Teaching Practices Research Articles

Crafting innovative paths in non-linear professional learning for bilingual education: the role of connectivism in the age of AI

ABSTRACT This study introduces a novel Connectivist model for professional development (PD) aimed at enhancing AI literacy among bilingual/ESL teachers in K-12 education. As AI technologies rapidly reshape educational landscapes, effective PD programs are essential to equip educators with the skills to integrate AI responsibly and equitably. Grounded in Connectivism, which emphasizes non-linear learning and dynamic knowledge networks, this research explores how PD can transform educators’ perceptions of AI from apprehension to empowerment. The study involved a two-phase PD program with 30 elementary teachers and administrators, incorporating in-person AI training sessions, asynchronous tutorials, and collaborative activities. Data were collected through a phenomenological approach to capture educators’ lived experiences, with triangulation methods using surveys, interviews, observations, and Q&A sessions. The analysis revealed significant improvements in participants’ attitudes toward AI and their openness to integrating it into their teaching practices. The Connectivist model developed in this study fosters ongoing collaborative learning networks and equips educators to leverage AI in addressing resource gaps in bilingual education. This model offers a transformative, sustainable, and adaptive framework for integrating AI into K-12 education, providing a forward-looking approach to professional development in the digital age.

E-modul IPS Kekayaan Budaya Indonesia Berbasis Karakter Toleransi dan Cinta Tanah Air Untuk Kelas IV Sekolah Dasar

This research is motivated by the limitations of teachers in utilizing technology to develop engaging and effective teaching materials, which impacts students' motivation and understanding of learning. The study aims to produce a valid, practical, and effective character-based IPS e-module. The research employs the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. Data collection involved validation instruments from material, language, and media experts, as well as practicality questionnaires for teachers, student response questionnaires, and pretest and posttest questions. Data analysis utilized both qualitative and quantitative techniques. Subjects included teachers and 20 fourth-grade students from a public elementary school in Malang Regency. Results showed validation scores of 92.3% from material experts, 95% from language experts, and 97.5% from media experts, all categorized as very valid. Teacher practicality was rated at 98%, and student responses at 92.5%, both deemed very practical. Effectiveness, measured by the n-gain test, scored 78.06, indicating effectiveness. These results indicate that the character-based IPS e-module provides engaging material, making it easier for students to understand the content, increasing motivation and learning outcomes, and fostering student character development. The e-module makes learning interactive, with students feeling enthusiastic and actively engaged. The character-based IPS e-module can be used as an innovative learning media by integrating character values, making learning more meaningful.

Development of electronic students’ worksheets based on problem-based learning on air pollution material

This research is development research with the aim to produce teaching material products in the form of PBL-based electronic student worksheets on air pollution sub-materials that will be used during the learning process, so that students can be more active and independent. This type of research is development research using the ADDIE model (analysis, design, development, implementation, evaluation), but this research is limited to the development stage. This research was conducted at State Senior High Schools in Palembang in the 2023/2024 school year. The sample in this study was class X students totaling 12 people. Sampling in this study using purposive sampling technique. electronic student worksheets are designed using the Canva and liveworksheets applications; after completing the design of electronic student worksheets, they are assessed by material and media validators using an instrument in the form of a validation questionnaire. After the electronic student worksheet is declared valid, the electronic student worksheet is applied to students in a small group trial. Based on the validation results with the Kappa calculation, the electronic student worksheets were declared valid with a Kappa value of 1. Electronic student worksheets also fall into the very practical category based on the teacher's practicality questionnaire which obtained a percentage of 100%, while the students' practicality questionnaire obtained an average percentage of 90.68%. Based on the results of the validation and practicality questionnaires of teachers and students, it can be concluded that PBL-based electronic student worksheets are valid and feasible to use during the learning process on air pollution sub-materials.

Bringing embodied approaches to on-campus research methods teaching for large STEM cohorts: design, challenges, learning

In the post-pandemic world, Learning Development researchers have posited a ‘new hybrid era of teaching’, in which lessons from lockdown in best practice for online and remote teaching play a key role in increasing the inclusivity of higher education (Kantcheva and Bickle, 2023). At the same time, as many students have returned to campus, research has begun to interrogate the role that campus spaces and in-person interaction play in teaching and learning in this new era (Hrach, 2021; Cox et al., 2022). Whether through explicit pedagogical design or implicitly, courses with practical elements, particularly in many scientific disciplines, tend to favour principles of embodied learning through ‘learning-by-doing’. Courses incorporate hands-on interaction with laboratory equipment and social constructivist approaches through student co-creation (Deshmukh, 2021), the centrality of which to students’ professional training was made even more apparent during the move to remote learning. However, these same principles have not underscored the pedagogical approach to research methods education on the undergraduate Engineering degree programmes at the University of Manchester, which has typically been taught more didactically in recent years. This lecture-format approach has been used partially due to challenges of practicality, with the course unit being delivered to a large cohort that can reach 500 students in a typical year. With these principles in mind, this academic year, the Library Teaching, Learning and Students team has collaborated with academic leads across Engineering disciplines to deliver embedded research methods workshops that incorporate elements of an embodied, social constructivist approach, playing to the unique strengths of in-person group learning. This presentation charted the process of Learning Developers and academic staff co-designing these workshops, highlighting challenges encountered, and outlining learning from the process to take forward into future collaborations with disciplines with large cohorts.

Examining Teacher and Student Beliefs in Poetry Education: A Systematic Review within TESL Contexts

This systematic review investigates the intersection of teacher and student beliefs in poetry education within TESL (Teaching English as a Second Language) programs. It synthesizes studies examining how these beliefs influence pedagogical practices, student engagement, and overall learning outcomes in poetry instruction. Utilizing the PRISMA methodology, the review identifies and analyzes 32 peer-reviewed articles published between 1982 and 2024. Findings indicate that teachers' beliefs about poetry significantly shape instructional approaches, often impacting students' attitudes toward the genre. Teachers who view poetry as an essential tool for fostering creativity and cultural understanding tend to implement it more actively in their curricula, enhancing student engagement. Conversely, students often perceive poetry as challenging due to its linguistic complexity, leading to anxiety and disengagement. The review also highlights discrepancies between teacher expectations and student experiences, particularly in assessment-driven environments where poetry is seen as secondary to core language skills. The study concludes that a more collaborative approach to poetry education—integrating student perspectives—can foster more positive attitudes and better align teaching practices with student needs. This research contributes to the broader discourse on literature education in TESL, offering insights into how poetry can be effectively integrated into language instruction to improve both educational outcomes and cultural literacy.

BOOK REVIEW: TEACHING WORLD LANGUAGES WITH THE FIVE SENSES, PRACTICAL STRATEGIES AND IDEAS FOR HANDS-ON LEARNING

This book review discusses Elizabeth's journey as a mother and teacher who combined her personal and professional experiences to design a language teaching method that engages the five senses. The book “Teaching World Languages with the Five Senses, Practical Strategies and Ideas for Hands-On Learning” that resulted from her research provides deep insights into language acquisition in the brain. Each book’s 11 chapters address various topics, from language learning in the brain to five-sense teaching methods to cultural responsiveness in the 21st-century language classroom and decolonizing the world language curriculum. Emphasis is placed on teachers adapting to student diversity, dealing with learning anxiety, and providing approaches that support higher-order thinking skills. Suitable for all language teachers worldwide, this book presents an innovative approach involving the five senses in language learning, emphasizing a basic understanding of the brain as a foundation for more effective teaching practices.

A QUALITATIVE STUDY OF EFFECTIVE PEDAGOGICAL PRACTICES TO FOSTER JOY, CURIOSITY, AND WONDER IN MATHEMATICS AT ELEMENTARY STAGE

This Study Aims To Identify And Evaluate Effective Pedagogical Practices That Foster Joy, Curiosity, And Wonder Among Students In Mathematics Education At The Elementary Stage. The Study Employs A Qualitative Approach To Investigate The Impact Of These Practices On Students' Engagement And Enthusiasm For Mathematics. A Sample Of Mathematics Teachers From 10 Schools (20, Teachers) In The Varanasi District, India, Was Selected Randomly. Intelligent Verbatim Transcription Was Used To Convert Audio Recordings Into Text, Balancing Accuracy With Clarity By Omitting Unnecessary Fillers While Preserving The Essence Of The Conversations And Using NVIVO Employed To Facilitate Efficient Coding And Visualisation Of Connections Between Themes. The Analysis Process Will Involve Organizing The Transcribed Data, Qualitatively Identifying Themes And Patterns Related To Effective Pedagogical Practices To Foster 'Joy, Curiosity & Wonder' Among The Students In Mathematics At Elementary Stage, Combining The Benefits Of Observational Data With In-Depth Teacher Perspectives. The Findings Reveal A Positive Trend Towards More Student-Centered, Engaging, And Effective Teaching Strategies In Mathematics, While Also Indicating Opportunities For Further Development In Certain Areas. These Findings Have Significant Implications For Enhancing Student Engagement, Promoting Conceptual Understanding, And Encouraging A Growth Mind Set In Mathematics. This Study Emphasizes The Need For Policy Makers To Address Resource Disparities Between Schools And For Educators To Adopt Practices That Create Joyful, Curiosity-Driven Learning Environments, Ultimately Leading To Improved Student Outcomes And A More Positive Attitude Towards The Subject. KEYWORD: Mathematics Education, Pedagogy, Joy, Curiosity, Wonder, Student Engagement, Innovative Teaching Practices

Neurodivergence resource bank showcase

An awareness of neurodiversity is important for educators as there has been an increase in the number of neurodivergent students accessing higher education (HE) in recent years (HESA, 2022). Additionally, universities have a legal obligation under the Equality Act 2010 to provide anticipatory reasonable adjustments to reduce barriers to learning (Equality Challenge Unit, 2010). In this wildcard session, the authors presented the journey of the ALDinHE Neurodiversity/ Inclusivity Community of Practice (CoP). They invited new members to become involved with the CoP. CoPs are ‘socially configured spaces that necessarily involve learning as an aspect of membership’ (Tummons, 2018, p.4). Community members can become involved by joining the bi-monthly meetings, hosting a session on a topic they are passionate about, or reviewing submissions for the Neurodivergence Resource Bank. The session offered delegates the chance to explore the Neurodivergence Resource Bank. This open-access repository is available through ALDinHE’s website, meaning all HE staff can access the resources. This is key as all HE staff ‘should be aware of inclusive teaching practices, to ensure an equitable learning experience for all students’ (Dettmer and Welton, 2023, p.64). Participants gave feedback on the submissions. They were also encouraged to submit their resources to it. This session explained how to submit resources and the benefits of evidencing impact for professional development.

Enhancing vocabulary acquisition through Memrise in an English second-language class: Action research at a TVET college

As the basis of a language, vocabulary is important because it promotes dialogue and the expression of individual ideas and opinions, has an impact on reading comprehension, and improves academic achievement. The purpose of this action research was to use the Memrise application to improve the vocabulary of English Level 2 second-language students (ESL) in the TVET (technical and vocational education and training) sector. The study of a first-year cohort of ESL students at Level 2 was selected through purposive sampling and the data were collected using pre- and post-testing, questionnaires and reflective journal entries documenting the teacher’s self-reflection and observations on Memrise usage. Memrise was used in Author One’s classroom during a six-week period. Using Guskey’s (2002) model of teacher change, the research revealed improved, varying degrees of academic achievement among students following the implementation of the application. In addition, the study highlighted these students’ preference for technology-enhanced learning experiences, such as the Memrise application, over traditional text-based approaches. This research not only challenged the teacher– researcher to embrace technology in order to engage in enhanced teaching practices, but also provided the student cohort with an engaging pathway towards vocabulary acquisition, a process that fostered mutual development.

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

테크놀로지통합교육을 위한 체육 교사 교육 전략 탐색

The purpose of this study was to explore and suggest teacher education strategies that train physical education (PE) teachers effectively integrate technology into their teaching. To achieve this, the study first analyzed the various barriers that PE teachers may face when applying technology in PE settings. Next, strategies to overcome these obstacles were thoroughly examined from the perspective of teacher educators. Finally, the study suggested systematic and practical teacher education strategies aimed at developing teachers who are capable of implementing technology into PE class. The barriers to technology integration are broadly categorized into primary and secondary barriers. This paper focused on presenting strategies to overcome secondary barriers and proposes teacher education strategies that take into account various knowledge systems and levels of integration.

Validation of the SISRE-P Software for Teaching Reflection in Mathematical Didactics using the DELPHI Method

This research addresses the use of software in the mathematics education process, which has been growing in popularity and has proven to be a valuable tool to improve teaching and learning. The study aimed to validate the SISRE-P software in the teaching of mathematics, with the purpose of reducing the gap between theory and educational practice, and improving pedagogical practice. From the methodological point of view, a qualitative, cross-sectional and descriptive study was carried out, using the Delphi method for the validation of the instrument, which was applied to 36 teachers. For its development, a questionnaire was applied in the form of interviews, which were sent through Google Forms, through the process, they were analyzed to evaluate the effectiveness of SISRE-P. Within the results obtained, it is observed that the implementation of the SISRE-P software demonstrates its effectiveness to improve teaching practice in mathematics teaching. Recurrent participation in weekly reflective sessions, both in pedagogical pairs and with colleagues or individually, has strengthened the reflective process through methods such as class recording, collaborative conversations and records in field diaries. It is concluded that SISRE-P is an effective tool to enhance teaching practice in the teaching of mathematics. Its constant use in reflective sessions strengthens the process of teacher self-reflection and is fundamental within the constructivist pedagogical framework, focused on student autonomy and the active construction of knowledge.

Generative AI in higher education: Seeing ChatGPT through universities' policies, resources, and guidelines

The advancements in Generative Artificial Intelligence (GenAI) can provide opportunities for enriching educational experiences, but at the same time raise concerns regarding academic integrity. Many educators have expressed anxiety and hesitation when it comes to integrating GenAI in their teaching practices. Thus, recommendations and guidance from institutions are needed to support instructors in this new and emerging GenAI era. In response to this need, this study explores different U.S. universities' academic policies and guidelines regarding the use of GenAI tools (e.g., ChatGPT) for teaching and learning, and from there, gains understanding of how these universities respond and adapt to the development of GenAI in their academic contexts. Data sources include academic policies, statements, guidelines, and relevant resources provided by the top 100 universities in the U.S. Results show that the majority of these universities adopt an open but cautious approach towards GenAI. Primary concerns lie in ethical usage, accuracy, and data privacy. Most universities actively respond and provide diverse types of resources, such as syllabus templates, workshops, shared articles, and one-on-one consultations; focusing on a range of topics, namely general technical introduction, ethical concerns, pedagogical applications, preventive strategies, data privacy, limitations, and detective tools. The findings provide four practical pedagogical implications for educators when considering GenAI in teaching practices: 1) accepting GenAI presence, 2) aligning GenAI use with learning objectives, 3) evolving curriculum to prevent misuse of GenAI, and 4) adopting multifaceted evaluation strategies. For recommendations toward policy making, the article suggests two possible directions for the use of GenAI tools: 1) establishing discipline-specific policies and guidelines, and 2) managing students' sensitive information in a transparent and careful manner.

Investigating Teachers’ Use of an AI-Enabled System and Their Perceptions of AI Integration in Science Classrooms: A Case Study

Recent research indicates the significant potential of artificial intelligence (AI) in enhancing teachers’ instructional practices in areas such as lesson planning, personalized teacher intervention and feedback, and performance assessment. To fully realize the potential of AI in teaching, it is crucial to understand how teachers innovatively apply and critically evaluate AI applications in their teaching practices. However, there is a research gap in investigating how teachers use various features of an AI-enabled system and their perceptions of AI integration in teaching to promote teachers’ effective AI integration practices. Employing an exploratory case study design, we investigated how six science teachers utilized an AI-enabled inquiry intelligent tutoring system (Inq-ITS) within their teaching and examined their perceptions of AI integration. Classroom observations and teacher interview data were collected. When using Inq-ITS functionalities, two teachers with a pedagogical orientation of teacher-guided scientific inquiry mainly engaged with its virtual tutor and teacher report summary features. Conversely, four teachers, practicing the pedagogical orientation of AI-guided scientific inquiry, relied on the AI system to guide student learning, interacting intensively with its features, particularly real-time teacher alerts and teacher inquiry practice support. Regardless of the differences in using Inq-ITS features, all teachers recognized the potential benefits of pedagogical change and encountered various challenges. This analysis also revealed that teachers exhibited distinct perceptions regarding the role of Inq-ITS integration in their teaching. Teachers who adopted a teacher-guided pedagogical orientation perceived the Inq-ITS as a supporting tool that enhanced traditional teaching methods. In contrast, those with an AI-guided pedagogical orientation viewed the Inq-ITS as akin to a teaching assistant and a pedagogical collaborator. The findings underscored the importance of enhancing teachers’ realization of the pedagogical affordance of AI in teaching through their use of AI functionalities. It is essential to consider teachers’ diverse perceptions of AI integration when promoting their integration of AI into teaching practices.

TEACHING COMPUTATIONAL THINKING IN LEARNING COMMUNITY: A CASE STUDY OF SOLKAN PRIMARY SCHOOL

Slovene kindergartens and schools have introduced a learning community where teachers learn from and with each other, acquire knowledge, and strengthen students' skills. The success of such connections depends on shared values, attitudes, beliefs, and supportive mutual relationships. Teachers are essential when Slovene school participates in development projects B-RIN, aimed at introducing fundamental computer science and informatics content and computational thinking into kindergarten groups and school classes. When selecting members of the development team, the participants were guided by the criterion that the selected educators and teachers are open to exploring their teaching practices, capable of continuously upgrading and evaluating their pedagogical work, and developing and improving their teaching approaches based on the study of their practice, emphasizing student-centred approaches. The purpose of this contribution is to highlight the implicit theories and attitudes of the development team and school staff regarding the understanding and importance of introducing fundamental B-RIN content and computational thinking into teaching, not only in the STEM field but also in other subject areas, and to present the approaches with which participants have influenced the implicit theories and attitudes of teachers and educators within our VI organization. This is also because training students in computational thinking and fundamental computer science and informatics content significantly impacts the development of metacognitive strategies, such as problem-solving skills, especially for open-ended problems, self-regulation learning skills, perseverance in facing failure, consequently greater resilience, and encouraging creativity. Therefore, it also broadly impacts the mental health of students. Keywords: computational thinking, implicit theories and attitudes, learning community, metacognitive strategies, development team

Good Teaching Practices in Education and Support to Learning in Middle School

Contemporary education faces the challenge of innovating to improve the quality of learning, requiring teachers to adopt effective methodological strategies. This study examines teaching strategies and good practices in middle school education in Cuenca, Ecuador, with the objective of identifying effective approaches and areas for improvement. The methodology employed was mixed, combining qualitative and quantitative approaches. A prospective and non-experimental design was used, which allowed observing educational phenomena without intervening in their development. The research included semi-structured interviews, focus groups and life stories to capture in-depth educational experiences. In addition, surveys were applied to a representative sample of teachers and students to obtain quantitative data on the perception and effectiveness of teaching practices. The main result of the study highlights that solid teacher training and the use of innovative technologies are crucial to improve educational quality and promote an inclusive and equitable environment.

Teachers’ Perceptions towards Practical Instruction Approach in Teaching Mathematics: A case of Selected Teachers in Ugandan Secondary Schools

Globally, there is a need to address learners' academic achievement, which has historically been poor, particularly in underdeveloped countries. Practical instruction (PI) approach has been perceived by many teachers as a better teaching strategy. Students in Ugandan secondary schools have consistently performed poorly in their O'Level national mathematics examinations. This has been attributed to teachers' failure to teach these students with practical approach in some examinable topics, making the subject very abstract to candidates. This qualitative case study analyzed teachers' perceptions of the practical instruction approach to teaching mathematics and its impact on students' academic achievement in mathematics. Sixteen teachers from chosen secondary schools in Kigezi and Ankole regions were interviewed for the study in order to understand more about their opinions on the value and use of practical instruction in the teaching and learning of mathematics. The data gathered were analyzed using thematic analysis. The study showed that teachers regard PI as one of the best teaching methodologies since it incorporates components that help improve students' creativity and critical thinking. The study also indicated that teachers' perceptions of practical instruction approaches for teaching mathematics are diverse and influenced by a variety of circumstances. Creating supportive settings, offering professional development opportunities, and providing access to resources can assist teachers in effectively incorporating practical instruction methodologies into their teaching practice, resulting in improved student learning outcomes in mathematics. It is recommended that teachers should be well prepared before commencing the teaching and learning process, including all PI components.

Exploring Teacher Learning-Practice in a PBL Context for Sustainable School Development: A Case Study from South Africa

Previous studies have documented the gaps between teachers’ beliefs and practices. To further explore learning among teachers, this paper conducts an exploratory study of teachers’ beliefs, examining their self-reported practices of project-based learning (PBL) in South Africa. It employs Q methodology, with 40 K–12 teachers participating ranking their most chosen practices from a set of 34 Q statements. The Q analysis results demonstrate a strong consensus regarding the participants’ self-reported practices, highlighting their use of constructivist approaches in the classroom. Due to the complex and situated environment in which teachers operate, there were several areas in which there was a consensus on less constructivist and more traditional approaches to teaching. This reveals the inherently complex, non-linear, and provisional nature of professional development. The results of the study indicate that, with supportive policies at the institutional level and ongoing professional development, teacher practices can change. There is a hope that more schools will join the efforts of implementing PBL in a systemic and systematic mode, which will allow future studies to be conducted in different contexts to expand the understanding of teachers’ beliefs and teaching practices.

Least mastered skills and effective instruction in teaching general mathematics in the Philippines

This study examined the relationship between the profiles of 31 General Mathematics teachers and their engagement in effective instructional practices, focusing on how these factors impact the number of least-mastered skills among students in General Mathematics. The study used questionnaires to gather information about instructors' academic and professional backgrounds, classroom resources, and instructional strategies. The findings revealed varying levels of engagement among General Mathematics teachers in effective instructional practices. Key areas measured included interactions with peers, teachers’ attitudes toward their profession, involvement in the teaching-learning process, limitations in teaching classes, classroom instruction effectiveness, encouraging students to engage in mathematical activities, confidence in teaching Mathematics, and monitoring student progress in Mathematics. Notably, factors affecting the number of least-mastered skills were linked to age, educational background, years of service, and possession of a postgraduate degree. Furthermore, a moderate positive correlation was observed between teachers' engagement in effective instruction, and skill mastery. Keywords: Effective instruction; general mathematics; instructional strategies; least mastered skills

English-Language Education at the Faculty of Theology of Cardinal Stefan Wyszyński University

Abstract: In the age of globalization, English-language education at theological faculties in Poland is playing an increasingly important role, especially in the context of international academic cooperation and the integration of foreign stu¬dents. This paper presents an analysis of English-language education at the Faculty of Theology of Cardinal Stefan Wyszyński University (UKSW), taking into account the importance of English-language programs for the development of theology in an intercultural and interreligious context. The impact of these programs on the spiritual and academic training of students and on the promotion of intercultural dialogue is discussed. Special attention is paid to good teaching and organizational practices that facilitate the adaptation of international students and support their academic and spiritual development. The methodology encompasses descriptive methods, along with participant observation and external observation techniques. The article is both practical and methodological in nature, highlighting best practices within academic communities in Poland, particularly in the context of university education in English-language theology, and addressing the nuances of intercultural communication. Keywords: English-language education, theology, Cardinal Stefan Wyszynski University, UKSW, education in Poland, foreign students, interculturalism, inter¬religious dialogue, English-language programs.