevant Life Sciences teaching experience. Data collection involved semi-structured interviews and classroom observations, and thematic analysis was employed to examine the data. The study found that Scratch was perceived positively by preservice teachers as a tool that could foster essential twenty-first-century skills such as collaboration, problem-solving, critical thinking, innovation, and communication. Preservice teachers demonstrated varying levels of familiarity with and adaptability to Scratch, influencing their methods of integration into teaching. While the tool showed promise in engaging students and enhancing active learning, the study also uncovered significant challenges, including resource limitations, inadequate teacher support, and logistical issues such as load shedding. These findings underscore the potential of Scratch to support innovative teaching practices and develop critical skills in learners. However, they also highlight the need for improved resources and support structures to maximise the effectiveness of technology integration. The study offers valuable insights for curriculum developers, higher education institutions, educational communities, and teachers, emphasising the need for strategic interventions to address implementation challenges and optimise the use of Scratch in fostering 4IR skills and preparing students for future careers.

TEACHING PERSONNEL OF WESTERN KAZAKHSTAN DURING THE EDUCATIONAL REFORMS OF THE SECOND HALF OF THE 20TH CENTURY

The main purpose of the article is to analyze the development of the Soviet system of education in the second half of the 20th century in Kazakhstan and in the West Kazakhstan region in particular. The value of the research lies in the fact that this historical period is a landmark for the educational sphere. It was during these years that important regulatory documents were adopted, the foundations for developmental and problem-based learning were laid, and new teaching methods were created. As a result of the application of comparative historical, statistical and logical methods, the main aspects of the research topic are revealed. Special attention is paid to the characteristics of the teaching activity and the contribution of individual representatives of the educational sphere. Thanks to their work, the implementation of state educational programs was underway, and above all, the transition to universal compulsory secondary education, an important indicator of which was the development of new programs and the improvement of students’ academic performance. Due to the tasks set, the article gives a qualitative analysis of students’ academic performance in schools in Uralsk, the West Kazakhstan region. After all, the general state of the educational sphere of Kazakhstan depended on the activities of the regions. The author presents the personal data of teachers of the West Kazakhstan region, with good results of mastering new programs, highlights the issues of staff retraining and generalization of the experience of innovative teachers. The result of the conducted research is to identify the main trends in the development of the education system in the Soviet period, consider the reform in education as a system, as well as identify its positive and negative aspects and highlight the educational reforms of the West Kazakhstan region as an integral part of the all-Union and republican reforms, identify its advances and controversies. The tasks and problems in the education system, in a changed form according to modern requirements, remain relevant today. Based on this, it is concluded that the field of application of the results of historical research is the modern education system. Historical analysis makes it possible to draw a parallel between the Soviet education system of the second half of the twentieth century and the objectives of the education system of independent Kazakhstan, since the main goal of all historical periods of development is a high level of development of the education system.

Factors Affecting Teachers’ Behavior of Innovative Teaching with Technology: Structural Equation Modelling

This study aimed to investigate factors that predict Indonesian primary school teachers’ behavior of innovative teaching with technology (BITT). A survey instrument was adapted and validated through content validity, a pilot test, and a measurement model in partial least square structural equation modeling (PLS-SEM). We obtained data from 868 primary school teachers, analyzed through a structural model in PLS-SEM and multivariate analysis of variance (MANOVA) in SPSS. The structural model was computed with several statistical reports, including the path coefficient (β), effect sizes (f2), coefficient of determination (R2), and predictive relevance (Q2). MANOVA results informed t and p values. Findings indicated that four out of six hypotheses significantly predicted primary Indonesian teachers’ BITT. The most substantial relationship emerged between group learning and BITT. Meanwhile, the weakest correlation was between innovative culture and BITT. Two insignificant predictors of BITT were job autonomy and innovation compatibility. Most variables showed insignificant differences based on gender. However, some variables, such as benefits of innovation, innovation compatibility, innovative culture, group cohesion, and BITT, varied significantly based on location. The study may help teachers and policymakers understand BITT elements that encourage primary school teachers to use technology creatively.

TEACHER’S INNOVATION IN TEACHING LINGUISTIC KNOWLEDGE: EXPLORING STUDENTS’ REFLECTIONS IN LEARNING EFL WITH TECHNOLOGY

The foundation of competence for English teachers in the EFL context, as well as for any language teacher, lies in linguistic knowledge (Chang & Kanno, 2010; Kemaloglu-Er, 2017; Marfui, 2016; Medgyes, 1992). However, due to English being a foreign language in Indonesia, teachers who work with EFL learners require innovative strategies to achieve teaching goals and fulfill the profile of future EFL teachers (Chun et al., 2016; Hoopingarner, 2009; Kern, 2006; Kessler, 2018; Köksal, 2004; Salaberry, 2001). This study aims to explore EFL students' reflections on their experience of learning Linguistics with technology and its impact on their linguistic knowledge, which is valuable for their future. A total of 156 prospective teacher students participated in the study. They provided reflections on the learning process for Phonetics and Phonology courses at the end of the semester, using the Three What’s reflection writing concept guide: What, So What, Now What (Borton, 1969; Rolfe, 2014). Based on the reflection results, linguistic competence is acquired through a systematic learning process, both offline and online, which incorporates various technology-based learning resources (such as Google Classroom, Quizizz, YouTube, Padlet, etc.), with relevant linguistic content. The use of technology as a teaching strategy to aid student comprehension represents an innovation in language learning, as students become more creative in discussing and creating projects related to the course. Furthermore, they continue to utilize the technology they have experienced in other learning activities. By incorporating technology into the process of understanding essential linguistic concepts, teachers can model the target language being taught, demonstrating that teacher innovation is an integral part of professionalism and contributes to the improvement of learning continuity. In line with this notion of sustainability, it is recommended that further research be conducted to investigate the effectiveness of using technology in assisting and motivating students in assessment as learning, assessment for learning, and assessment of learning.

Resources for innovative learning of anatomy and foot ossification: Graphic design and virtual reality.

This study addresses the ossification process of the foot, a topic of great relevance within podiatry courses. Understanding the chronology of foot bone formation is essential for evaluating pathological processes and establishing appropriate therapeutic actions to improve patient quality of life. The main objectives of this work are to understand the ossification process of the foot bones and to propose an appropriate didactic methodology for effective learning of this process. The individual ossification sequences of the foot bones were established and virtually recreated to make these processes more didactic and usable as teaching aids. The literature search was conducted using the PRISMA statement, focusing on terms, such as "bone ossification," "foot," and "bone development," and included relevant studies from medical databases. Updating the ossification ages and providing previously unavailable visual teaching material offers a useful tool for improving the teaching of this subject. It was found that, in general, the tarsal bones show significant differences in ossification ages between sexes, with later and slower ossification in males. These differences are statistically analyzed and presented in detailed comparative tables. The use of innovative teaching tools, such as virtual anatomical models, helps students to better understand the ossification process of foot bones. Implementing these tools in the podiatry curriculum not only facilitates knowledge acquisition but also enhances the quality of teaching and, consequently, the future clinical practice of students.

Education in Transition: Adapting and Thriving in a Post-COVID World

The COVID-19 pandemic profoundly disrupted traditional education systems worldwide, prompting a rapid shift to online platforms and the emergence of innovative teaching strategies. This paper critically reviews the extensive body of research on post-COVID-19 education, focusing on the practical and feasible solutions proposed to maintain and enhance educational continuity. The review categorizes and examines studies on various approaches, including simulation-based training, project-based learning, and hybrid models, highlighting their effectiveness during and after the pandemic. Special attention is given to the role of information technology, the challenges faced by educators and students, and the importance of mental health support in the new educational landscape. The findings suggest that while digital tools such as virtual reality and 3D environments show promise, their implementation remains limited, particularly in resource-constrained settings. The study also identifies a significant gap in empirical research on these innovations in the post-pandemic era. Furthermore, the paper highlights the need for systemic changes in curriculum design, educator training, and policy development to address the long-term impacts of the pandemic on education. This review provides a comprehensive overview of the lessons learned from the COVID-19 pandemic, offering insights into how educational institutions can better prepare for future crises.

Differences Between the Chinese and American Higher Education Systems and Implications

Despite receiving considerable global attention, the higher education systems of China and the United States exhibit disparities and complementarities that highlight ongoing deficiencies in educational reform and development. This paper holds a comparative analysis of the strengths, weaknesses, and developmental trends within the higher education frameworks of both nations. It reveals that China's system is defined by its uniform policies and stringent teaching methodologies, characterized by fixed curricula and rigorous mechanisms for teacher training and student selection. In contrast, the US system is celebrated for its diversity, flexible policies, innovative teaching approaches, and diverse curricula. It places a strong emphasis on teacher autonomy and the individualization of student assessments. Based on these findings, this study offers a series of recommendations designed to advance the development of higher education in both countries. These include optimizing the admissions and examination systems, reforming educational philosophies, broadening international perspectives, and enhancing the allocation and fairness of educational resources.

Construction of an Evaluation Index System for Innovation and Entrepreneurship Education in Vocational Colleges from Students’ Perspective

Innovation and entrepreneurship education is an essential content in the current teaching of colleges and universities and an important driving force to promote students’ employment. Currently, colleges and universities continue to strengthen the innovation of innovation and entrepreneurship teaching, and the construction of the evaluation system of innovation and entrepreneurship education is lagging. The evaluation system is an important evaluation standard for innovation and entrepreneurship teaching and the basis for educational innovation, which is also a critical part of teaching that requires attention. This paper takes the construction of the evaluation index system of innovation and entrepreneurship education in vocational colleges as the research goal and understands the function of innovation and entrepreneurship evaluation as well as the evaluation principle through the literature analysis method. It also analyzes the evaluation index system of innovation and entrepreneurship teaching from students’ perspective to provide an effective reference for the implementation of innovation and entrepreneurship education in higher vocational colleges.

STAGES OF DEVELOPMENT OF HIGHER DENTAL EDUCATION IN THE USA

This article examines the stages of development of higher dental education in the United States, focusing on its historical, current, and future aspects. The primary aim of the research is to analyze the key challenges within the dental education system and offer potential solutions to address these issues. To achieve this goal, various research methods were employed, including comparative analysis, literature review, and empirical research. These approaches facilitated the identification of critical trends and persistent problems in dental education. The findings suggest that the integration of modern technologies into the educational process is crucial for improving the quality of dental education. Digital technologies, simulators, and remote learning methods have the potential to enhance the training of future dentists, providing more flexible and interactive learning opportunities. However, unresolved issues remain, such as the standardization of curricula across different educational institutions and the need for educator training to meet new challenges posed by innovative teaching methods. The article also highlights the importance of aligning educational programs with current realities and labor market demands. Moreover, there is a growing necessity to modernize the system by developing interdisciplinary approaches and fostering collaboration between academia, industry, and policy makers. These reforms are essential to ensure that dental education continues to produce highly qualified professionals capable of responding to the evolving needs of both the healthcare system and society at large. The article concludes that ongoing adaptation and innovation in dental education will be vital to addressing the demands of a rapidly changing field.

THE EVOLUTION OF EDUTAINMENT IN CHEMISTRY TEACHING METHODS

In the modern educational space, the issue of integrating innovative teaching methods, among which interactive elements occupy a prominent place, is of particular relevance. The concept of edutainment, which combines education and entertainment, is actively developing as a promising approach that can increase students’ motivation, improve their learning activity, and assimilate the material. However, the origins of the idea of introducing interactive elements go much deeper into the history of pedagogy. The article examines the historical background and the first attempts to apply interactive methods in teaching chemistry in the nineteenth and first half of the twentieth centuries. The formation of methods of teaching chemistry as a science and an academic subject in the national higher and secondary schools is described. The article proposes the introduction of edutainment technologies at different stages of the lesson, in particular during the motivational block, the main part, and the final stage. The possibilities of introducing edutainment technologies in higher education to increase student motivation, interactive assimilation of educational material, and the development of critical thinking are also considered. The use of gamification, simulations, case methods, and multimedia tools to activate the educational process and the formation of practical skills in students is proposed. The paper explores how elements of play and interactivity can be effectively integrated into chemistry teaching, as well as assesses their impact on student’s motivation and learning at different stages of the lesson. One of the benefits of using edutainment technologies when studying a school chemistry course is the ability for students to learn new cognitive skills effectively. In particular, the article presents innovative approaches to the implementation of interactive elements that develop logical thinking and spatial representation, teach cooperation, and prepare students for further learning and solving complex problem situations.

The use of digital storytelling in the teaching of reading at a rural primary school

The myriad challenges confronting schools have stimulated proposals to adopt digital storytelling as both an innovative teaching strategy and learning resource. Due to inadequacy in reading skills of our school learners, language teachers have acceded to a proposal to use digital storytelling as a vehicle for curriculum delivery. Therefore, the purpose of this study is to examine the perceptions of the rural primary school teachers regarding the use of digital storytelling in the teaching of reading. To do so, the researcher employed a three-cyclical process of qualitative action research which involved pre-implementation, implementation and post-implementation stages. To gather data from five language teachers, interviews were used during pre-implementation phase, observations were conducted during the implementation phase, and document analysis and interviews were employed during the post-implementation phase. Results show that the teachers’ readiness levels in terms of technological skills, beliefs and attitude improved after attending the Digital Storytelling Workshop. The notable end-product of the Digital Storytelling Workshop was three digital stories that teachers developed by teachers. In sum, teachers demonstrated an adequate degree of readiness to adopt digital storytelling after the post-implementation phase. The positive outcomes of this action research study suggest that digital storytelling should be used as an innovative strategy to teach reading.

The limits to sustainability: views and tensions expressed by future leaders for change

Future leaders will have the challenging task of transitioning current societal practices and organizations towards sustainability, but we lack in-depth characterizations of young sustainability leadership students within specialized higher education programs. Understanding their aspirations, doubts and fears may help educators to provide tailored and innovative teaching. In this study, we engage 24 students of a Finnish sustainability leadership Master’s degree program through a workshop, a survey, and interviews with the aim of understanding how they conceptualize and operationalize sustainability. A thematic analysis indicates that their understanding is contested—they feel responsibility, but they channel it primarily through individual action and often value moderation (i.e. not taking action to perceived extremes); engaging the public is seen as important, but some suspect that human selfishness cannot be changed; and post-capitalist views exist alongside advocacy for business-as-usual consumption-based happiness. Based on these insights, we outline implications for research and education.

Teaching Reform and Practice of Soil Mechanics Course in the Context of Emerging Engineering Science

With the accelerated development of scientific and technological progress and industrial upgrading, Emerging Engineering Education has become the key to cultivate high-quality and innovative talents, and the teaching reform of the Soil Mechanics course, as a core basic course of civil engineering, is particularly important for adapting to the engineering needs of the new era. This paper discusses the teaching reform and practice of Soil Mechanics courses in the context of emerging engineering science, and puts forward the introduction of cutting-edge technology, updating course content, innovative teaching methods, the teaching quality of Soil Mechanics courses and the comprehensive quality of students, and other strategies, and seeks to promote the significant improvement of the quality of teaching and the quality of talents. Among them, the application of virtual reality and project-driven learning mode enhances students' practical ability and innovative thinking. The strengthening of practical teaching links and industry-university-research cooperation has enhanced the opportunities for students to participate in actual engineering projects, while the integration of Civic and Political Education has fostered students' professional ethics and sense of social responsibility. In the future, the course of Soil Mechanics will continue to adjust and optimise the teaching mode, cultivate high-quality civil engineering talents adapted to the needs of emerging engineering science, and provide powerful support for modern engineering construction.

Research on the Reform and Innovation of Foreign Language Teaching in Art Schools

In the era of globalization, foreign language ability has become increasingly important for artistic talents. The traditional foreign language teaching model has been unable to meet the current social demand for artistic talents’ cross-cultural communication ability. Therefore, art colleges should speed up the reform and innovation of foreign language teaching. This paper first analyzes the existing problems in the current foreign language teaching in art colleges, including single teaching content, outdated teaching methods, lack of practical teaching, and insufficient teachers. Then, the paper puts forward some targeted reform strategies, including improving the teaching content to ensure comprehensive development. including innovative teaching methods to build efficient classrooms, exerting importance on practical teaching and enhancing practical ability, as well as strengthening the teaching staff and improving the teaching level. The purpose of this paper is to provide an effective reference for foreign language teachers in art colleges, effectively improve the cross-cultural communication ability of art talents, and cultivate art talents suitable for the development of the new era.

Discussion on the Teaching Mode of University Physics Experiment from the Perspective of “Internet +”

With the rapid development of information technology, the concept of “Internet +” has gone deep into all walks of life, including the field of education. Especially in university physics experiment teaching, the introduction of “Internet +” not only changes the traditional teaching mode but also brings a lot of far-reaching significance. This paper will discuss in detail the significance of “Internet +” in college physics experiment teaching from the aspects of improving teaching efficiency, promoting personalized learning, enhancing students’ self-learning ability, improving teaching resource sharing and promoting teaching reform. Then, through the use of innovative teaching methods, updating teaching tools and other strategies, Internet technology will be fully integrated into the teaching of college physics experiments. The aim is to improve the teaching quality of college physics experiments, innovate teaching methods, provide students with high-quality teaching services, and cultivate high-quality physics experiment talents for society.

Assessing benefits of computer-based video training and tools on learning outcomes and motivation in mechanical engineering education: digitalized intervention and approach

Traditionally, laboratory work has been a common approach to facilitate the acquisition of practical skills and familiarize the undergraduate students, particularly engineering students, with specialized tools and equipment. However, the conventional in-person labs often experience challenges such as limited resources and space, instructor availability, and inflexible schedules. The emergence of digital tools and the recent COVID-19 pandemic have prompted educators to reconsider their teaching methods. To this effect, this paper introduces an innovative approach and teaching methodology to address the challenges in traditional engineering education within the laboratory. It presents a methodology that combines cost-effective instructional videos and portable kits to promote autonomous development of practical skills in undergraduate engineering students. The proposed teaching methodology was grounded on the Descriptive Decision theory and Learning-Oriented Assessment (LOA), which are theoretical framework and type of students’ learning outcome (SLO) model that studies the rationality behind the decisions that the users are disposed to make, as well as level of outcome of the students’ learning process or performance. Motivation among the students was assessed using the Model of Academic Motivation Inventory (MUSIC Inventory) to evaluate the impact of the proposed teaching method and learning intervention on the interest of the students. The method was implemented in four independent courses at two different campuses of Tecnologico de Monterrey. The results show that the proposed learning approach was effective in helping students develop hard skills with reduced instructor intervention. Moreover, high levels of motivation was reported through the MUSIC methodology and test administered to the participating students at the end of the courses. The outcome of this study can be used to inform and support the curriculum design by the educators, promote effective policy and decision making by the university leaders, and encourage wide adoption of the digitalized-education.