Teaching Techniques Research Articles

In our technologically globalized world, higher education teachers need to adjust themselves to modern teaching techniques to help students learn easily and be innovative. Integration of Information, Communication, and Technology (ICT) assists teachers in meeting the demand for technology-based teaching and learning tools. Innovative teaching tools are facilities that are currently replacing traditional teaching methods. In the fields of computer science and engineering, information and communication technology (ICT) innovative teaching approaches are regarded as one of the most crucial components for advanced teaching and learning. Teaching in Higher education is facilitated by a variety of software programs, apps, and information management systems. Innovative teaching encourages students’ engagement and cultivates the spirit of creativity. For engineering students to succeed in their fields of study, they need to have intrinsic motivation toward learning. Educators who are teaching computer science and engineering courses are required to be creative and use innovative teaching approaches to engage every student. The purpose of this paper is to share strategic knowledge with fellow lecturers in the field of computer sciences and engineering on how to effectively teach and engage students using various tools that are available on the internet and at our disposal. The focus of this paper was on innovative teaching strategies that students prefer to use in their studies. Findings from the study highlighted that most of the students preferred practical teaching methods and industry projects. Evidence was gathered from students enrolled under the Faculty of Engineering and Technology from Eswatini, Botswana, and Namibia campuses using a purposive sampling.

This paper explores the factors contributing to moderate academic performance and the strategies that enhance students' performance in taxation courses. Using qualitative empirical research with a phenomenological approach, data were collected through semi-structured interviews with Bachelor of Accountancy students who performed moderately in taxation courses. The study uncovered instructional delivery, course and content complexity, and personal characteristics as factors affecting student moderate performance. Instructional delivery issues included a preference for traditional teaching methods and challenges with online learning. Course complexity involved difficulties with understanding intricate tax laws and frequent updates. Personal characteristics encompass varied learning preferences, study habits, and external stressors such as family responsibilities and social environments. In addition, the study suggests several strategies to enhance student performance, including engaging teaching and learning techniques, assessment and evaluation improvement, and a holistic approach to academic success. This paper extends prior research by addressing moderate academic performance. In contrast, the existing body of research on educational outcomes has predominantly focused on the academic performance of high and low achievers.

Teachers who adopt a growth mindset significantly enhance student development, facilitating learning, and continuous improvement, leading to better student learning outcomes and a more positive learning environment. This research aimed to develop a growth mindset to improve the facilitating learning skills of primary school teachers. The research utilized a development (RD) method, structured into four phases: i) analyzing components and indicators; ii) assessing needs; iii) developing the program; and iv) implementing the program. The study focused on creating training to influence teachers’ mindsets and drive changes in practice. A mixed methods design was used, with the growth mindset development program consisting of 6 modules over 120 hours. This program incorporated training or self-learning, learning through collaboration, and integrating operational practices, involving 15 volunteer teachers. Results indicated a statistically significant shift in mindset between pre-and post-intervention measures, which was sustained after three months. The program fostered a professional learning community focused on developing a growth mindset, refining teaching techniques, and enhancing student learning outcomes. Overall, the growth mindset program proved highly effective for primary school teachers, greatly expanding their knowledge and cultivating a professional learning community that positively impacts student development and facilitating learning skills of teachers.

BackgroundThe competency of specialist nurse clinical educators is crucial for the effectiveness of specialist nurse training programmes. However, variability in teaching competency and training needs among educators remains insufficiently studied, especially in the context of rapidly evolving healthcare education in China.ObjectivesThis study aimed to identify distinct core competency profiles among clinical educators for specialist nurses, examine associated socio-demographic factors, and explore differences in training needs across profiles.MethodsA cross-sectional online survey was conducted with 3,945 specialist nurse clinical educators from 30 Chinese regions. The Chinese version of the Nurse Educator Core Competency Scale (NECCS) and a self-developed training needs questionnaire were used. Latent Profile Analysis (LPA) identified competency subgroups, while multinomial logistic regression and Kruskal–Wallis tests examined associated variables and training needs.ResultsLatent Profile Analysis identified three competency profiles: foundational (8.6%), intermediate (43.0%), and advanced (48.4%), with mean scores of 43.89, 68.24, and 91.68, respectively. Educators without prior training were significantly more likely to belong to the foundational (OR = 3.195, p < 0.001) and intermediate (OR = 1.676, p < 0.001) groups compared to those with training experience. Advanced-competency educators showed the highest demand for curriculum design training, with 75% rating it as highly necessary. In contrast, educators in the intermediate group identified clinical teaching methods and techniques as their top training need (58.7%). Those in the foundational group prioritised common pedagogical methods and instructional technologies (54.7%).ConclusionsClinical educator competencies vary by background characteristics and training exposure. Tailored, competency-based training is needed to address these gaps and enhance the quality of specialist nursing education.Supplementary InformationThe online version contains supplementary material available at 10.1186/s12912-025-04006-8.

Computational Thinking (CT) is recognised as an essential skill for today's society, vital for addressing multidisciplinary challenges and equipping students to face future challenges. However, students' ability to understand the abstract nature of CT has been limited by a lack of immersive digital resources and the continued use of outdated teaching techniques. While efforts to incorporate CT into education have evolved, few learning tools are closely aligned with the national curriculum and make use of immersive technology, like the metaverse. This highlights a critical gap in both research and classroom practice. The Fundamental Computer Science curriculum served as a framework for developing AlgorithmAce. This study employed a Design and Development Research (DDR) approach to develop and evaluate AlgorithmAce, an immersive learning platform built using Unity and Spatial.io, designed to enhance CT skills among lower secondary school students in Southern Malaysia. A total of 180 students participated in the evaluation. The USE Questionnaire assessed four main aspects of usability, including usefulness, ease of use, ease of learning, and user satisfaction. Quantitative data were analysed using descriptive statistics and Pearson correlation via SPSS v27. The results indicated a strong correlation between perceived usefulness and user satisfaction (r = 0.692), while ease of use (r = 0.660) and ease of learning (r = 0.556) also showed significant positive relationships with satisfaction. These results demonstrated that metaverse-based environments can significantly improve student engagement and offer innovative pathways for CT instruction. This study supports the advancement of inclusive and equitable quality education in Malaysia by making abstract ideas more accessible through immersive and contextualised learning, which contributes to Sustainable Development Goal 4 (SDG 4).

Relevance. Physical culture and recreation work is one of the important components of the professional activity of a modern specialist in physical culture and sports. Monitoring students' practical readiness for physical culture and recreation work allows for determining the effectiveness of educational activities and analyzing the applied teaching and learning methods and tools. Aim of the study is to determine the level of practical readiness of future specialists in physical culture and sports for physical culture and recreation work. Material and methods. The study involved 136 undergraduate students from the III-IV years of Physical Education and Sports faculties of higher education institutions (HEIs), who were divided into control and experimental groups. Theoretical, empirical, and statistical research methods were used to achieve the set goal. Research results. The preliminary diagnostic examination of future specialists in physical culture and sports revealed an insufficient practical command of modern health preservation and health formation methodologies, which prompted us to conduct a pedagogical experiment. The general approach to forming the necessary knowledge, skills, competencies, and abilities in higher education students was revised, which was reflected in the creation of a learning environment for mastering health preservation and health formation techniques in teaching and coaching activities. Conclusions. Repeated monitoring of the practical readiness of future specialists for physical culture and recreation work allowed us to conclude that it is possible to have a qualitative impact on the formation of the necessary knowledge, skills, and competencies by using a comprehensive approach in the professional training of students in specialized HEIs.

Drawing is established as an effective teaching pedagogy in medical education, particularly in teaching anatomy. Research shows retention rates are significantly higher when learners engage in active learning techniques. Additionally, practical application is greater with active learning techniques. Drawing for retention (DfR) is an active learning technique involving instructor-led drawing, where students imitate the drawings while simultaneously rehearsing key concepts. There is a paucity of research examining the effectiveness of DfR for applied concepts such as 12-lead ECG interpretation. The purpose of this qualitative study was to explore student perceptions following their engagement with Drawing for Retention (DfR) as a teaching technique. Fourteen paramedic students (9 males, 5 females) participated in this phenomenological qualitative study. Data saturation guided the number of participants. Participants were interviewed via Zoom using a semi-structured interview guide. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Trustworthiness was established via member checks, peer review, and multi-analyst triangulation. Two themes emerged: perceptions of learning and application to patient care. Participants felt drawing allowed them to make connections with complex material while retaining the information. Additionally, participants did not need to spend as much time studying to retain the information, as compared to traditional lecture classes. Additionally, participants were able to bridge the knowledge-practice gap and apply the information clinically. This led to more effective and efficient patient diagnoses, increased confidence with patient care, and a resource for making decisions and providing patient education.

Introduction: Snowboarding as a winter sport has experienced significant growth in popularity, both recreationally and competitively. This boom has generated the need to develop effective methodologies for teaching and learning basic techniques, especially at beginner levels. In this context, evaluating technique in the early stages is crucial as it directly influences safety, skill acquisition and the progression of the practitioner. Objective: to design and validate an observational tool that allows for the systematic evaluation of beginners' snowboarding technique. Methodological design: integrates the phases of construction, content validation through expert judgement, and inter- and intra-observer reliability analysis, following established methodological standards. Results: this research has the potential to provide a valuable tool for snowboard teaching, facilitating the identification of errors and areas for technical improvement and contributing to the development of more effective teaching strategies for beginners. Conclusion: it is hoped that this instrument will serve as a model for future research in winter sports, fostering scientific advancement and improving educational processes in this field, and promoting rigour and systematisation in the design of sports assessment tools.

Under the backdrop of major-power diplomacy in the New Era, university talent cultivation faces many new situations and challenges, including a more complex international landscape, the rise of data diplomacy, and incomplete curricular systems. At present, there remains a significant gap between the eras requirements and the existing status of higher-education training systems for diplomatic and foreign-affairs personnel. This study focuses on those gaps and explores how Hubei Universitys comprehensive virtual simulation experiment in diplomacy and foreign affairs can, as a technical teaching measure, help close the divide between training requirements and current practice. The aim is to provide effective measures for cultivating interdisciplinary, top-tier innovative diplomatic talents who possess global vision, professional competence, logical inductive ability, and political-ideological literacy.

This article explores how improvisation, role-play, and generative AI can be used to reimagine public policy education through active, experiential learning. Many students drawn to policy studies arrive with backgrounds in creative disciplines and thrive in collaborative, problem-solving environments. By incorporating hands-on methods such as simulations and improvisational role-play, the classroom becomes a space where students not only analyze policy dilemmas but also inhabit them, allowing them to grapple with complexity, ambiguity, and competing perspectives. Drawing on two case studies, this article demonstrates how experiential strategies, supported by generative AI for rapid scenario development, can enhance engagement, critical thinking, and collaborative problem-solving. Rather than using AI merely to streamline preparation, the approach leverages AI’s generative capacities to support adaptive, in-the-moment teaching that mirrors the dynamic nature of real-world policy work. The article foregrounds improvisation not only as a teaching technique but as a democratic stance, inviting co-creation, responsiveness, and a willingness to embrace uncertainty. While challenges remain in assessing learning outcomes and managing pedagogical risks, this work contributes to broader conversations about creativity, equity, and innovation in public policy education. It offers an adaptable framework that equips students to meet the demands of policymaking with agility, imagination, and empathy.

Learning by teaching is one of the active learning models that focus on the learner. For nursing students to have these competencies and skills, contemporary, versatile, and student-active teaching methods and techniques should be employed in nursing education. Examine the effect of learning by teaching in the skills training of nursing students on their knowledge and skill levels. A quasi-experimental design without a control group was employed. The study was conducted between November 2022 and February 2023 with 206 fourth-year nursing students. Students received training on "intravenous catheterization and drug administration through the catheter" and "intramuscular and subcutaneous drug administration" using the learning-by-teaching method through group work for 14 weeks. During this training process, they carried out their skills training using PowerPoint presentations, posters, and banners, which they prepared on certain topics, skill videos, and application models. At the beginning and three weeks after end of the education process, a questionnaire was applied to the students who completed the training on the subjects they taught, and their skill levels were evaluated with the objective structured clinical examination (OSCE). The mean age of the students was 21.8 ± 1.31 years (min.:20 and max.: 28), 68.4% (n = 141) were female, and their Grade Point Average was 3.05 ± 0.27. There was a statistically significant difference between the students' mean pre-test and post-test scores in all tests (p < 0.05). A statistically significant difference was determined between the students' mean pre-test and post-test scores from theoretical and skills measurements in all study groups (p < 0.05). It was determined that the learning-by-teaching method was effective in the knowledge and skill levels of students in nursing skills education in all learning subjects determined in the study.

Mathematics is a foundation of Science, Technology, Engineering, and Mathematics (STEM) education, yet student performance in this subject—particularly in Pre-Calculus—remains a persistent concern. In the Philippine context, mathematics achievement has been a recurring challenge, and international assessments consistently reflect low performance in the subject. This study investigates how three key psychological constructs—mathematics self-efficacy, math anxiety, and perceptions toward Pre-Calculus—predict performance among Grade 11 STEM students. Employing a descriptive-correlational design, 325 students from a private university in Central Luzon, Philippines, participated in the study, responding to a survey that utilized validated instruments, including Likert-scaled questionnaires that measured self-efficacy, anxiety, and perception. Descriptive statistics and binary logistic regression were used to analyze the data gathered from the respondents. Findings revealed that students had neutral levels of self-efficacy, math anxiety, and a generally positive perception of Pre-Calculus. Logistic regression analysis suggests that mathematics self-efficacy positively predicts performance in Pre-Calculus, whereas math anxiety has an adverse effect. Students had a favorable view toward mathematics; however, it was a non-significant predictor of their performance in the subject. The study found that cognitive and emotional factors, rather than attitudinal ones, are more directly linked to students' mathematical success. The study highlights the importance of implementing teaching strategies and techniques that boost learners' self-esteem and lessen their fear of math. This necessitates establishing nurturing learning environments in the classroom and utilizing instructional strategies that take into account individual differences. Although cultivating positive perspectives remains crucial for sustained engagement, this study suggests that strengthening self-efficacy and reducing anxiety may be better indicators of short-term improvements in learning gains in Pre-Calculus. Future studies are encouraged to explore possible interventions and longitudinal study models to assess the sustained impact of psychological variables on mathematics achievement.

The teaching of Russian as a foreign language has a long, complex, and surprisingly lively history, stretching from the 12th century to the present day. It is not just about learning a language, but about understanding how culture, history, and political choices have shaped the way Russian has been taught to non-native speakers. Each historical period brought new needs, tools, and theoretical reflections that left their mark on manuals, teaching methods, and language pedagogy. A fundamental contribution to understanding this evolution was made in 2005 by a research group from the Pushkin State Russian Language Institute (Institut russkogo jazyka imeni A.S. Puškina), led by Professor A.N. Shchukin. The team published a manual that presents a detailed excursus of the stages and developments of teaching techniques, providing a comprehensive overview of how linguistic and pedagogical knowledge has transformed over time. According to the researchers’ work, the history of Russian language teaching can be divided into...

The system of education that is ranked on the basis of Hindu culture selects the methodology to be the Gurukul system because it combines Political Theories with Holistic learning and moral development. This study looked at the impact of Gurukuls in the formation of citizenship values, toleration and cultural inheritance in the region of Devghat, Nepal. The quantitative gathered through structured observations, key informant interviews and questionnaires among 36 participants in seven Gurukuls was part of a mixed-methods design. The results are a reflection of Gurukuls well-disciplined time schedules to good teaching practices and discipline. Participants heavily favored Gurukul education and its capability to address modern societal demands and culture, asserting that it can be tailored to overcome challenges of today. There was caste, ethnic and geographic representation — in which case one will say that Inclusivity has come a long way in making Education more democratic. Moreover, Gurukuls incorporate cultural traditions like Garbhadhana and Upanayana, which provide civic values and social principles encouraging the values of democracy and integrationalism. All of these, however exciting they sound; are countervailed by the challenges of contemporary pedagogic technology and risen above casting out historical exclusions reigning in Gurukuls. This is a down side because if it could be improved, the whole system would be updated/used more appropriately the study highlights the key role that education in Gurukul can play in filling up gaps but also in changing ordinary values and re molding them according to modern needs of society so as to direct democratic development with cultural heritage whereas Nepal is concerned. Conclusions: Based on the above discussion, a few suggestions are proposed, such as a general orientation toward more modern teaching techniques and greater inclusiveness of Gurukuls in educational policy-making for their sustainability and relevance, which is becoming important at a time when the world is changing at an unprecedented speed.

Drawing is an effective teaching pedagogy in medical education, particularly in teaching anatomy. Drawing for retention (DfR) serves as a pedagogical technique designed to enhance retention by incorporating an active learning cyclic process to facilitate deeper understanding, reinforcing both conceptual understanding and practical application. However, no research has considered its effectiveness for applied concepts such as 12-lead ECG interpretation. The purpose of this qualitative study was to explore student perceptions of DfR as a teaching technique. Fourteen paramedic students (nine male, five female) participated in this phenomenological qualitative study. Data saturation guided the number of participants. Participants were interviewed via Zoom using a semi-structured interview guide. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Trustworthiness was established via member checks, peer review, and multi-analyst triangulation. Three themes emerged: experience with technique, benefits, and challenges. Through initial instruction, participants learned about supporting research to using DfR, which allowed them to buy into the process. While some were hesitant about the technique, participants felt they transformed their learning through drawing. DfR is active, allowing participants to feel engaged through class. Additionally, DfR is an inclusive teaching technique, in which it fits many perceived learning styles, which improved confidence. Finally, challenges of time, initial resistance, and instructor facilitation impacted DfR. DfR aligns with active learning principles and offers potential advantages as an inclusive and cost-effective educational strategy. Despite challenges, participants reported benefits of retention and increased confidence and felt this was an effective educational technique.

ABSTRACTIn the evolving landscape of family therapy education, the need for effective teaching techniques for family therapy theory and practice in the current landscape of epistemological diversity has intensified. This article examines the use of a four‐corners active learning activity with first‐year master's students to help them critically analyze their personal and professional worldviews as they learn foundational family therapy theories. This activity aims to help students focus on process, identify their worldview, increase tolerance for uncertainty, and address the gap between espoused beliefs and reactions. By physically responding to epistemological prompts, students confront inconsistencies, fostering self‐awareness, and flexibility. Observations suggest this approach promotes critical self‐awareness and flexibility, which can support the development of their clinical theory. The article reflects on the effectiveness and limitations of this pedagogical strategy, suggesting its wider use in developing responsive and reflexive therapists in a changing sociocultural context.

Importance. The activities of a teacher in a foreign language lesson are described and systemized. The teacher’s activities in teaching a non-native language are associated with the performance of functions’ variety. The qualitative performance of professional functions is the success of the pedagogical activity of any subject teacher, including a foreign language teacher. The functions performed by the subject teacher are related to different aspects of his pedagogical and methodological activities, namely: a) with the design of lessons; b) with the choice of training facilities; c) with the organization of the explanation of the new material in the lesson; d) with organization of its training and application; e) with an assessment of the current activities of schoolchildren in the lesson; f) with assessment of the results of educational activities of children; g) with evaluation of speech products of trainees; h) with the organization of independent work of children at home and with preparation for the next lesson. The teacher must finally evaluate self-critically and his activity in the lesson, determine his strengths and weaknesses in it (h). Weaknesses in the conduct of lessons are a specific incentive for the teacher to improve lesson planning, to improve his methodological skills. The success of educational activities on the part of the teacher is based on a highquality and creative selection of educational tools. The complex of pedagogical tools necessary for a teacher in the process of designing a language lesson system and its further implementation in a classroom-based system is analyzed.Materials and Methods. The step-by-step implementation of the designing (or otherwise planning) function of a foreign language teacher within the educational process is investigated. Competent, high-quality and creative planning of the entire set of lessons (lesson systems) on the subject “Foreign language” is practically determined by the methodical skill of the teacher and, in turn, determines the academic achievements of schoolchildren. To identify the key nodes of the problem, the following was done: a) study of the Federal State Educational Standard for Higher Education (3++) in terms of the requirements for graduates of pedagogical universities: a) review of activity areas b) diagnosis of the functions’ set performed by a foreign language teacher; c) work with scientific literature on the problem of planning and analyzing foreign language lessons; d) examination of the pedagogical and methodological activities of school teachers during visits to open language classes; e) monitoring the activities of student trainees during and during teaching practices at school; f) study of the educational results of students from individual foreign language teachers; g) evaluation of video clips of foreign language lessons by creatively working teachers of schools in Nizhny Novgorod and the Nizhny Novgorod region.Results and Discussion. The main pedagogical and methodological tools used by school teachers in a foreign language in the design and conduct of lessons are described. The holistic system of methodological tools used in planning and conducting lessons is presented. Methodological tools in the activities of a school teacher are everyday in nature and their effectiveness is determined through analysis or self-analysis of lessons. Some of the teacher’s tools are innovative. Non-native language teachers and innovative teaching techniques. They are usually used: a) when conducting final lessons on the lexical topic of the textbook; b) when planning backup lessons on the topic; c) when planning foreign language lessons on an inter-dark basis. The practice teacher often includes innovative tools in lessons where new learning technologies are used. The teacher often us es such innovative tools when conducting open lessons that he gives within the framework of the school methodological association of teachers (CMO) or for teachers of the district methodological associations (RMO). Foreign language teachers participating in competitive events such as: “The best subject teacher of the school”, “The best teacher of the district (city)”, “Teacher of the year”, widely use innovative and creative tools of pedagogical activity when presenting their creative results. Due to its specificity and complexity, the school academic discipline “Foreign Language” obliges the teacher to regularly include a wide range of tools in his activities.Conclusion. The presented tools of a pedagogical and methodological teacher of a foreign language can be widely used by other colleagues. The use of such tools takes place on a conscious basis, and this is done by the subject teacher with great success. Tools in teacher activities are always of interest to novice language teachers. Senior colleagues, for their part, are ready to share with young teachers their experience in using such tools. Experienced colleagues within the school methodological association of teachers and within the RMO; a) conduct methodological consultations; b) invite young teachers to their classes; c) assist in writing qualification works on this topic.

The purpose of this study is to outline the methods used by teachers in SDN Banyuajuh II Kamal's first grade to cope with pupils who have Attention Deficit Hyperactivity Disorder (ADHD). Descriptive qualitative methodology is employed, and data is gathered by observations, interviews, and documentation studies. The study's findings show that educators employ a range of tactics, such as effective seating arrangements, interactive teaching techniques, providing precise and organized lesson plans, and working in tandem with parents and experts. It has been demonstrated that these techniques improve focus, encourage active learning, and promote positive behavioral development in ADHD students. These conclusions are supported by earlier theories and research findings that demonstrate how collaborative and adaptive learning strategies can increase the efficacy of instruction for kids with exceptional needs. Teachers are therefore essential in fostering an inclusive classroom and meeting students' needs.

A teacher could utilize certain methods at all levels for teaching a language. An effective teaching technique will immediately contribute to interest learners in the learning process and boost students' motivation and achievement in learning English. This research is done by mixing methods which are qualitative and quantitative (quasi experimental method). It is a scramble letter game, which is a way to develop words through cooperative and competitive activity. As a result, the researcher wants to know if the scramble letter game increases student achievement in English. The research results indicate the effectiveness of applying a scramble letter game while teaching English has increased in the experiment class with an average score of 30-80, but not in the control class with an average score of 70. Applying the scramble letter game as a technique while teaching English at SDN Perumnas 1 Cibodas in the Academic Year 2022/2023 is quite helpful. Based on the findings, it is advised that the scramble letter game be employed as an alternative and variation of their teaching and learning strategies.

The study of grammatical error-making in academic writing has been an important activity in research, especially for students learning English as a second language. This research paper sought to identify and interpret grammatical errors in verb forms from students’ academic writing tasks. Different grammatical theories were explored, including that of Chomsky's Transformational-Generative Grammar (TGG) and Halliday's Systemic Functional Grammar (SFG), among others. The study employed a descriptive research design with a mixed-method research design where the data collected were analyzed using both quantitative and qualitative methods. The specific objective was to reveal the common grammatical errors made by students in their writings. From 20 teachers and 260 students, by using the Yamane formula, 15 teachers and 133 students were reached to participate in the study sample. Data analysis methods employed were document analysis, deductive thematic analysis, and descriptive statistics. The findings revealed that year-one engineering students at RP Gishari College make grammatical errors in all five English verb forms in their writings. Particularly, it was found that many students make errors in the third person singular form of the present simple (58.78%), whereas the errors in the past participle form were the least (6.10%). This scientific proof of error-making can be used by language educators to help trainees to improve their writing skills. Finally, the study recommended teachers and future researchers develop different teaching techniques that can help students to minimize error-making while writing academically.