Traditional Teaching Practices Research Articles

The Application of Action Research in Kindergarten: Analysis of the Professional Development Model of Preschool Educators for the Reggo-Inspired Educational Practice

This paper presents the results of an action research conducted in a kindergarten in Sarajevo Canton. The participants were four female kindergarten educators who collaborated with two university professors who took the role of research leaders and moderators of reflective meetings. The action research was conceived as a model of professional development for preschool teachers in the Reggio pedagogy field, aiming to develop the skill of documenting pedagogical observation and the competence of implementing reflective practice (RP below the text) based on the Reggio principles. Data were collected on two levels: the educators documented their educational practice (photos, transcripts, videos, etc.), which was the basic material for analysis at collaborative reflective meetings, and all of it was documented by the research leaders. The data were analyzed simultaneously during the research (to decide on further action) and finally at the end of the research. The results of the research indicate that the action research raised awareness of the elements of traditional educational practice and developed the skills of pedagogical documentation management and the skill of implementing RP. Considering the limited time period for the realization of the research (14 months), significant but not optimal results were achieved, and there is still room for further progress in terms of improving the skills of keeping records and the capacity of RP implementation. It is necessary to systematically provide support for the professional development of educators through the development of reflective learning communities in kindergartens instead of the one-off and lecture-based forms that are offered.

Utilizing Peer Instruction to Enhance Academic Achievement and Active Learning in Business Education

Researchers are increasingly interested in evaluating and reshaping traditional teaching practices to implement more student-centered and active learning approaches in higher education. Peer Instruction (PI) has been recognized as an interactive teaching method that significantly impacts student learning by encouraging active participation in an engaging learning environment. This study examines the impact of Peer Instruction (PI) on improving academic performance and active learning in business education beyond its usual limits of application in scientific and numerical fields. This study compared the outcomes of students who engaged in PI with students who took traditional lecture-based classes in business courses. This research uses a quasi-experimental research design because it is not feasible to use a full experimental design because it is impossible to randomly select subjects. Empirical data, collected through pre-and post-tests, discussion prompts, and PI activities, demonstrated significant improvements in student engagement, cognitive processing, and performance in the PI group compared to the control group. Students who participate in PI report higher test scores and levels of engagement, underscoring PI's potential to foster deeper understanding, critical thinking, and active engagement. Despite the positive results, the study noted limitations such as a narrow focus on the class by one instructor and the absence of marked differences in conceptual understanding between the PI and individual study groups, then only tested academic achievement without engaging students' levels of critical thinking. Highlighting the effectiveness of PI in business education, this research calls for broader application and further investigation into the role of PI in enhancing active learning, suggesting future exploration into diverse academic areas, methodologies, and technological tools, as well as applying it to examine critical thinking and interaction students to deeper learning content.

Pengaruh Teknologi Pembelajaran terhadap Perkembangan Kognitif dan Kreativitas Siswa di Era Digital

The integration of learning technology in education has transformed traditional teaching and learning practices, significantly influencing cognitive development and student creativity in the digital age. This study investigates the impact of learning technology on these two critical educational outcomes using a quantitative approach. Data were collected from 80 secondary school students through a structured questionnaire based on a Likert scale (1-5) and analyzed using SPSS version 26. The findings reveal a significant positive effect of learning technology on both cognitive development and creativity, with regression models explaining 46% and 52% of the variance, respectively. These results highlight the transformative role of digital tools in enhancing critical thinking, problem-solving, and creative expression among students. The study provides empirical evidence to guide educators and policymakers in designing effective strategies for technology integration in education.

Digital Technology in the Context of Sustainable Development

This article explores the concept of Digital technology and its role in advancing Sustainable development goals (SDGs) within the educational context. It delves into the potential of Digital technology as a means to bridge the gap between traditional pedagogical practices and the dynamic demands of the 21st century. By examining the transformative power of technology in education, this exploration seeks to shed light on how educational institutions can leverage digital advancements to foster sustainable development and achieve the SDGs. Throughout this discourse, we will delve into various aspects of Digital technology , including the significance of SDGs in education, the need for pedagogical transformation, and how technology can act as an enabler for educational reform. Furthermore, it underscores the importance of aligning educational practices with the SDGs to foster sustainability and empower students as active contributors to society. The challenges and opportunities associated with integrating technology in education to achieve the SDGs are discussed. By embracing Digital technology, educational institutions can create inclusive, equitable, and sustainable learning environments. This article offeres valuable insights for further research and implementation of digital technology approaches worldwide to support sustainable development initiatives in education.

Integrating Hirosaki University’s SALC into a Minor Program

This summary article explores the development and implementation of minor programmes at Hirosaki University, with a particular focus on the Advanced Language Learning Minor and its integration with the Self-Access Learning Centre (SALC). Drawing from historical and contemporary perspectives on liberal arts education, the paper examines how the concept of minor programmes at Hirosaki University aligns with and diverges from traditional Western and Japanese educational practices. One minor offered at the university, the Advanced Language Learning Minor, specifically leverages the SALC to provide structured guidance for students seeking to enhance their language learning skills and autonomy. By integrating SALC resources into a formal minor programme, Hirosaki University supports independent learning while providing students with official recognition for their achievements. The paper concludes with recommendations for further development and expansion of the minor programme, considering the positive outcomes and demand observed.

Linear Algebra Education in University: A Literature Review

The objective of this study is to conduct a thorough literature review in order to give a comprehensive understanding of the opportunities and challenges associated with the teaching and learning of linear algebra in university environments. The review assesses the pedagogical strategies used by academic institutions to enhance student engagement and comprehension, along with the application of linear algebra. We conducted a four-stage process to analyze five articles indexed in Scopus. The review emphasizes the importance of incorporating technology and real-world applications into linear algebra instruction to promote student motivation and active learning. It underscores the necessity of pedagogical approaches that promote student agency, particularly in online learning environments, where traditional teaching practices frequently persist. Exploring the correlation between learning outcomes and semantic networks, evaluating the impact of online platforms on student participation and agency, and evaluating real-world applications for teaching linear algebra are all potential future research directions.

The Impact of Changes in Teacher Attitudes and Learning Methods on Student Performance

The effectiveness of learning in shaping student performance has been a primary concern in educational research. This study examines the influence of changes in teacher attitudes and teaching methods on student performance in secondary education. This issue is driven by the evolution of the education landscape, where traditional teaching methods meet the need for more dynamic and student-centered methodologies. The research problem focuses on understanding how teacher attitudes toward learning change with innovative teaching methods, affecting learning outcomes. This reflects the increasing concern among educators about the gap between traditional teaching practices and the diverse needs of today's students. Using a quantitative approach by distributing surveys to students and teachers in different schools, this research explores the relationship between teachers and teaching methods and student activities. The results show a significant relationship between positive changes in teacher attitudes, the introduction of interactive and adaptive teaching methods, and improvements in student performance metrics. The conclusion drawn from the study emphasizes the importance of teacher attitudes and teaching methods in shaping student success. It underscores the importance of creating a positive, student-centered classroom environment where teachers can adapt and respond to individual learning needs. Additionally, the findings emphasize the need for continuous professional development initiatives to enhance teacher competencies in innovative pedagogical practices. The novelty of this scholarly work lies in comprehensively examining the correlation between teacher attitudes, teaching methods, and student performance. By providing a clear picture of this dynamic relationship, the study offers valuable insights for education policymakers, school leaders, and teachers striving to improve the quality of teaching and learning experiences in post-secondary education environments.

The Influence of Native Culture on Children’s Second Language Pronunciation Acquisition: An Analysis of Pronunciation Errors in Spanish Children Learning English

This paper explores the pronunciation challenges faced by Spanish-speaking children learning English as a second language, focusing on the influence of native language and cultural factors. It analyzes the most common phonetic errors, including vowel substitution, consonant mispronunciation, and difficulties with stress, rhythm, and intonation, which arise due to the significant phonological differences between Spanish and English. The paper also examines how cultural attitudes toward language learning, limited exposure to native English speakers, and traditional language teaching practices contribute to the persistence of these pronunciation errors. By emphasizing the importance of increased phonetic awareness, focused pronunciation practice, and culturally responsive teaching methods, the paper offers practical recommendations for language educators to improve pronunciation outcomes. This comprehensive approach highlights the need to integrate pronunciation into the broader language curriculum and foster a supportive learning environment that motivates students to develop clearer, more natural English pronunciation.

The impact of Gen AI on art and design program education

The main objective of this study is to focus on the actual impact and current status of Generative Artificial Intelligence (Gen AI) on art and design curriculum education in higher education. The text revolves around the relationship between aesthetic education, interdisciplinary education and AI in art and design course education, and we try to answer the following questions: Can traditional aesthetic education for art and design creation be discarded with the help of Gen AI? Is interdisciplinary course teaching simplified with the help of AI? What role should AI play as a digital creation platform in art and design education? In this paper, through an in-depth analysis of Gen AI in art and design teaching experiments, we explore in detail its practical application in the process of university art and design teaching practices and how it affects traditional teaching practices, curriculum design and student-teacher interactions.

Enriching Educational Landscapes

As an arts educator, I spent a month in Bhutan engaging Bachelor of Education students in project-based learning activities aimed at enhancing creativity, critical thinking, and problem-solving skills. These activities served as a dynamic capstone to their theoretical literacy unit. I documented students' collaborative efforts and creativity through photos and videos, which have been transformed into eBooks. These resources are now integrated into courses at my Australian university, enriching learning experiences for our culturally diverse student body with authentic examples of cross-cultural project-based learning. The eBooks showcase student outcomes and offer reflective analyses to inform future teaching practices, inspiring innovative and collaborative learning strategies globally. Moreover, these resources contribute to the university's commitment to global education and cultural diversity, demonstrating how experiential learning can transcend geographical boundaries and enrich the educational journey of students promoting global citizenship. To address a broader audience within Bhutan, and globally, the lesson plans and resources I developed to deliver the project-based learning activities, are now available on the Artist in Residence Education Program website. This provides an opportunity for any educator to access and adapt these materials to their own contexts. Teaching in Bhutan highlighted how factors like collectivist culture, religious beliefs, and the Gross National Happiness Index support traditional teaching practices and how complex it is to break down traditional teaching practises and encourage valid creative ways learning. The students greatly enjoyed the new activities and even requested additional lessons. It was rewarding to see them realise their potential for creativity and innovation in teaching, enhancing their approach to learning and self-perception as future educators. In conclusion, understanding sociocultural norms in Bhutan offers a wealth of insights that can inspire and inform academic approaches to teaching in countries with traditional forms of education and limited access to resources.

Making comedy for learning spaces

Expansion of technology-mediated learning spaces creates opportunities for disrupting traditional learning and teaching norms and practices. Combining technological affordances and humour in online learning environments offers potential gains in student engagement and learning. Current research reports effectiveness of using humour for teaching but less on practical guidance for educators in how to professionally develop this. This paper is a critical autobiographic narrative about the experience of developing short comedy videos for teaching concepts that students commonly struggle with in an undergraduate methods of research course. Insights for practice include a seven-step method and critical reflection for educators interested in developing skills and networks for disrupting traditional teaching methods to create targeted humorous videos for specific concepts in their courses.

Comparative Study of Drum Musical Instruments in Thailand and China through Education and Literacy

This comparative study investigates the drum musical instruments in Chiang Mai, Thailand, and Xishuangbanna, Yunnan, China, through the lens of education and literacy. The objective is to explore how educational practices and literacy efforts influence the preservation and transformation of these traditions amidst modernization and globalization. Fieldwork, interviews, participant observation, and document analysis were conducted in these culturally rich regions. Six key informants, selected based on their expertise and involvement in drum music culture, provided insights into traditional and modern educational practices. Data were analyzed thematically, focusing on historical and cultural contexts, educational practices, literacy efforts, and comparative analysis. The study finds that both regions effectively blend traditional apprenticeship models with contemporary educational practices, ensuring the transmission of drum music cultures. Government policies and community initiatives play crucial roles in supporting these efforts. The findings highlight the importance of integrating cultural heritage into formal and informal educational frameworks to maintain cultural continuity. This research contributes to broader discussions on cultural preservation and provides strategies for sustaining traditional arts through education and literacy. The study suggests that policy-making, curriculum development, and community engagement are pivotal in preserving and revitalizing intangible cultural heritage in the face of globalization.

Construction of the Curriculum System of Software Engineering Based on the Agile Development Method

Under the background of “new engineering” construction, software engineering teaching pays more attention to cultivating students’ engineering practice and innovation ability. In view of the inconsistency between development and demand design, team division of labor, difficult measurement of individual contribution, single assessment method, and other problems in traditional practice teaching, this paper proposes that under the guidance of agile development methods, software engineering courses should adopt Scrum framework to organize course project practice, use agile collaboration platform to implement individual work, follow up experiment progress, and ensure effective project advancement. The statistical data of curriculum “diversity” assessment show that there is an obvious improvement effect on students’ software engineering ability and quality.

The impact of Brain-Based Learning on critical and creative thinking in English Language Teaching

This paper investigates the impact of Brain-Based Learning (BBL) strategies on fostering critical and creative thinking skills in English language teaching. In the context of 21st-century education, where the demands for innovation, critical thinking, and problem-solving are paramount, BBL emerges as a pedagogical approach that aligns teaching methods with cognitive science principles. Through a qualitative exploration of teacher perspectives and a quantitative analysis of classroom outcomes, this study highlights how BBL encourages the development of both hemispheres of the brain, promoting not only logical reasoning but also imaginative problem-solving. The findings underscore the potential of BBL to transform traditional English language teaching (ELT) practices by fostering a more holistic, engaging, and dynamic learning environment. Practical recommendations for integrating BBL into English classrooms are also provided..

O POTENCIAL DA INTELIGÊNCIA ARTIFICIAL NA APRENDIZAGEM EDUCATIVA

The use of artificial intelligence (AI) in education has emerged as a topic of growing importance as educational institutions seek to innovate and enhance their pedagogical practices. This study aims to explore how AI can reconfigure learning processes and transform traditional educational practices. In a context where personalized learning is vital, AI stands out as a powerful tool to meet the individual needs of students, promoting the development of essential 21st-century skills. The bibliometric analysis conducted reveals a significant increase in academic interest in the application of AI in education, especially in the last five years, indicating an awakening to technological possibilities. The main areas of investigation include personalized learning, intelligent tutoring systems, and educational data analysis, known as learning analytics, which allow real-time monitoring of student progress. AI offers immediate feedback, adapting to each student’s learning pace, improving academic performance, and reducing educational inequalities. However, for this transformation to occur effectively, it is crucial that educational institutions integrate these technological solutions into their pedagogical approaches. However, the research points to significant gaps, such as unequal access to AI technologies, limiting the democratization of benefits. The lack of infrastructure and specialized teacher training hinders effective implementation. Additionally, there is a shortage of studies focused on the development of socio-emotional skills. Therefore, research must advance in the search for new technologies, ensuring an equitable and enriching learning environment. The future of education, transformed by AI, promises to be a space where all students can thrive, developing skills to face the challenges of the 21st century.

Exploring the Implementation of Artificial Intelligence (AI) Writing Tools in Teaching and Learning: Faculty and Students’ Perspectives in Higher Education

Artificial Intelligence (AI) has emerged as a transformative tool in the field of education, with its potential to revolutionize teaching and learning in higher education institutions. People are exploring ways to connect its power and reform traditional educational practices. This paper explores the implementation of five different AI writing tools in teaching and learning in Higher Education, focusing on the perspectives of faculty and students. By examining their perspectives and identifying the challenges that can be encountered, the study seeks to gain a better understanding of the benefits and limitations of integrating AI writing tools in higher education. There are limited studies that seek to determine the perspectives of faculty and students in higher education regarding AI writing tools. The method used for the study is literature review, particularly hand-searching journal, and books approach. The study's findings have revealed that AI writing tools perform a multitude of functions, yet they also possess certain limitations

THE ROLE OF NEUROPEDAGOGY IN TEACHING PRIMARY CLASS STUDENTS TO READ AND UNDERSTAND TEXT

This study explores the impact of neuropedagogy on reading and text comprehension among elementary school students. Neuropedagogy integrates insights from neuroscience with traditional educational practices, aiming to enhance cognitive engagement and learning efficiency. The research involved a controlled experimental design with two groups: one receiving traditional teaching methods and the other exposed to neuropedagogical strategies. Results indicate significant improvements in the neuropedagogy group, with enhanced reading speed, comprehension, and cognitive reflection. These findings suggest that tailored educational approaches that align with neurocognitive development can significantly improve elementary students' literacy skills.

STUDENTS’ VIRTUAL DRAMA PERFORMANCE OF ENGLISH LANGUAGE TEACHING IN THE DIGITAL ERA: CREATIVITY AND ADAPTATION IN LEARNING

Abstract: The COVID-19 pandemic has necessitated rapid adaptation to digital and remote learning, fundamentally altering traditional pedagogical practices. For English Education students, especially those engaged in literature courses, drama performance has long been a valuable tool for exploring and expressing literary understanding. However, the sudden shift to online learning environments presented unique challenges, pushing students to reconceptualize drama performance in a virtual setting. This study investigates how English Education students creatively adapted to these changes by producing virtual drama performances through the Zoom platform. The integration of virtual backgrounds, designed using Canva, allowed students to construct imaginative settings that supported narrative immersion, despite the physical separation. This research highlights the ways students utilized digital tools to convey dramatic elements and literary interpretation, transforming conventional stagecraft into an innovative, digital form of storytelling. Through in-depth analysis, this article explores how these virtual performances not only maintained the integrity of drama as a medium for literary education but also fostered critical technological skills that are increasingly relevant in the digital era. The findings demonstrate that virtual drama projects encouraged students to combine creativity with technical proficiency, enhancing their adaptability, digital literacy, and ability to collaborate in a remote context. This study underscores the evolving role of literature-based performance in English Language Teaching (ELT), suggesting that the integration of digital tools in creative projects may serve as a sustainable model for literature education in the post-pandemic future.

Role of Web-Based Learning in Teaching English: Pathway to Sustainable Development Goals (SDG)

Context: The Covid-19 pandemic has profoundly altered the global educational landscape, necessitating a rapid shift from traditional face-to-face learning to virtual environments. This transition has highlighted the essential role of digital platforms in modern education, making e-learning and e-resources crucial components of curricula. As education becomes increasingly digitalized, it presents new opportunities for reaching a broader audience and enhancing the learning experience. Objective: The objective of this paper is to investigate the impact of web-based learning on English education during the Covid-19 pandemic. It aims to explore how digital tools and platforms enhance content development and course design, thereby enriching the overall learning experience. Additionally, the paper seeks to evaluate the alignment of these digital advancements with the Sustainable Development Goals (SDGs), particularly focusing on promoting inclusive and equitable quality education. Theoretical Framework: The study is grounded in the constructivist learning theory, which posits that learners construct knowledge through experiences and interactions. This framework supports the integration of digital tools in education, suggesting that these tools facilitate active learning and knowledge construction. The paper also considers the principles of digital pedagogy and e-learning frameworks to provide a comprehensive understanding of how web-based learning complements traditional teaching methods. Methodology: The research employs a mixed-methods approach, combining qualitative and quantitative data collection and analysis. Surveys and interviews with educators and students provide insights into their experiences and perceptions of web-based learning. Additionally, an analysis of digital course materials and e-resources used in English education during the pandemic offers empirical data on the effectiveness and challenges of digital learning tools. Case studies of specific educational institutions implementing web-based learning are also included to illustrate practical applications and outcomes. Results and Discussion: The findings reveal that web-based learning has significantly transformed English education by making it more accessible and flexible. Digital tools have enhanced content development and course design, allowing for more interactive and engaging learning experiences. However, the transition to virtual learning also presents challenges, such as digital divide issues, varying levels of digital literacy among educators and students, and the need for effective digital pedagogy training. The discussion highlights the importance of addressing these challenges to maximize the benefits of web-based learning. Originality and Value: This paper contributes to the growing body of research on digital education by specifically focusing on English education during the Covid-19 pandemic. It provides original insights into how digital tools can be integrated within the constructivist learning theory framework to enhance educational outcomes. The study's emphasis on aligning digital advancements with the SDGs adds value by connecting educational innovations to global development goals. Implications and Conclusions: The research underscores the potential of web-based learning to transform traditional educational practices and promote inclusive and equitable quality education. The implications for educators and policymakers include the need for ongoing professional development in digital pedagogy, investment in digital infrastructure, and the creation of policies that support equitable access to digital learning resources. The paper concludes that while web-based learning presents numerous opportunities, addressing the accompanying challenges is crucial for achieving sustainable and impactful educational transformations.

The Effectiveness of Experiential Learning Strategy in Achieving Science Subject Competence Among Fifth Grade Elementary School Students

This study investigates the effectiveness of experiential learning strategies in enhancing science subject competence among fifth-grade elementary students in Anbar Governorate, where traditional teaching methods dominate. Prior research indicates a lack of engagement and critical thinking among students, emphasizing the need for pedagogical approaches that promote active learning and real-world experiences. Employing a descriptive and experimental design, this research included two groups: an experimental group receiving instruction through experiential learning and a control group taught via traditional methods. The sample consisted of 65 fifth-grade students from Al-Mu'min Primary School, chosen to ensure representativeness. Pre-experimental assessments ensured equivalence in variables such as age, intelligence, and previous academic achievement. The study's impact was evaluated using a post-test composed of 40 multiple-choice questions aligned with the science curriculum. Statistical analysis revealed a significant difference in mean achievement test scores between the groups, with the experimental group achieving a higher average score of 29.90 compared to the control group's 22.55. The calculated t-value was 10.11, surpassing the critical t-value of 2.00 at the 0.05 significance level, indicating strong evidence for the effectiveness of experiential learning strategies. Furthermore, the effect size measured using eta squared (η² = 0.63) confirmed a large impact on student achievement. The findings signify that experiential learning strategies substantially enhance science subject competence among elementary students, fostering greater engagement and understanding of scientific concepts. These results advocate for the integration of experiential learning methodologies in science education, reflecting a shift away from traditional teaching practices to more effective, student-centered approaches that promote critical thinking and real-world application of knowledge.