Traditional Teaching Practices Research Articles

GAMEDUCATION: FUTURE OF LEARNING

The advent of technology has revolutionized education, prompting the development of innovative e-learning platforms. This research paper explores the integration of interactive games into such platforms, aiming to enhance student engagement, motivation, and learning outcomes. Through implementation in educational settings and subsequent case studies, the paper evaluates the impact on student engagement, motivation, and learning outcomes. Results indicate significant positive effects, affirming the potential of interactive games to transform traditional educational practices. Keywords: Metaverse, MongoDB, Unity, Godot, Unreal, HTML, CSS, JavaScript, React.js, AR, VR.

Unequal Educational Opportunities and Challenges in Online Learning during the Pandemic in India

Enforcing online classes during the lockdown due to the outbreak of the COVID-19 pandemic worsened the living and learning conditions of students from the most marginalised sections in India. Against this backdrop, this study seeks to shed light on the risk of the rapid adaptation of online teaching methods under extremely unfavourable educational conditions and poor educational infrastructure in India. The evolved system was entrenched in the existing social and educational inequalities that were exacerbated by ever-growing private educational providers. This almost limited the vulnerable group in finding choices of learning through the online mode necessitated by the lockdown. Traditional teaching and learning practices were implicated not only due to the existing social arrangements but also due to the shift to the online mode of learning with the adaptation of digital technology during the pandemic crisis, which has deeply disrupted the current educational scenario as well. Critical lessons learned from the recent catastrophic events will provide a political vision to outline an inclusive approach to designing sustainable educational planning and programmes targeting the most vulnerable sections of the population. This also reminds us that hasty and cosmetic solutions would do more harm to the poor than to the rich, thereby leading to everlasting damage to educational and social systems.

Chinese early childhood educators’ beliefs and experiences around using touchscreens with children under three years of age

ABSTRACT Research shows that educators’ technology beliefs and experiences strongly shape their technology adoption and utilization in educational practices. This mixed-method study investigated very young children’s educators’ touchscreen use and their beliefs and experiences in China. Rich quantitative findings (N = 1276) revealed the availability of touchscreen devices mainly computers and laptops in early childhood educational settings and this technology provision aligns with Chinese traditional teacher-centred educational practices. Despite their highly reported digital skills, educators’ overall use of touchscreen technologies with very young children was low and there was a lack of confidence in using them with children. It appears that confidence is more influential for Chinese educators in deciding to use technology with very young children than their digital skills. Implications for educational policies and designing effective professional learning and development for early childhood educators to enhance their digital competence are discussed.

Gamification for learning mathematics in secondary school: Most effective gamified strategies to motivate students and improve their performance in mathematics

Gamification in secondary mathematics learning is a strategy explored to motivate older people and improve school results. Various gamified strategies are being examined to achieve this effect. The theoretical foundations rest on the theory of flux and the theory of self-determination. The methods used include points and reward systems, récits and characters, challenges and competitions, progression and levels, as well as immediate feedback. The results indicate a positive impact on students' motivation and academic performance. Gamification has been shown to increase participation and engagement, leading to better math results. In conclusion, gamification offers effective strategies to promote second mathematics learning, although the need to adapt to the individual and dynamic desires of the class is reconnected. This approach can complement traditional pedagogical practices and improve the mathematics pedagogical experience of secondary students

Relationship between Effectiveness of Flipped Classroom, Blended Learning and Task-oriented Teaching Methods on Academic Achievement among Vocational College Students in an OBE IT system environment

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

Examining the Impact of the COVID-19 Pandemic on Student Employability Skills - an Employer’s Perspective

Like most university learners, students in the Department of Pure and Applied Chemistry at the University of Strathclyde, experienced hybrid learning environments from March 2020 transitioning into hybrid approaches for the full academic year 21/22. As students who were in the early years of their programme at this time, and experienced a shift from traditional education practices are soon to graduate, a short research project was undertaken to better understand the perception of employers on the impact of remote and hybrid learning on current, and future, graduate skills, and competencies. Several employers in the chemical industries were surveyed to rate changes in their perception of, and importance of, key graduate skills and competencies after the pandemic. In general, it was shown that the employers responding to this survey did not show concern about the level of personal, professional, and higher-level cognitive skills developed by students working in remote/hybrid environments during the pandemic. A gap in practical skills was acknowledged as indicated by employers’ viewing students as being less skilled in this area, however the skills gap was not thought to be important with regards to employability. Additionally, employers indicated an increased importance on a student’s ability to develop and demonstrate basic personal and professional skills including communication, collaboration, interpersonal/networking, autonomy, self-management, and resilience. The research suggests programme leaders creating or modifying curricula should place attention on the development of these skills and competencies to ensure students are self-led to successfully transition into the workplace.

The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills

The swift progression of technology has resulted in significant transformations across multiple domains of human existence, including the field of education. This study examines the critical role that technology plays in education, as well as how it affects learning objectives and the acquisition of critical 21st-century skills. This study aims to shed light on how technology integration in educational settings has changed traditional teaching practices and empowered learners for success in an increasingly digital world through a thorough review of pertinent literature and empirical evidence.
 Technology has emerged as a catalyst for innovation in education, enabling educators to adopt student-centric pedagogies that cater to diverse learning styles and abilities. The learning process has been completely transformed by digital tools, multimedia materials, and interactive platforms, which have encouraged student participation, critical thinking, and problem-solving abilities. The accessibility of information through the internet has expanded learning opportunities beyond the confines of the classroom, encouraging self-directed learning and nurturing a lifelong quest for knowledge.
 In addition to academic achievements, technology in education plays a vital role in nurturing essential 21st-century skills. Collaboration and communication tools facilitate seamless interaction among students and with educators, cultivating teamwork and effective communication abilities that are crucial in the modern workforce. Moreover, students who are exposed to technology develop digital literacy, which equips them with the ability to critically assess and navigate the vast amount of online information.

Technological Change and Its Effect on Education

This work follows the historical interplay between technological advancements and educational systems and highlights that strengthening education has been a key driving force behind the Second and Third Industrial Revolutions. It seems, however, that the arrival of the Fourth Industrial Revolution --- bringing communication platforms, AI and renewable energy --- caught educational institutions unprepared. Whether we like this or not, this technological shift means the educational landscape is bound to change. This article examines the evolving dynamics of modern education amidst a new wave of technological progress, highlighting the rise of student 'collectives' which result from a distinctive synergy among students, communication platforms, and generative AI technologies. The article expresses scepticism regarding the use of strategies that are becoming practically ineffective, technologically outdated and contradictory to prevalent student practices. It advocates for adopting educational principles appropriate for the modern era and capable of upholding academic integrity in the strictest sense. If modern technology seems incompatible with academic integrity when examined within some traditional educational practices, this can mean only one thing---these practices must change. A significant challenge lies in implementing these changes without overburdening already limited educational resources. The article proposes practical principles and measures to ensure that universities can still be a driving force behind technological progress and innovation while upholding and promoting the highest standards for their research and education.

Transforming Education: The Evolving Role of Artificial Intelligence in The Students Academic Performance

As technology continues to advance, its integration into various aspects of education has become inevitable. This article delves into the transformative impact of Artificial Intelligence (AI) on students' academic performance. AI's role in education has shifted from a mere supplementary tool to a fundamental component reshaping teaching and learning paradigms. This paper explores how AI-powered educational technologies, such as adaptive learning platforms, intelligent tutoring systems, and automated assessment tools, are revolutionizing traditional educational practices. It examines the benefits AI brings to students, educators, and educational institutions, including personalized learning experiences, enhanced student engagement, and efficient assessment mechanisms. Furthermore, the article discusses the potential challenges and ethical considerations associated with AI integration in education, such as data privacy concerns, algorithmic biases, and the digital divide. By analyzing recent research findings and real-world implementations, this paper provides insights into the evolving landscape of education empowered by AI and underscores the importance of responsible AI adoption to optimize students' academic outcomes in the digital era.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.

Effectiveness of In-Service Training Programs: A Narrative Approach of Teachers Professional Development at Girls Secondary Level

This research study aims to unravel the influence of in-service training programs on the teaching-learning process of secondary school teachers in Khyber Pakhtunkhwa, Pakistan. The study argues that teachers play a critical role in shaping the future of their students, and the quality of a nation's academic performance is linked to the quality of its teachers. Thus, it is essential to improve the quality of teacher education. Qualitative narrative research was employed in this study. The researcher selected five public girls' secondary schools through convenient sampling in district Mardan. The researcher selected ten secondary school teachers, and participants were selected using a random purposive technique. Semi-structured interviews were conducted following the saturation level of the interview questions. This research study furnished valuable findings with reference to in-service training that will assist in transforming teachers with sophisticated and constructivist teaching-learning processes. This research study accomplished recommendations at the teacher-educator level, policy level, teacher level, and student level. It's recommended that teachers should focus on reflective thinking and teacher group discussions in an attempt to make a more effective classroom. Teacher educators should empower teachers by reshaping their naive and traditional teaching practices. Realistic efforts need teachers' professional development with follow-up supervision by competent and dedicated trainers.

The role of AI-enhanced tools in overcoming socioeconomic barriers in education: A conceptual analysis

This conceptual analysis explores the transformative potential of AI-enhanced tools in addressing socioeconomic barriers within the educational landscape. By leveraging artificial intelligence (AI) technologies, the paper aims to examine how such tools can mitigate disparities arising from economic, social, and cultural factors. Through a critical analysis, it seeks to elucidate the role of AI in promoting equitable access, enhancing learning outcomes, and fostering inclusivity in education. The executive summary encapsulates the essence of the conceptual analysis. It provides a concise overview of the paper's objectives, methodology, expected outcomes, and implications. In recent years, the intersection of artificial intelligence (AI) and education has garnered significant attention as a potential solution to address persistent socioeconomic barriers within the educational landscape. The executive summary outlines the imperative to explore how AI-enhanced tools can serve as transformative agents in mitigating disparities arising from economic, social, and cultural factors. By leveraging AI technologies, educators and policymakers have the opportunity to revolutionize traditional educational practices and foster more inclusive learning environments. The summary highlights the urgent need to examine the role of AI in promoting equitable access, enhancing learning outcomes, and fostering inclusivity across diverse socioeconomic backgrounds. Through a critical analysis of existing literature, case studies, and empirical research, the conceptual analysis seeks to elucidate the potential of AI to bridge the digital divide and advance educational equity. It emphasizes the importance of identifying actionable strategies and best practices for leveraging AI technology to address systemic inequalities in education.

DIGITAL TRANSFORMATION OF SECONDARY EDUCATION IN TIMES OF WAR: RELEVANCE FOR UKRAINE

The article deals with the problem of digital transformation in secondary education. The purpose of the article is to determine the relevance and possibilities of digital transformation of school education in Ukraine in times of war. The author notes that traditional educational practices are disrupted in the context of the conflict, and innovative solutions are needed to ensure that the education system continues to function effectively and provide educational opportunities. By harnessing the potential of digital transformation, Ukraine can overcome some of the challenges caused by the war and ensure accessibility, inclusiveness, and high quality of education even in difficult conditions. The author emphasizes that the digital transformation of the secondary education system in Ukraine during the war can be a difficult task and be associated with certain problems. In particular, access to technology and internet connectivity may be limited in conflictaffected areas, which hinders the implementation of digital initiatives. It is important to address gaps in infrastructure, including ensuring broad access to electricity, internet connectivity, and necessary equipment. Efforts should also be made to bridge the digital divide and ensure that all students have equal access to digital resources and opportunities. In addition, proper training and support for educators is crucial for successful digital transformation.

A Comparative Study on The Perception of Parents and Teachers on Blended Learning Approach in The Division of Taguig City and Pateros

As technology advances and educators recognize the benefits of integrating digital tools with traditional teaching practices, blended learning has grown in popularity in a variety of educational settings. It provides a flexible approach that can be tailored to various subjects, grade levels, and student populations, paving the way for more dynamic and effective learning experiences. Technology is essential in blended learning. Teachers supplement the learning process with a variety of digital tools, multimedia, and interactive resources. This incorporation of technology enhances student engagement and fosters creativity in the learning experience. Students benefit from the flexibility of blended learning in terms of time and location. They can study at their own pace and on their own schedule by accessing learning materials, resources, and assignments online. This adaptability is especially useful for students with diverse learning styles and demanding schedules. The study determined the level of agreement on blended learning among Teachers having a student with special needs and parent having a child with special needs inside the classroom in the Division of Taguig during the school year 2022-2023. The study used a quantitative approach, specifically a comparative analysis, to investigate regular teachers' perceptions and parents of the use of blended learning.

Disruptive AI in Education: Transforming Learning in the Digital Age

Disruptive AI in Education: Transforming Learning in the Digital Age

Transforming professional identity of medical teachers in Pakistan by a certificate program in health professions education: a thematic analysis of reflective essays.

A teacher's professional identity development is a dynamic and continuous process that requires rigorous, longitudinal, faculty development initiatives which are designed to work on individual professional growth. Impact of such programs must be evaluated by qualitative means to identify the process of change; The purpose of our study was to investigate whether and how our thoughtfully designed 6-month certificate program has transformed the professional identity of medical teachers. The study was conducted in National University of Medical Sciences, Pakistan using thematic analysis, wherein a weekly task of guided reflective writing, on Moodle, was given. Data was analyzed in six phases to achieve credibility and transferability. By analyzing 202 reflective writings, seven subthemes were identified which manifest transformation in certain aspects of identity of participants and grouped under three major themes. The seven subthemes represent transformative journey of participants and include recognizing millennial learners' dilemma, identifying learning gaps and overcoming barriers, discovering a newer version of self, alternative frame of thinking, transforming traditional classroom, conducive learning environment and Community of Practice. Three major themes identified were Awareness, Modeling and Socialization which represent three processes bringing transformation in participants. Our faculty development program has transformed certain aspects of professional identities of medical teachers by incorporating informal teaching strategies of experiential learning, professional socialization, reflections, and role modeling. Participants' beliefs and practices on teaching were challenged by giving a disorienting dilemma of millennial learners and learning theories. They underwent critical discourse with professional peers and mentors in community of practice, reflected on their traditional teaching practices, acquired new insight, underwent self-discovery, and introduced digitalization and interactive learning strategies within their classrooms.

Environmental education and educational technology: the articulation between pedagogical practices in the multifunctional resource room

The objective was to create active and didactic methodologies involving environmental education and educational technology to articulate pedagogical practices in the multifunctional resource room that aim to develop liberating and inclusive teaching. The relevant study addressed emerged through results produced during pedagogical practices aimed at sustainability in interface with processes that permeate a democratic, liberating and, mainly, inclusive environmental education. The activity and pedagogical experience was developed in the multifunctional resource room of a primary and secondary school located in the municipality of Igarapé-Miri, northeast of the Pará Amazon. From observations in the school context, it was found that there was no systematic practice focused on education and environmental citizenship in the regular teaching room and in the space where multifunctional educational inclusion activities were developed capable of enabling interaction between students, aimed at for the construction and manufacture of teaching materials and some toys with reused materials. The speech creates possibilities from the games and games that children go through the development process until they acquire, through experience, values and knowledge, skills and awareness of the importance of taking care of the school space in which they are inserted. Therefore, it is necessary for teachers to change traditional teaching practices, toys and games as a methodological solution for inclusive teaching and learning in interface with environmental education, as they create an atmosphere of admiration, and consequently end up activating and activating the functions neurological and physical, encouraging thought and physical parts.

Relevancy and Outlook of the Technology-Enhanced Education within Digital Contents, Resources and Tools

Digital technology has become one of the most dictating determinants of this modern age; technology is gradually taking wider roles in every aspect of human activity and practice; education, teaching, and learning have centrally been apt to a wide range of changeability: technology-enhancement has facilitated the emergence of new concepts in education; technology- enhancement has also incorporated new roles for teachers, students, learning content, pedagogy, learning resources, instructional media and tools; as a consequence, the aim of this study was to investigate the relevancy and outlook of such a technology –enhanced education within the three domains of digital content, digital resources, and, digital tools. To achieve the aim of this study, a juxtaposed qualitative approach was followed to reveal and then describe such relevancy and outlook; the available literature has profoundly been surveyed to support the argument and the investigative range of this study; consequently, three essays, which are separate in form, but interrelated in their thematic topicality, have investigated three related issues: the first is why technology enhancement has dictated itself to the educational system, and how it has been changing the whole educational system; the second is why and how digital content can be an unavoidable digital resource and why there is a call to exploit digital contents and digital resources; the third is how digital tools, "Grammarly" as an example, bears some functional limitations that can cast some uncertainty over the degree of dependability that they are supposed to record. Accordingly, this study has generally concluded that technology enhancement, digital contents, digital resources, and digital tools are advantageous and exploitable as long as they are exploited rationally and reasonably; technology enhancement should be understood as an extension and not as a substitution to traditional educational practices; the study also concluded that the overdependence on technological and digital solutions could cast various risks on Human Intelligence (HI), thinking, attitudes, and behavior. This study comes up with various recommendations.

A pedagogy of liminality: towards visual poetry as a practice in decolonising creative writing pedagogy

ABSTRACT This article explores what we perceive as a lack of visual poetry studies in creative writing classrooms, largely due to its characteristic incompatibility to familiar literary devices, analytical tools, and ways of reading. While our inquiry initially sought to provide an approachable visual poetry curriculum for creative writing teachers, our doing so prompted us towards theoretical frameworks that take seriously subject matter oft-misunderstood as unfit for traditional educational practices, turning to how decolonial theorising might inform our pedagogy. From there, our priorities stayed rooted in decolonising pedagogy, working to de-center traditional forms of literary knowledge and support lesser-known, borderless, ‘in-between’ spaces – spaces effectively considered in visual poetry’s liminality between visual art and written word. Working to equip ourselves with new poetic conceptions of language and image, we aim to consider visual poetry in a way that renders it more approachable and theoretically considered for the higher education classroom setting.

Teachers’ Perceived Value of Integrating ICT in Transposing English Language Teaching in Nepal

In the evolving landscape of English Language Teaching (ELT), the integration of Information and Communication Technology (ICT) has emerged as a fundamental pedagogical approach. This research delves into the perceptions and value attributed by teachers in Nepal towards the incorporation of ICT tools and methodologies in their teaching practices. I have used content analysis method to gather the related field of studies and analysed the data. Findings indicate that significant challenges such as limited technology access, lack of trainings, administrative support, over-load of unnecessary paper-work cause major obstacles in transposing ICT in classroom. However, ICT also offers great opportunities to transfer the traditional teaching practices, develop ICT skills, access to vast source of information and more importantly, the potential era for a paradigm shifts in the recent practices. The study emphasizes the need for a strategic approach, including investment in technology infrastructure, teacher training and supportive policy environment, to enhance ICT integration in ELT classrooms. In addition, the study provides valuable insights for policy makers, educators, researchers, and other stakeholders in their efforts to integrate ICT in teaching and learning in Nepal. Most importantly, this research contributes to the escalating discourse on ICT integration in ELT by providing nuanced insights grounded in the Nepalese context. The findings advocate for a holistic approach encompassing infrastructural development, targeted professional development initiatives, and transformative pedagogical strategies to optimize the potential benefits of ICT in transposing English language teaching practices in Nepal.