ABSTRACT This study investigated children’s participation in play-based learning in relation to teachers’ perspectives on and strategies for play. Six teachers from two Hong Kong kindergartens were individually interviewed to understand their views on play-based learning. These interviews were complemented by video-recorded classroom observations to examine the teachers’ strategies and children’s involvement. The study’s findings revealed the multidimensional nature of teachers’ perspectives on play-based learning and their corresponding teaching practices in play, indicating that play in Hong Kong’s early childhood education manifests in varied forms and serve multiple purposes. However, the findings also showed that the teachers predominantly adopted a directive approach, emphasizing structured learning through play more than children’s freedom of choice and self-directed exploration. Despite this, the study highlights play-based practices that promote active involvement in learning in the Hong Kong kindergarten context. Additionally, the findings revealed an association between the teachers’ perspectives, teaching practices, and curriculum policies, emphasizing the need to clarify curriculum expectations to better support effective early childhood education. The results further underscore the importance of teacher education in enhancing kindergarten teachers’ understanding of play-based learning and encouraging broader adoption of this approach.

The development of an innovative Islamic Education (PAI) curriculum has become an urgent need in responding to the challenges of 21st-century learning, particularly in state Islamic senior high schools that are required to integrate Islamic values, technology, and character education. This study aims to develop an innovative ADDIE-based Islamic Education curriculum development model for teachers in Innovative State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Aceh Province. This research employed a mixed-methods approach by combining qualitative and quantitative data. Qualitative data were collected through observations, interviews, and documentation, while quantitative data were obtained through expert validation and teacher practicality tests. The needs analysis revealed a significant gap between the ideal curriculum design and classroom practices, especially in terms of instructional innovation, technology integration, and character strengthening. The design and development stages resulted in an innovative Islamic Education curriculum module that is student-centered, integrative, contextual, and grounded in Islamic values. Expert validation results indicated a very high level of feasibility, with average scores ranging from 91% to 93% across content, language, and graphical aspects. The implementation of the model in three madrasahs demonstrated its effectiveness in enhancing teachers’ creativity, increasing students’ learning motivation, and improving the relevance of learning materials to real-life contexts. This study concludes that the ADDIE-based Islamic Education curriculum model is valid, practical, and effective. The findings imply that the model can be scaled up through systematic professional development programs for Islamic Education teachers and supported by educational policies that promote curriculum innovation grounded in Islamic values.

Since the introduction of Carol Dweck’s landmark work in mindset, many scholars have studied the impact of a change in mindset on learning, behavior, and health. National and international large-scale studies have validated the consistent correlation between learners developing a growth mindset (knowing that they can learn and improve) and performance on learning outcomes and longer-term learning behaviors. Whilst mindset interventions can have a positive impact on student learning, recent years have shown the need for more than a change in messaging. For widescale and lasting improvements in mathematics learning, messages need to be specific to mathematics, and delivered through a change in teaching approach, with mindset ideas infused through teaching practices and through assessment. This paper shares the evidence on the need for a “mathematical mindset” approach and the wide scale benefits that the approach promises to bring about.

This study examined the readiness of teachers in Botswana’s secondary schools to integrate mobile technology, specifically smartphones, into their teaching practices. While smartphones have become pervasive in students’ daily lives and offer significant opportunities to enhance educational experiences, many educators face challenges in utilizing these tools effectively within the classroom context. The study employed a mixed-methods approach involving 50 secondary school teachers and found that 70% of teachers reported low confidence in using mobile technology for teaching, with 80% indicating they had not received sufficient training. Additionally, 60% of teachers identified classroom distractions as a major challenge, while 50% cited inadequate infrastructure, including unreliable internet access and a lack of technical support. Despite these barriers, 90% of teachers expressed a strong interest in professional development programs focused on mobile learning. The study concluded by recommending targeted teacher training initiatives, improvements in school infrastructure, and the development of policies to support the effective integration of mobile technology in secondary education.

The success of STEM education in early childhood education is reliant on the pedagogical practices of teachers. Effective teaching of STEM requires specific knowledge of the four disciplines of STEM, appropriate teaching and learning methods and relevant experiences. In Saudi Arabia the teaching of STEM is a relatively new field, and this paper outlines a research project to promote the teaching and learning of STEM through professional development workshops. The research is informed by Vygotsky’s cultural-historical/socio-cultural theory, acknowledging the crucial role of social interaction and cultural context in a collaborative learning environment. To evaluate the project, a mixed methods approach was used involving the collecting, analyzing, and interpreting of quantitative and qualitative data. Surveys were conducted before and after professional development as well as semi-structured interviews. The findings indicate positive shifts in attitudes and enthusiasm among early childhood educators to teach STEM following the professional development program. However, the practical implementation remains a challenge due to the perceived lack of suitable resources, support from school leadership and the need for ongoing coaching and mentoring.

The growing diversity of students in university classrooms is a reality that intensifies year after year. This scenario makes the teaching staff a fundamental agent in promoting truly inclusive education that favours meaningful and quality learning. This study aims to identify the educational practices of teachers at a public university in Ecuador and determine whether they are aligned with the Universal Design for Learning (UDL) framework. A quantitative, descriptive-exploratory study was conducted, using a survey to collect data from a sample of 123 teachers from 23 university degree programmes. The results show that the most established practices are related to curriculum planning, the use of participatory strategies, and the use of virtual environments. However, weaknesses were identified in the diversification of content formats, formative assessment, and the creation of affective spaces and openness to dialogue, suggesting opportunities for improvement in the construction of inclusive environments and in teacher training. Teachers' perceptions of institutional preparedness to address diversity are critical, pointing to the need to strengthen inclusive policies and institutional support. It is concluded that the DUA is an effective framework for guiding educational transformation and that teachers and students should be considered key actors in building more inclusive universities.

ABSTRACT The number of students with disabilities has increased significantly in recent years, with up to 21% reporting a disability in 2020. These students continually face challenges in completing their college education. Universal design for learning (UDL) has been proposed to help such students overcome these challenges. UDL maximises accessibility by considering the diverse learning needs of a wide range of learners and leads educators to appreciate the uniqueness of each student. The purpose of this study was to investigate the perspectives of students with disabilities on UDL teaching practices in a higher education setting. The study used interpretative phenomenological analysis to explore participants’ learning experiences with UDL teaching practices. We conducted three online focus groups with an overall total of 10 participants to collect data. The results demonstrated seven themes describing how UDL teaching practices benefited participants’ learning experiences and addressed their learning needs. Related discussions and future research implications are presented.

Intrinsic motivation encourages engagement in professional tasks, driven by personal interest, internal satisfaction, and a sense of purpose rather than external rewards or pressures. In the teaching profession, intrinsically motivated teachers are more likely to demonstrate creativity, resilience, and commitment to student success, as they perceive fulfillment from the act of teaching itself. This qualitative exploration focused on understanding intrinsic motivation, particularly altruistic values, among teacher education instructors. College teachers (n=19) were sampled to be interviewed about their altruistic motives and how they work towards quality education. The findings revealed that teacher education instructors were primarily driven by intrinsic motivation rooted in moral responsibility, personal fulfillment, and a commitment to lifelong learning. This internal drive translated into active engagement in professional development, research, and the consistent implementation of inclusive, equity-oriented teaching strategies. Teachers expressed a strong sense of purpose in their work, often describing teaching as a moral obligation to contribute to the development of future citizens. The study showed that intrinsically motivated teachers demonstrated a higher tendency to adopt innovative and student-centered teaching practices. Their motivation was deeply linked with altruistic values and a desire to promote social transformation, which manifested in their relational approach to teaching, emphasizing empathy, care, and responsiveness to student needs. Consequently, the findings emphasized the need for systemic support, including reduced structural barriers and targeted training in care-based pedagogies, to sustain and enhance teachers’ intrinsic motivation and altruistic engagement in education.

This study examined how prepared practice teachers in Bachelor of Early Childhood Education program felt regarding their professional competence and whether this preparedness differed by respondents’ demographic factors or program affiliation. The research took place at the College of Education, Cebu Technological University–Main Campus a premier public institution in Cebu, using a descriptive-correlational design. The respondents were consisted of sixty-two (62) fourth-year students whom becoming a practice teacher were selected using convenience sampling. The main instrument was a self-assessment questionnaire adapted and anchored on established ECE professional standards, which measured readiness in planning the learning process, implementing the learning process, and evaluating the learning process and student learning and growth. The data were analyzed using frequency, weighted mean, Pearson Product-Moment Correlation Coefficient, simple percentage, standard deviation, and the t-test for independent samples. The results showed that ECE practice teachers rated themselves as Proficient in all areas of competence. Statistical analysis also found that their readiness was consistent, and that demographic factors and program affiliation did not have a significant effect on their professional skills. The Bachelor of Early Childhood Education program prepares graduates well for professional practice, but there are still areas of concerns that could be improved. The main result of this study is a Practice Teacher Competency Plan that provides an evidence-based actionable framework guide to improve the ECE curriculum, teaching methods, and teacher development at the university.their effectiveness.

Introduction The organization of school time plays a decisive role in shaping teaching practices, student learning, and school culture. In Portugal, semesterization has emerged as an alternative to the traditional trimester system, aiming to improve curriculum coherence and pedagogical depth. This study examines how semesterization was interpreted and implemented in a public lower secondary school in Madeira, and how educators perceived its impact on organizational functioning and teaching practices. Recent scholarship highlights that time-use reforms such as semesterization are more likely to succeed when mediated by adaptive and distributed leadership and supported by coherent policy. Methods A qualitative-dominant mixed-methods case study design was adopted. Data were collected through semi-structured interviews with school leaders and an online questionnaire completed by 41 teachers from different subject areas. The qualitative component was analyzed using thematic content analysis, identifying patterns related to leadership, curriculum organization, pedagogical adaptation, and assessment practices. Descriptive statistics from the questionnaire were used to complement qualitative insights, providing an overview of broader staff perceptions. Results Participants perceived that semesterization contributed to a more coherent distribution of teaching time, supported thematic planning, and facilitated a steadier pedagogical rhythm for both teachers and students. Teachers described enhanced opportunities for interdisciplinary collaboration, more intentional curriculum mapping, and increased space for formative assessment. A majority also reported positive effects on student well-being. However, challenges were noted, including the substantial effort required to redesign planning tools, persistent bureaucratic demands, and concerns about achieving consistency in assessment practices across semesters. Teachers also highlighted increased workload during reporting periods, particularly in relation to mandatory mid-semester qualitative feedback. Discussion The findings suggest that semesterization can act as a lever for school-wide innovation when supported by distributed leadership, collaborative planning structures, and clear communication. At the same time, the reform’s success depends on system-level coherence and adequate institutional support during periods of transition. Conclusion Semesterization represents not merely a scheduling adjustment but a strategic rethinking of time as an organizational and pedagogical resource. The case offers transferable insights for education systems aiming to build more coherent, equitable, and learner-centered environments.

The present study examines gaps in training and the use of digital technologies in university teaching practice, with the aim of identifying the level of mastery of essential technological competencies for academic performance. A quantitative approach was adopted, using a non-experimental, descriptive, cross-sectional design, through the administration of a questionnaire to a sample of faculty members from the Pontificia Universidad Católica Madre y Maestra (PUCMM). The sample was predominantly female and showed a diverse disciplinary distribution, with a predominance of faculty from the fields of Law and Education. The analysis included dimensions related to computer use, basic computer literacy, operating system management, learning of specific software, educational use of social networks, device protection, and digital information management.

This study investigates the impact of AI-enabled teaching devices on educational equity, focusing on the differences in their effectiveness between economically developed and underdeveloped regions in China, particularly along the Hu Huanyong Line. The research aims to assess whether AI devices can enhance educational outcomes and promote equity in regions with limited resources. Using a mixed-methods approach, the study involved a comparative analysis of eight schools across four cities on both sides of the Hu Huanyong Line. Data were collected through an online questionnaire survey of 247 teachers and an analysis of 620 student exam scores. The findings indicate that AI devices significantly improved teaching effectiveness in economically underdeveloped regions, with an average improvement of 7% to 20% in student performance. The study also revealed that while teachers in underdeveloped regions were generally positive about AI devices, they faced challenges in integrating the technology into their teaching practices due to insufficient familiarity and lack of support mechanisms. The results highlight the potential of AI technology to bridge educational gaps and promote equity by providing high-quality educational resources to under-resourced areas. However, the study emphasizes the need for comprehensive support measures, including teacher training and improved infrastructure, to ensure sustainable educational development. Future research should focus on long-term trends in educational resource investment and the development of culturally appropriate AI devices to further enhance educational equity and sustainable development.

This study aims to examine the relationship between teacher’ perceived disciplinary, professional development barriers, teacher self-efficacy, and teaching practices. The research utilizes data from 8.342 teachers obtained from the TALIS 2018 Turkey dataset. A structural equation model based on Bayesian parameter estimation was developed to analyze the relationships between the variables. The findings revealed that teacher’ perceived disciplinary had no direct relationship with teaching practices. However, it was determined that this relationship is established indirectly through teacher self-efficacy. Furthermore, professional development barriers were found to moderate both the direct and indirect relationships (via teacher self-efficacy) between perceived classroom discipline problems and teaching practices. Indeed, it was determined that lower levels of professional development barriers strengthened these direct and indirect relationships. These results indicate that perceived classroom discipline problems can negatively impact teachers' self-efficacy, thereby indirectly harming teaching practices. Additionally, it is understood that these negative effects may be more pronounced in situations where professional development barriers are low. The study concludes by offering various recommendations for policymakers, educational practitioners, and researchers, based on the findings.

This study examined the teachers’ strategies, challenges, and levels of discipline among modern-day learners at Sinunuc National High School in Zamboanga City. Using a mixed-method design, the quantitative phase involved thirty (30) Senior High School students who assessed the extent of teachers’ strategies and student discipline through a structured survey. The qualitative phase consisted of interviews with five (5) Senior High School teachers to explore the challenges encountered in maintaining classroom order. Descriptive statistics and regression analysis were utilized for quantitative data, while thematic analysis was employed for qualitative responses. Results revealed that teachers consistently used effective communication strategies, behavioral interventions, and collaborative problem-solving techniques to promote discipline. Students demonstrated a high level of discipline characterized by respect, compliance, and responsibility. Regression results showed that teachers’ strategies significantly predicted 68% of the variance in students’ discipline, indicating a strong relationship between teacher practices and student behavior. Findings highlight the importance of positive reinforcement, participatory rule-setting, restorative approaches, and consistent communication. Recommendations include strengthening student-centered strategies, enhancing teacher training, and sustaining collaborative discipline practices to improve classroom management and learner engagement.

Aim . This study explores the introduction of innovative methods into the traditional educational process of training physicians in internal medicine specialties. These methods are aimed at improving the effectiveness of the educational process through project-based activities, flipped classroom, distance learning technologies, and the principles of personalized medicine. Material and methods . The flipped classroom format was used, which involves students first mastering the theory independently outside, followed by practical assignments and case studies in class. Real case records and paraclinical data were used to develop analytical, critical thinking, and decision-making skills. Particular attention was paid to the study of diagnostic indices, scales, and specialized panels, such as the gastropanel, which detects chronic atrophic gastritis and assesses gastric cancer risk. Case scenarios were created to practice recognizing the early signs of serious pathologies, such as pulmonary hypertension in various diseases, including sarcoidosis. Results . We found that the combination of traditional teaching methods with innovative technologies improves the quality of professional training for medical university graduates and students in continuing professional education. The educational process became more effective due to optimized time management, increased motivation for students and teachers, and improved communication and teamwork skills. Students de­ve­loped the ability to independently manage their time, quickly find neces­sary information, and critically perceive research data. This new approach allowed doctors to make timely diagnoses and prescribe appropriate treatment, taking into account the individual characteristics of each patient. Conclusion . To further improve the quality of medical education, con­ti­nuing education upgrading, incorporating modern distance learning tools and interactive technologies into programs, revising the assessment system, and expanding faculty qualifications in digital lite­racy and student-centered learning are necessary. The synergistic combination of research and advanced teaching practices will significantly improve the training of qualified medical professionals prepared to address complex clinical challenges.

This paper examines the incorporation of Conceive, Design, Implement, Operate artificial intelligence frameworks within state universities, concentrating on the objective of facilitating a seamless shift from conventional teaching practices. By employing the interpretive structural modeling framework, the study recognizes critical elements such as curriculum changes, faculty readiness, and the development of suitable workspaces as crucial enablers of effective integration. The findings underscore the necessity for a phased approach, beginning with faculty training and curriculum restructuring and followed by investments in infrastructure. The main outcomes suggest that focusing on a smooth transition and tackling intermediate factors are vital for optimizing artificial intelligence integration. The practical implications emphasize the significance of strategic, gradual modifications to create a productive learning environment.

Abstract The enduring disconnect between linguistic theory and classroom pedagogy remains a critical concern in modern language education. While linguistic theory provides comprehensive insights into the structural, cognitive, and functional dimensions of language, pedagogical frameworks frequently neglect these foundations in favor of performance-focused, communicative strategies. This paper explores the systematic integration of linguistic theory—particularly syntax, semantics, phonology, pragmatics, and discourse analysis—into contemporary teaching methodologies. Adopting a qualitative analytical approach, the study examines existing pedagogical paradigms, evaluates their theoretical limitations, and proposes a synergy-based instructional model grounded in linguistic principles. The findings highlight that pedagogical frameworks enriched by linguistic theory cultivate deeper linguistic awareness, analytical competence, communicative precision, and sustainable learning outcomes. The paper concludes by emphasizing the need for institutional reforms, teacher professionalization, and curriculum restructuring to facilitate meaningful theory-driven pedagogy. The study emphasizes teacher training, curriculum restructuring, and contextualized instruction as key measures for effective integration. Findings suggest that aligning linguistic theory with pedagogy fosters deeper comprehension, improves learner performance, and supports meaningful language acquisition.

Open Educational Resources (OER) are free and openly accessible teaching and learning materials that are becoming increasingly popular in schools and colleges. This study explores how OER are transforming the teaching-learning process at the undergraduate level. Using a mixed-methods approach, the research combines quantitative data from surveys and qualitative insights from interviews to understand the experiences, benefits, and challenges of using OER in classrooms. The study was conducted among 38 teachers from undergraduate colleges affiliated with the University of Calcutta. In particular, the study examines how OER contribute to lesson planning, content delivery and student engagement. Findings reveal that teachers perceive OER as beneficial, cost-effective, and helpful in enhancing classroom interaction. However, several barriers persist, including limited awareness, lack of structured training, insufficient digital infrastructure, and challenges in locating high-quality resources. The study highlights the need for professional development programs, institutional encouragement, and improved digital access to fully integrate OER into daily teaching practices. These findings offer valuable insights for educators, academic administrators, and policymakers working to promote inclusive, flexible, and resource-rich education through open resources.

ABSTRACT Research on digital personalised learning (DPL) alongside classroom teaching is limited in low- and middle-income countries. This study investigates, for the first time, a DPL programme aligned with national curricula and teaching practices. A randomised trial evaluated the impact of ‘classroom-integrated’ DPL on pre-primary literacy and numeracy in Kenya, involving 1955 learners aged 4 to 6 across 291 government schools. Learners engaged with DPL via a smartphone. DPL personalised the sequence of digital learning units based on learners’ device usage and teachers’ progression through digitised structured pedagogy lesson plans, while teachers could use their judgement to align DPL with teaching. Numeracy and literacy were assessed over 13 months. The findings show an effect of 0.534 SD from baseline to endline, with similar numeracy (0.450 SD) and literacy (0.449 SD) impacts. The intervention was effective for boys and girls and across class sizes, and there was no clear differential impact for low- or high-achieving learners. However, a reduction in the extent of effectiveness after midline suggests potential exhaustion of appropriate DPL content, indicating a need to consider the suitability of content and the optimum duration for implementation. This research significantly enhances the critical understanding of DPL when integrated with a standardised curriculum and classroom practice.

This study examined the relationship between school heads’ supervisory skill, teachers’ instructional competence, and learners’ performance in the Schools Division of Antique during the school year 2025. Using a descriptive-correlational research design, the study aimed to determine the levels of supervisory skill and instructional competence, assess learners’ performance, and identify the relationships among these variables. The respondents consisted of 365 teachers selected through stratified random sampling. Data were collected using a validated researcher-developed questionnaire. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used to determine the levels of the variables, while Pearson Product-Moment Correlation and multiple regression analysis were applied to examine relationships and predictive influence. Findings showed that school heads’ supervisory skill was practiced at a high level, particularly in instructional monitoring, mentoring, classroom observation, and providing feedback. Teachers’ instructional competence was also rated high, with strengths in classroom management, lesson planning, pedagogical skills, and subject mastery. Learners’ performance was reported as high, reflecting the positive impact of effective supervision and competent teaching practices. Correlation analysis indicated significant positive relationships among all three variables, and multiple regression analysis revealed that school heads’ supervisory skill and teachers’ instructional competence jointly predict learners’ performance, with instructional competence emerging as the stronger predictor. The study concludes that fostering both effective supervision and high instructional competence is essential for enhancing student learning outcomes and promoting instructional excellence.