Educational Theory Research Articles

Teacher Training in Focus: Contributions of PIBID and Mandatory Internship

Objective: To compare the benefits of teacher training between graduates of the Institutional Scholarship Program for Teaching Initiation (PIBID) and interns, analyzing their experiences, learning processes, and impacts on teaching practice. Theoretical Framework: Based on authors such as Tardif, Zeichner, and Gatti, who discuss the need to integrate theory and practice in teacher education. The gap between universities and schools and the emphasis on practical experience are central issues. Programs like PIBID emerge as strategies to bridge the gap between theoretical training and real-world practice, providing concrete classroom experiences. Method: A cross-sectional survey study with a qualitative approach, in which 40 participants answered a questionnaire, and 5 were interviewed. Data analysis was conducted using the Theory of Meaningful Nuclei, grounded in Socio-Historical Psychology. Results and Discussion: Mandatory internships are mostly observational and bureaucratic, offering little autonomy to pre-service teachers. In contrast, PIBID provides more active and formative experiences, promoting greater engagement in teaching practice. The lack of articulation between universities and schools limits the effectiveness of internships, whereas PIBID strengthens this connection. Research Implications: This study contributes to the improvement of initial teacher training, supporting curricular reforms and educational policies that value teaching practice and mitigate the precarization of the profession. Originality/Value: This research stands out for its comparative analysis of PIBID and traditional internships, addressing pedagogical impacts and working conditions. The results reinforce the need to reformulate internships and expand programs that integrate theory and practice.

Review of Master Level Health Education Curriculum of Tribhuvan University: Advanced Health Education (H. Ed. 515)

The curriculum is a study program designed to achieve the aim of education. Review means trying to discover specific study programs' strengths and weaknesses. This article review the Master's level health education curriculum (HEd. 515). This course enhances students' advanced knowledge and in-depth understanding of health education. The curriculum is analyzed using Tyler's model, elements of curriculum that are objectives, contents, learning strategies, and evaluation. The article is based on a descriptive study design. Secondary sources of data are mainly used to Review the curriculum, and one focus group discussion was conducted to assess students' responses. It was found that the objectives and contents are related to each other. Contents are more relevant and almost contemporary in health education. The focus is given to foundations and theories of health education. Students' oriented teaching, like presentation, pair and share, brainstorming, and project work-specific techniques, are applied. Internal and external evaluation approaches are used to evaluate students. Curriculum development is more challenging because facts change daily, so curriculum designers should consider contemporary contents and the voice of the students to provide life-skill-based, student-friendly education. For the proper implementation, discussion and intensive training programs should be provided to its stakeholders.

Logic-Driven and Technology-Supported Creativity Development Model in Open-Ended Design Tasks

The increasing reliance on digital tools in architectural education has transformed design workflows, offering new opportunities for creativity while posing challenges to students’ logical reasoning and structured problem-solving abilities. While digital tools facilitate automation and generative design, over-reliance on them can limit students’ ability to navigate design complexity independently. Addressing this issue, this study develops the Logic-Driven and Technology-Supported Creativity Development Model to examine the roles of logical frameworks, digital tools, and open-ended design tasks in fostering structured creativity. The findings reveal that logical frameworks provide essential cognitive scaffolding, helping students balance creative exploration with structured decision-making. Digital tools enhance form generation but introduce challenges such as automation bias and steep learning curves. Open-ended tasks promote design flexibility, yet their effectiveness depends on logical structures to maintain coherence. This study highlights the importance of curriculum design in supporting structured creativity, emphasizing the integration of technical training, interdisciplinary methods, and reflective learning. The findings contribute to design education theory and provide practical insights for improving course structures and pedagogical approaches in digital design environments.

Cultivation of High School Students' Mathematical Modeling Ability under Tao Xingzhi's Educational Thoughts

The educational theory of Mr. Tao Xingzhi emphasizes the unity of teaching, learning, and doing, asserting that society is the school and life is education. Education originates from life and should serve social life. Under the guidance of the New Curriculum Standards concept, the importance of cultivating high school students' mathematical modeling abilities has become increasingly prominent. How to better develop students' mathematical modeling skills in teaching and explore effective approaches to mathematical modeling education has become one of the key topics in current mathematics education discussions. Rooted in Tao Xingzhi's life education philosophy, this paper contends that teaching ought to commence from authentic life scenarios. By centering on students, integrating diverse disciplinary fields, and arousing students' enthusiasm, it aims to explore effective approaches to the cultivation of mathematical modeling skills within the context of core competencies.

Оценка педагогического дизайна электронных курсов

Pedagogical design is the process of planning and developing educational programs, considering didactic principles and learning theory. The aim of this study is to investigate the possibility of evaluating the pedagogical design of online courses from a qualimetric perspective. This involves identifying the structural components of an online course and examining potential criteria for their evaluation. During this study, the following subsystems of an online course were identified: a declarative block, an organizational and reference subsystem, subsystems for educational content, knowledge assessment, educational path management, the online course interface, a support and feedback subsystem, and a functional-technical subsystem. Possible elements of these subsystems and parameters for evaluating their criteria were also proposed. The practical application feasibility of a qualimetric evaluation of the online course quality, from the perspective of the identified subsystems was demonstrated through a case study involving learners’ and instructors’ questionnaire survey and an online course used in the system of continuing professional education at Bashkir State Agrarian University. The conclusion is that implementing pedagogical design principles in learning management systems allows creating adaptive and personalized educational pathways, which promotes better material acquisition and the development of necessary competencies, but requires a comprehensive approach, considering both pedagogical theory and the quality standards of information systems and software.

TEACHING STRATEGIES OF ABRAHAM MASLOW'S HIERARCHY OF NEEDS THEORY IN SPECIAL EDUCATION

Abraham Maslow's hierarchy of needs theory provides an important framework for understanding human motivation and learning, especially in the context of special education for children with special needs. The main issue faced by these children is the difficulty in fulfilling basic needs, such as physiological and safety needs, which often hinders them from reaching their full potential in a learning environment. The purpose of this article is to explore how Maslow's theory can be applied to more effectively support the learning and development of children with special needs. The methodology used is a literature review that evaluates previous articles on the application of Maslow's theory in special education. The study findings indicate that by meeting basic needs such as nutrition, safety, and emotional support, children with special needs show improvements in motivation, focus, and academic achievement. The implications of this study emphasize the importance of a holistic approach in special education, where children's emotional and physical needs are given the same attention as academic needs. This suggests that educational strategies based on Maslow's theory can enhance the well-being and learning effectiveness of children with special needs.

Optimizing High School Mathematics Achievement through the Lens of Realistic Mathematics Education: The Mediating Role of Teacher Self-Efficacy

This study examines the relationship between teaching quality, teacher self-efficacy, and students' mathematics achievement among junior high school students in Ghana, utilizing Realistic Mathematics Education and Self-Determination Theory as frameworks. A stratified purposive sample of 507 junior high school mathematics teachers from eight regions was selected, employing a correlational cross-sectional survey design. Structural Equation Modeling (SEM) tested the hypotheses that teaching quality positively affects mathematics achievement, teacher self-efficacy influences teaching quality, and self-efficacy mediates the relationship between teaching quality and achievement. Results confirmed that high-quality teaching significantly improves mathematics achievement, especially when contextualized with RME principles. Teacher self-efficacy emerged as a critical factor in enhancing teaching quality and directly influencing student outcomes. Mediation analysis showed that teacher self-efficacy strengthens the effect of teaching quality on achievement. These findings highlight the need for educational policies to focus on professional development that boosts teachers' efficacy and promotes realistic, student-centered instructional strategies.

Effectiveness of Anchored Instruction in Online vs. Blended Language Immersion for Public Speaking in Foreign Language Teaching

Anchored instruction, a well-established pedagogical theory, enhances learning outcomes by situating information within real-world contexts and leveraging instructor facilitation. This study conducts a comparative analysis of two instructional modalities—blended and online immersion—in a tertiary-level Public Speaking course, framed within the theoretical construct of anchored instruction. The research involved two homogeneous cohorts (N=66), one group receiving blended learning and the other online immersion. Verbal and nonverbal communication competencies were assessed through video recordings. The results demonstrate that online immersion significantly outperformed blended immersion in both verbal and nonverbal communication skills. This study provides empirical evidence supporting the efficacy of online immersion in enhancing learner performance and motivation. A combination of t-tests, Pearson correlation, and regression analyses were employed to validate these findings, contributing to the growing body of literature on technology-enhanced language learning.

Fostering Transversal Skills Through Open Schooling Supported by the CARE-KNOW-DO Pedagogical Model and the UNESCO AI Competencies Framework

Abstract This study breaks new ground in educational theory by empirically validating how artificial intelligence (AI) competencies emerge through social learning ecosystems in underserved communities. Through an innovative cross-national mixed-methods design, we examined 330 secondary school students across the UK, Greece, and Brazil who developed AI competencies while addressing Sustainable Development Goals (SDGs) through open schooling initiatives. Our theoretical innovation synthesises UNESCO's AI Competencies Framework with the CARE-KNOW-DO pedagogical model, generating transformative insights into AI literacy. We conceptualise AI literacy as a dynamic interplay of understanding, applying, and creating AI through social practice, where learners develop ethical awareness (CARE), epistemic-technical competence (KNOW), and responsible agency (DO) within authentic learning ecosystems. Employing a concurrent triangulation methodology of teaching and learning, we collected comprehensive longitudinal data through teacher ethnographic accounts, student self-assessments, STEM researchers’ observations and granular analysis of AI-enabled project work over a year. This robust methodological approach revealed seven dimensions of AI-supported competency linked to transversal skills development across three distinct but interrelated domains. CARE (Understanding AI) highlights how proactive exploration and affective engagement emerge socially. KNOW (Applying AI) demonstrates how problem-solving, STEM for sustainability, and future prospects become embodied through application. DO (Creating AI) reveals how scientific citizenship and authentic learning with AI catalyse new forms of participation. This research advances sociocultural learning theory in three significant ways: (1) it empirically explicates how AI competencies develop through social practice in underserved communities, challenging existing theoretical paradigms; (2) it provides a comprehensive, evidence-based framework for equitable AI education integration across disciplines; and (3) it demonstrates how open schooling methodologies can foster transformative learning experiences that prepare students for an AI-driven future while promoting social justice and sustainable development. The findings have profound implications for educational policy and practice, suggesting a fundamental reconceptualization of AI literacy development in secondary education. This work establishes a new theoretical foundation for understanding how schools can systematically develop AI competencies while addressing critical issues of equity, inclusion, and sustainable development in an increasingly AI-mediated world.

Teaching Self-efficacy and Teaching Methods in the Aquatic Environment

Background Studies have shown that perceived self-efficacy can influence teachers’ emotional state, thoughts and behaviours, and students’ learning. It’s also an important referential of professional satisfaction. Teaching theories influence learning, human development, motivation levels and, consequently, continuity of practice in favour of healthy lifestyle. Research on aquatic educators and teaching theories is both limited and essential, as aquatic literacy is considered a vital component of physical literacy, enabling individuals to better interact with aquatic environments. Methods For this study we used an online questionnaire, aimed at aquatic educators, which was answered voluntarily and anonymously to 1) assess the professionals’ perception of self-efficacy; 2) which teaching theories are most used by aquatic educators and 3) identify the teaching theory used by professionals who perceive themselves as most effective. It has been deposited and can be consulted at https://doi.org/10.6084/m9.figshare.27316242.v1. Results All teaching theories can generate a feeling of self-efficacy in teachers despite having different results, with the theories that involve students more actively (cognitivist and constructivist) being those that generate a greater feeling of self-efficacy in teachers. Comprehensive Aquatic Method (MAC) is a method that is more closely related to theories focused on active student participation and, consequently, it is a theory that generates a high perception of self-efficacy in teachers. Conclusions Levels of self-efficacy influence aquatic educators satisfaction, educator physical, mental and emotional health, as well as student learning. Is recommended that aquatic educators give prevalence to the cognitivist and constructivist teaching theories being MAC a privileged methodology approach for promoting active lifestyle habits throughout life.

An epistemology of education research: Consequences for reporting

This paper is a philosophical piece relating to an issue in education theory: what is the epistemological nature of the product of education research and what are the consequences for the reporting of findings and conclusions in particular, what form of contribution to knowledge and/or understanding can emerge from education research? Education research takes many forms, so the answer to the question addressed may vary according to the research paradigm adopted. Paradigm possibilities and forms of reporting consistent with each paradigm are defined in the paper. The position adopted here is that whatever the research paradigm that applies, the integrity of a research project is dependent on alignment of its goals, its methodology, its ontological and axiological underpinnings, its findings, and its conclusions. The contribution of the paper is eliciting the way this alignment plays out according to the research paradigm that applies to a reported research undertaking.

MÜTƏHƏRRİK OYUNLAR FİZİKİ TƏRBİYYƏ VASİTƏSİ KİMİ

In pedagogical practice, game methods are used to solve problems of general physical training, but at the same time they have a special auxiliary value in sports classes. This is also a real factor in the education of positive moral and volitional qualities in students. When studying the theory and methods of physical education of school-age children, it is necessary to familiarize yourself with the pedagogical features of out-door games. All this helps to correctly assess the criteria of the place, role and importance of games in the spontaneous activities of children and regulated educational work.

A Study on Globalization and Women’s Education in Asia

This article aims to analyze the development and shortcomings in women’s education in Asia during the past two decades. Asian women students have been subjected to numerous forms of discrimination and unequal treatment in school and the global labor market, despite the efforts of educators, politicians, and many related stakeholders. The article first critically examines several theories of globalization and education from the perspective of equity. It then analyzes several typical pieces of study on the obstacles that Asian women students encounter both before and after graduation to draw implications for future research.

Non-affirmative theory of education and bildung

Non-affirmative theory of education and bildung

The Gesture and the Body: Rethinking Some of the Basic Approaches to Acting in the Historical Avant-Garde

This paper examines some of the basic creative and receptive principles formulated by the historical theatrical avant-garde regarding gesturality and the physical behaviour of actors. It considers the relationship between the historical establishment of the directing profession and the development of interest in gesture, as well as the relationship between gesture and theatrical performance in today’s media reality. The aim, given the limited length of the article, is to outline the tendency to think of gesture and the body in ready-made formulae, distorted by the multimedia convergence that both theatre production and theatre pedagogy suffer from. A survey of theatrical practices of the past allows us to consider the purity of the actor’s performance as a function of theatrical direction and performance as a complete artistic fact.

Occupational Accident Prevention Training through Experiencing Stories of Success in Time Travel Prevention Games

Fiction is an ancient virtual reality technology that specializes in simulating human problems. The stories told are the media and, according to Marshall McLuhan, the medium is the message. The technology is interwoven with up to date digital media design and information technologies including artificial intelligence (AI). According to Keith Oatley, stories are the flight simulators of human social life. From the many fields of human life, emphasis is put on the training of occupational accident prevention. The potential of storytelling is deployed for the prevention of accidents to preserve human lives, to avoid human injuries, the damage of installations and financial losses. Aiming at effectiveness and sustainability, the task under consideration is the interdisciplinary design of spaces of stories with a high educational potential. The authors abandon the educational paradigm of telling stories of disaster. Interactive digital storytelling is tailored to allow for unprecedented learner engagement in stories of success. Prevention training is designed to appear playfully based on the original concept of time travel prevention games. Trainees who failed to complete their task—thereby possibly ruining a (fortunately only virtual) technical installation—are enabled to travel back in time to do better the next time. AI guides the trainees to a success of their own. In the condition of training with time travel prevention games, designing spaces of stories to be experienced playfully is an ambitious variant of gamification. The design of stories in story spaces is a particularly complex case of dynamic AI planning. Patterns that occur in story spaces wrap educational theory as well as ideas of game design. The plan generation concepts foster interdisciplinary co-operation of educators, domain experts, VR specialists, game designers, psychologists, and others in creating spaces of affective stories of success.

Humanities for the Interregnum

The under-appreciated problem that this article addresses is a lack of widespread contemporary theory for Community Change Studies in dialogue with the Humanities. There are many articles, textbooks and trainings that take on “how to” organize, social movements, and educational theory. But there is little contemporary theory of how, in specific, the humanities contribute to, and are problematic for, a community change subjectivity, a “revolutionary consciousness.” This article addresses that problem through a grounded theory, participatory approach. Through an examination of practices in a U.S. community college and public university network that credentials many Black, Brown, Indigenous, immigrant and low- and moderate-income community organizers, a framework of cross-cutting praxes is developed. Finally, brief implications are offered for “organizing curious” college and university faculty in the humanities.

Exclusion from School and Risk of Serious Violence: A Target Trial Emulation Study

Abstract Evidence for or against a causal effect of school exclusion on offending is inhibited by random allocation not being available on ethical grounds. To advance understanding of the connection between school exclusion and offending—specifically, serious violent offending—we emulate a randomized controlled trial using a target trial framework and a linkage of national education and justice data. Across more than 20,000 matched pairs of excluded and not excluded children exclusion was associated with at least a doubling of risk for perpetrating serious violence (hazard ratio 2.05, 95% CI: 1.83, 2.29) and homicide/near-miss homicide (2.36, 95% CI: 1.04, 5.36) within 12 months of target trial entry. We discuss the implications of these findings for theory and policy in education and criminal justice as well as discussing the extent to which the observed relationships can be considered causal.

The Myth of Rationality and the Dualistic Concept of Knowledge on the Example of the Formation of the Concept of Information Literacy

This study analyses the approaches discursively applied in conceptualising information literacy in modern society on the model of two ideal pure types – Enlightenment and Neo-Romanticism. The study places these approaches at the core of contemporary society as competing and complementary approaches. It analytically reviews each historical approach and analyses its influence on the formation of educational theories using information literacy as a model. The hypothesis is that if the conceptualisation of the new is not to remain unsatisfactory and problematic, it will be necessary to find a way to overcome the incompleteness of modernity and abandon efforts to renew both the Enlightenment and Neo-Romanticism.

Peran Guru PAI dalam Pembentukan Karakter Religius Siswa di MTs Zahrotul Islam Kota Probolinggo

This study aims to explore the role of Islamic Religious Education (PAI) teachers in shaping the religious character of students at MTs Zahrotul Islam in Probolinggo City. The implementation of PAI education in this institution is not limited to academic or cognitive aspects but also encompasses a broader religious dimension. MTs Zahrotul Islam is committed not only to imparting religious knowledge but also to fostering individuals with strong moral and religious character. This study employs a descriptive qualitative method with source triangulation, involving the principal, PAI teachers, and students for data validation. The data analysis technique follows Spradley’s model, utilizing a componential analysis approach to identify relevant domains and verify data accuracy. The findings indicate that the role of PAI teachers in shaping students’ religious character can be analyzed through an academic approach based on educational theory and empirical studies. PAI teachers serve not only as facilitators in transmitting religious knowledge but also as role models who significantly influence students' behavior, ethics, and social interactions. This study highlights the necessity of a systematic approach that integrates educational policies with innovative learning strategies, including extracurricular activities based on Islamic values. Thus, the role of PAI teachers in fostering students’ religious character at MTs Zahrotul Islam is not merely instructional but also transformative in shaping a generation with strong moral integrity and adherence to Islamic principles.