Teaching Techniques Research Articles

The social-emotional competencies of gifted children must be intentionally developed, ideally in inclusive education contexts

Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing the full potential of all students, rather than just a selected few, it puts a spotlight on the social-emotional and character development (SECD) competencies needed to reach one’s potential. What we propose is an educational challenge: to establish increasingly inclusive educational contexts that bring out the potential of all students and extend educational techniques to encompass social-emotional and relational capacities essential for inclusive contexts. This paper introduces teaching techniques that foster these competencies through an SECD framework. This approach not only aims to nurture the potential of gifted individuals but also to cultivate their roles as proactive, engaged community members, emphasizing a comprehensive educational paradigm that integrates SECD into everyday inclusive learning environments.

Unveiling the intersection of technology and pedagogy: a domain-specific exploration for developing religious moderation content with an exploratory and Rasch Perspective

ABSTRACT The primary aim of this study was to investigate the construct validity of a survey focussing on the use of technology and teaching techniques to promote religious moderation, employing exploratory factor analysis (EFA). A total of 116 educators, who teach character development courses, were recruited to participate in the study. The developed instrument is based on the Technology Pedagogical Content Knowledge (TPACK) framework and has been validated through expert and cognitive interviews with religious education lecturers. The study’s results demonstrate that participants were able to discern conceptual distinctions between TPACK domains. Four factors were identified: TPACK, Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), and Pedagogical Knowledge (PK). TPACK encompasses both Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), while PCK includes Content Knowledge (CK). Additionally, Rasch statistical analysis was employed to determine that the instrument measures a single latent variable, namely religiously moderated TPACK, with high reliability based on the fit of the scale to the Rasch model. The statistical data from the EFA and Rasch analyses suggest that this survey can serve as a valuable tool for researchers and educators interested in exploring TPACK within the context of religious moderation.

Teaching innovation: enhancing undergraduate student pharmacist consultation skills by introducing ‘Fishbowl’ prescribing workshops

Abstract Introduction The new ‘Standards for the initial education and training of pharmacists’1 outline the skills, knowledge, and attributes required to enable pharmacists to independently prescribe at the point of registration. Third-year MPharm students at the University of Nottingham have previously practised consultation skills in professional practice workshops, conducting shorter form, over the counter-type consultations. These lacked the depth required for pharmacy students to develop skills they will now need. Therefore, we identified a requirement for advanced consultation practice, including prescribing, alongside clinical history taking, to better prepare students to be prescribers. Creation of a new module occurred, ‘Pharmaceutical Care and Prescribing’, including ‘Fishbowl’ workshops. ‘Fishbowl’ is a small group teaching method where an individual student engages in a discussion, while observers form a circle around them2. Students were able to ‘tap out’ of consultations at any point, to discuss consultation direction with their peers. Five case studies were written to incorporate a variety of clinical conditions, patient demographics and clinical settings, with a key emphasis of holistic, patient-centred care. All third-year students were timetabled for five workshops, in groups of around 25. Facilitators regularly discussed consultation progress, outstanding care issues and gave feedback on areas done well or needing improvement. Aim Do students perceive ‘Fishbowl’ workshops to enhance their clinical history taking skills and prescribing knowledge? Methods Following the five workshops, all third-year students (n=256) were invited via email to complete a Microsoft Forms questionnaire, to evaluate the workshop aims . The questionnaire included ten 5-point Likert-scale questions and free-text answers. Primarily quantitative methods were used with free-text responses used to contextualise results. This study obtained ethical approval from the University of Nottingham, School of Pharmacy Postgraduate Research Projects Ethical Approval group. Results 82 students (32%) completed the questionnaire. 91% of students felt they helped practice taking a clinical history. 80% of students felt they better understood how to include share care decision making into their consultations. One student commented, they were ‘very thought-provoking sessions and easy to interact and learn from each other’. 67% said the sessions helped them to better understand the pharmacist’s role in prescribing. With regards to prescribing awareness, a student commented ‘It would have been nice to have scenarios where we prescribed a POM in the end for more of the sessions to help us get used to thinking like prescribers.’ 85% of students would recommend the teaching technique to other MPharm students, 76% felt these sessions should be introduced in earlier years of the MPharm course. A few students commented that the facilitation style varied considerably depending on academics involved. Discussion/Conclusion ‘Fishbowl’ method of teaching provides a suitable environment for practising clinical history taking and prescribing and were generally well received by students. Further work is needed to integrate this teaching technique earlier in the MPharm programme. Facilitator skills play a significant part in student engagement, we need to ensure there is appropriate staff training to run this session type. Limitations of the study include lack of comparison against other student teaching tools.

The Difficulties That Faced Libyan Students in Learning English Vocabulary and Understanding Academic Texts

This study examines Libyan students' difficulties in acquiring the English language and comprehending academic writing. The research delineates particular vocabulary-related challenges and their effects on reading comprehension and academic achievement. A quantitative methodology was employed, utilizing a questionnaire administered to 32 students from the English department at Aljufra University. The results demonstrate that students face considerable difficulties in enhancing their vocabulary, employing words correctly, and comprehending phrasal verbs. The challenges are frequently intensified by cultural and linguistic disparities between Arabic and English, impeding students' ability to identify equivalent concepts in both languages. It also reveals that many students rely on traditional learning methods, such as dictionaries, flashcards, and repetition. While these strategies are somewhat effective, they are insufficient for mastering the complexities of academic English. The research highlights the necessity for educational institutions to provide additional support, including targeted vocabulary instruction, workshops, and one-on-one tutoring, to enhance students' academic writing and comprehension skills. Over 60% of the participants expressed the need for more excellent institutional support in academic writing, emphasizing the importance of structured resources to improve their learning outcomes. The results further emphasize the challenges associated with phrasal verbs and complex vocabulary, which remain common obstacles for non-native speakers. Addressing these areas through culturally responsive teaching techniques and providing real-world examples could make learning more relatable for students. The research underlines the importance of a comprehensive approach to vocabulary learning that incorporates both traditional and modern methods. Educators' focused effort to provide vocabulary support, academic assistance, and culturally relevant instruction is essential for improving Libyan students' vocabulary, enhancing their comprehension of scholarly texts, and ultimately enabling their educational success.

The Role of Using P-BT (Process-based Technique) on Teaching Reading Skill in Iraqi Primary Schools

This study intends to explore the role of process-based techniques in teaching reading to the 5th grade primary school learners. This technique aims to teach pupils the appropriate strategies for identifying different kinds of texts depending on the interaction between the information presented in the text and pupils’ background knowledge. To achieve the aims of the present study, the hypothesis proposes that there is no statistically significant difference in the performance of pupils who are taught by the Process-based Technique and those who are taught by the traditional teaching technique. To fulfill the aim of the study, an experiment was designed where two groups, each of 135 pupils, were randomly chosen from the 5th grade primary school. One group was assigned as the control group, while the other functioned as the experimental group, with both groups matched in age, parental education level, and prior achievement in English based on previous exam results. The scores obtained in the experiment were tested statistically, and it was seen that the experimental group achieved higher than the control group. A T-test formula was conducted for the independent samples. The obtained “t” value displayed the significant difference between the two groups, and more especially, the experimental group, instructed using the Process-Based Technique, outperformed the control group, which followed the conventional method. Consequently, the null hypothesis was rejected.

Enhancing Real-Time Emotion Recognition in Classroom Environments Using Convolutional Neural Networks: A Step Towards Optical Neural Networks for Advanced Data Processing

In contemporary academic settings, end-of-semester student feedback on a lecturer’s teaching abilities often fails to provide a comprehensive, real-time evaluation of their proficiency, and becomes less relevant with each new cohort of students. To address these limitations, an innovative feedback method has been proposed, utilizing image processing algorithms to dynamically assess the emotional states of students during lectures by analyzing their facial expressions. This real-time approach enables lecturers to promptly adapt and enhance their teaching techniques. Recognizing and engaging with emotionally positive students has been shown to foster better learning outcomes, as their enthusiasm actively stimulates cognitive engagement and information analysis. The purpose of this work is to identify emotions based on facial expressions using a deep learning model based on a convolutional neural network (CNN), where facial recognition is performed using the Viola–Jones algorithm on a group of students in a learning environment. The algorithm encompasses four key steps: image acquisition, preprocessing, emotion detection, and emotion recognition. The technological advancement of this research lies in the proposal to implement photonic hardware and create an optical neural network which offers unparalleled speed and efficiency in data processing. This approach demonstrates significant advancements over traditional electronic systems in handling computational tasks. An experimental validation was conducted in a classroom with 45 students, demonstrating that the level of understanding in the class as predicted was 43–62.94%, and the proposed CNN algorithm (facial expressions detection) achieved an impressive 83% accuracy in understanding students’ emotional states. The correlation between the CNN deep learning model and the students’ feedback was 91.7%. This novel approach opens avenues for the real-time assessment of students’ engagement levels and the effectiveness of the learning environment, providing valuable insights for ongoing improvements in teaching practices.

Strategi Pengelolaan Kelas yang Efektif dalam Meningkatkan Disiplin Belajar Siswa

Education data according to sources from Databoks states that the Indonesian population with a high school education of 15 years or more reaches 30.22%, while junior high school reaches 22.74%, and elementary school reaches 24.62%. It is very unfortunate that with a very large population, the majority of Indonesians have very little education. Of 12 countries in Asia, Indonesia's education quality is in 12th place, with Vietnam at the bottom, according to a survey conducted by the Political and Economic Risk Consultant (PERC). Data collected by the Swedish World Economic Forum in 2000 showed that Indonesia only ranked 37th out of 57 countries surveyed. In addition, an education quality survey conducted by the same organization in Indonesia shows that Indonesia is only considered a follower rather than a technology leader in 53 countries in the world. This research uses a qualitative descriptive research method by emphasizing literature study or literature study in analyzing variables that are relevant to the discussion in the research. The results of this research show that the low quality of education in Indonesia is caused by the learning process, especially in classroom management. Basically, classroom management is very important so that students can understand learning comfortably because of supportive classroom conditions. There are several strategies obtained in this research, namely planning and implementing class rules, using inclusive teaching techniques and approaches, and developing positive relationships and emotional support for students.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

Metacognitive training for algebra teaching to high school students: An action research study

Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.

Refining English tutors' skills: Documentary films as pre-teaching reference

Training spoken English tutors requires a variety of resources, including audio-visual references. However, popular social media tutorials often focus on teaching specific English materials, neglecting broader teaching techniques. Ideal tutors need a positive and engaging personality, knowledge transfer strategies, adaptable approaches to classroom conditions, meticulous preparation, and effective wrap-up activities - elements that are missing from most tutorial videos. This study investigates the potential of short documentary films as a reference for teaching techniques for 13 prospective tutors in an intermediate English class. Through an integrated mentoring program for the production of short documentaries, the study explores, describes and addresses the challenges of teaching preparation through observation, interviews and literature review. It also analyzes the potential of documentaries to support teaching and formulates criteria for effective documentary content relevant to teacher preparation. The findings suggest that integrating documentary film production into the English language teaching curriculum can equip tutors with the necessary skills for successful micro-teaching experiences. This approach allows tutors to create personalized short documentaries that serve as a reference for teaching techniques tailored to their specific pre-teaching needs. Tutors gain a deeper understanding and ability to demonstrate not only teaching techniques, but also classroom management elements such as preparation, wrap-up activities, brainstorming and teaching approaches.

Penanganan Gangguan Belajar Anak Disleksia Melalui Spelling Method

Everyone has different abilities and levels of intelligence, including children with learning difficulties such as dyslexia. Dyslexia is a neurological brain disorder that affects reading and writing skills, rather than being the result of poor learning. It involves challenges in information processing in the brain, so dyslexic children often have difficulty reading words quickly and accurately. This research aims to analyze the treatment of learning disorders of dyslexic children through the spelling method. The methodology used in this research involves a qualitative approach using case studies. The data collection techniques used were observation, interview and documentation. The observation and interview techniques used question guidelines that had been prepared, while documentation was carried out with data analysis techniques which included data reduction, data presentation, and conclusion drawing. The results of this study show that the spelling method is an effective teaching technique for children with dyslexia. This method involves phonetic understanding, phonological awareness, as well as a consistent and collaborative multi-sensory approach between schools and parents. The studied child showed significant improvement in reading ability after the application of this method, through repeated practice and periodic evaluation that ensures effectiveness and supports the achievement of the child's academic potential.

Scaffolding-informed design of open educational resources in Chinese secondary school mathematics: insights from multi-cycle formative evaluation

In the post-pandemic world, open educational resources (OER) have the potential to ensure educational equity by providing all students with access to learning materials and by supporting teachers’ instructional practices through readily available, adaptable resources. However, the quality of OER continues to be a concern. Therefore, this study explored the use of (1) GeoGebra and scaffolding strategies to develop OER for secondary school mathematics teaching and (2) formative evaluation techniques to enhance the quality of the OER. A GeoGebra expert and a total of 40 frontline teachers participated in three review cycles of the OER development in the project. The feedback from each cycle informed the application of scaffolding strategies in the development of OER for the subsequent cycles. In Cycles 2 and 3, teachers rated the OER and provided feedback through surveys for further improvement. The results indicated that teacher ratings were significantly higher in Cycle 3 (n = 40, Mdn = 5) than in the previous cycle (n = 21, Mdn = 4) regarding the appropriateness of the OER for students with different learning preferences, z = − 2.87, p < 0.05. The results of the project-end satisfaction survey further revealed that all of the teacher participants were satisfied with the OER, which also enhanced their teaching practices. The results of the study offer a theoretical foundation that OER developers can ground upon to enhance their OER design. They also provide practical insights into the application of formative evaluation in the OER development that OER developers can adopt to create resources that are finely attuned to the needs of frontline teachers.

Evolutionary Pedagogy: Evolutionary Foundations of Certain Pedagogical Practices and Their Implications in Teaching Processes

Human evolution is the result of highly complex biological, psychological and cultural changes over millions of years. This process can be traced back to the evolution of modern humans, thanks to the ability of human ancestors to adapt to environmental conditions. The evolutionary process involves the development not only of physical characteristics, but also of mental capacities and social structures. It is therefore a natural consequence that evolution has fundamentally influenced human cultural and psychological traits. The main reason for the emergence of fields such as evolutionary psychology and evolutionary psychiatry in the light of recent studies is the search for the contributions of evolutionary processes to such fields. Evolutionary pedagogy is basically the result of such a search. It was shaped as a result of the search for the reflections of psychological and cultural situations affected by evolutionary processes on pedagogy. Therefore, evolutionary pedagogy is a synthesis and it seeks to explain how many pedagogical practices may have been shaped in the evolutionary process. To this end, it draws heavily on evolutionary psychology and directly on human biological evolution. Such a quest for grounding predicts that a more beneficial process can be realized in the teaching-learning process by reproducing evolutionary situations in the classroom environment. In other words, the learning process can become more effective if teachers use the features compatible with evolutionary processes in their teaching techniques, classroom management, and the development of skills for learning to learn, and if they include them in the classroom environment. This is the main starting point of the study. Throughout the study, some examples of the pedagogical practices in which can manifest itself are emphasized. In addition to the explanations and examples given in the study, other researchers may associate different pedagogical practices with evolutionary processes. Therefore, evolutionary pedagogy is not only a new field but also a field that is open to the interest of researchers as a field open to development.

Experiential Teaching Approaches and Techniques to Advance the United Nations Sustainable Development Goals on Education

No abstract

The Pronunciation Problems Encounter EFL Learners in Spoken English at University

This research examines the pronunciation difficulties of EFL undergraduate learners at universities when pronouncing English phonemes. It collects data using recorded speech samples, pronunciation tests and questionnaires as part of a research method for collecting data. The instruments used for this study are collecting data and analyzing them. The test materials are prepared in speech levels. Therefore, the observations of these were based on auditory impressions. The results suggest that the participants had a pronunciation challenge with the phonemes in English. This research gives insights and supports ESL teachers in developing teaching techniques that will lessen or eliminate future issues with Arabic speakers' pronunciation of English phonemes.

THE RELATIONSHIP BETWEEN MULTIPLE INTELLIGENCES AND SUCCESS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

The aim of this paper is to present the research on the relationship between multiple intelligences (MI) proposed by Gardner (1993) and success in learning English as a foreign language (EFL) among 100 grammar school students in Serbia. McKenzie’s (1999) Multiple Intelligences Survey was used in identifying grammar school students’ intelligence profiles, showing that the most prominent types of intelligence are intrapersonal, logical and kinesthetic intelligence. The results of independent samples t-test analysis indicate that gender does not affect MI or language proficiency. The results of Pearson correlation suggest that general language proficiency is positively correlated with visual and existential intelligences, while different types of productive and receptive language skills (together with grammar and vocabulary knowledge) are positively correlated with musical, existential, visual, logical and verbal intelligences. Pearson correlation results also indicate that it is not possible to develop certain types of intelligence by using teaching techniques that engage them. The research has significant educational implications, suggesting that teachers should identify their students’ intelligence profiles and adapt their teaching techniques to them, instead of trying to force the development of verbal and logical intelligences, which are, apparently wrongly, regarded as prerequisites for success in learning.Keywords: multiple intelligences, language proficiency, student-centered teaching

Physical Medicine & Rehabilitation Residents' Experiences and Perspectives on Teaching Medical Students: A National Survey.

Resident teaching of medical students is integral to medical education; however, there are few studies surveying residents, especially U.S. Physical Medicine and Rehabilitation (PM&R) residents, about their perspectives on teaching medical students. This descriptive survey study consisted of a 23-item cross sectional survey to elicit the current state of medical student teaching by PM&R residents and formal education for PM&R residents on teaching medical students. During an eight-week period, 103 PM&R residents completed a web-based survey, which was distributed to residents via emails to PM&R residency program directors and coordinators. Ninety-seven (94.1%) respondents reported teaching medical students. A majority of these respondents (81.4%) reported favoring formalized education on medical student teaching; however, little more than half (51.5%) reported having that education. Majorities of residents with and without formal education on teaching medical students reported employing multiple teaching techniques to teach students in the clinical and non-clinical environments. The most commonly reported barrier to teaching students was time. While limited by study design and sample size, this study suggests that the availability of formalized education for PM&R residents on medical student teaching may not meet the needs or desires of residents.

Instructional Methods Used by Secondary School Teachers in Classroom to Develop Students’ English Writing Skills in Iringa Municipality, Tanzania

This study examined instructional methods employed by secondary school English language teachers in classroom to develop students’ English writing skills in Iringa Municipality, Tanzania. Specifically, the study sought to assess English language teachers’ understanding of the purpose of English language syllabus for secondary education; to investigate the teaching and learning techniques used by teachers in classroom to develop students’ English writing skills; and to evaluate the effectiveness of the techniques used in developing English writing skills among students. The social-cultural theory and communicative competence theory were adopted to guide the study. The study employed an interpretivism paradigm, qualitative approach and a phenomenological research design. The study involved 33 participants (12 English teachers and 21 FIII students) who were selected purposively from 3 public secondary schools in Iringa Municipality. The data were collected using documentary review, classroom observations, and interviews, and thematically analysed. The findings revealed that teachers had differing understanding of the purpose of the English syllabus. Also, the findings showed that teachers used techniques, such as explanation and demonstration, writing practice and exercise, reading-writing integration, sentence combining, genre-based instruction, and collaborative writing, in teaching English writing skills. Moreover, the study found that the techniques used were ineffective to develop students’ English writing abilities as many students struggled to write in English. The study concludes that the opposing understanding of the purpose of the subject syllabus among teachers limits teachers from effectively using instructional methods to develop writing skills in English among students. Therefore, teachers should be trained on the purpose of the subject syllabus to enable them effectively use instructional methods in a manner that focuses to develop English writing skills among students per requirements of the subject syllabus

Nurturing the Faculty: Training for Excellence and Growth

"The impact of teacher education and wellbeing on higher education: a critical analysis" is one of the primary topics of the research. The well-being and ongoing education of faculty and staff are crucial for the advancement of higher education and significantly contribute to the achievements of both faculty and students. In this paper, we have explored the significance of providing training opportunities and prioritizing the wellbeing of faculty members.The significance of teacher training in higher education is paramount as it guarantees that educators are well-informed about contemporary teaching techniques, technological advancements, and the latest research findings. In a constantly evolving educational landscape, ongoing professional development is crucial to guarantee that teachers can offer the highest quality education to their students. Exciting challenges among educators in higher education frequently encounter stress and pressure as a result of demanding workloads, intense research, various responsibilities, and job searches. Failing to prioritize health can result in reduced job satisfaction, psychological issues, and the loss of teaching and research opportunities.It is crucial to find a balance between faculty and health in order to ensure the success of higher education institutions. It's not sufficient to solely concentrate on one aspect. Failing to prioritize education can result in a chaotic teaching environment, while neglecting health can lead to teacher exhaustion. Training and wellbeing are closely linked, as training equips educators with the necessary knowledge and skills to effectively teach and conduct research, while wellbeing ensures they can maintain their efforts in the long run. "Faculty training and wellbeing in higher education: a crucial balancing act" is a subject that requires the attention of higher education institutions, policy-makers, and educators themselves. Striking the right balance between training and wellbeing can result in a more productive, innovative, and compassionate higher education system that benefits both faculty members and students. It's a challenge worth tackling for the improvement of academia.

The effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students: A quasi-experimental study.

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students' Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = -0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education.