Diverse Learning Styles Research Articles

Utilizing Virtual Reality Tours in Language Learning

Virtual reality (VR) has been recognized as a revolutionary technology in education, providing a multitude of benefits that enhance learning experiences and outcomes. By immersing students in interactive and engaging environments, VR can make abstract concepts tangible, foster deeper understanding, and accommodate diverse learning styles. With VR, students can be fully engaged in dynamic and stimulating environments, which can transform abstract concepts into concrete experiences. This immersive approach can promote a deeper grasp of the subject matter. An example demonstrated how VR may engage students and foster interactive learning by enabling them to investigate intricate systems and surroundings that would be unfeasible or inconvenient (Freina & Ott, 2015). In addition, VR was shown to provide affordances that are believed to enhance learning, such as the first-person experience and the sense of being present in a particular location, also known as presence or spatial presence (Mikropoulos & Natsis, 2011). Although these advantages have been documented, the implementation of this technology has proven challenging or unfeasible for many teachers and learners due to financial constraints. VR photos and videos, which are commonly referred to as 360-degree media, have become readily available resources that can be utilized to create low-cost immersive experiences for people who are learning. Researchers have claimed that previous research has demonstrated the usefulness of these tools in boosting spatial presence and interest among participants in virtual reality tours that were conducted as part of one-off investigations (Petousi et al., 2023). However, these findings need to be supported by research over extended periods of time in a variety of educational settings to gain an understanding of the intricacies and limitations of this technology-based instructional approach. This poster describes two initiatives in which VR tours have been integrated into language learning settings. The first initiative employed a design-based research methodology to assess the efficacy of VR tours among online learners in France and Japan while the second initiative is an ongoing project that focuses on teaching the Filipino Language in a Japanese classroom using blended learning. This poster showcases the results of research conducted as part of the initiatives. The findings demonstrate the positive impact of virtual reality tours on student motivation and highlights the role of various factors, including instructional material, learners' personal traits, and the physical environment in which they engage in online learning, in addition to spatial presence and technological novelty. Moreover, this poster presents information regarding the process of improving the tours and lessons, as well as the platforms and technologies that were utilized to address concerns regarding usability and sustainability.

Impact of Learning Styles on Students’ Retention of Information

This study investigates the impact of Visual, Auditory, and Kinesthetic (VAK) teaching methods on student retention within the context of China's evolving educational landscape. Acknowledging the country's significant strides in educational reforms and technological integration, the research aims to empirically determine the effectiveness of these teaching methodologies have on enhancing student engagement and information retention. The study is of critical importance as it seeks to inform educational practices and policies, with the goal of improving instructional strategies to align with diverse learning preferences. The research fills a notable gap in the empirical literature regarding the comparative impact of VAK methods on student retention in China, where traditional lecture-based methods are still predominantly employed. Findings from this study could influence teacher training programs and contribute to the development of a more inclusive educational system that caters to the varied learning styles of students. Through a synthesis of existing literature and the researcher's observations of differing engagement and retention rates with traditional versus varied teaching methods, the study provides valuable insights into the potential benefits of integrating visual, auditory, and kinesthetic elements into teaching practice. The research aligns with a body of studies that have demonstrated the effectiveness of VAK methods in enhancing learning outcomes, although it acknowledges the variability in outcomes based on context, subject matter, and individual learner differences. This paper also recognizes the importance of ongoing assessment and customization of teaching strategies to meet the specific needs of students in diverse educational settings.

Advancing autonomy in Tunisian higher education: Exploring the role of technology in empowering learners

This study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies.

Exploring the Impact of Mobile Devices in E-Learning: A case Study Evaluating its Effectiveness

Aim. The integration of mobile devices into educational environments has revolutionized the landscape of e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. Methodology. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights derived from interviews and focus group discussions. Results. By analyzing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinizes the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges associated with mobile learning, including issues related to device compatibility, connectivity, and user motivation. Strategies to overcome these challenges and optimize the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. Conclusion. The research contributes to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offers recommendations for optimizing the design and implementation of mobile learning strategies.

Decoding didactic discourse strategies in digital posters

The research paper explores the critical role of didactic discourse in educational settings, with a specific focus on digital environments. It elucidates the fundamental elements of digital didactic discourse, encompassing clear communication, structured content organization, engaging features, and accessibility considerations. The paper also delineates the advantages of utilizing digital posters over traditional formats, highlighting their interactivity, dynamic content, and ability to reach a broader audience. A comprehensive analysis of a digital poster on parts of speech serves as a case study to showcase the efficacy of structured content, practical examples, color coding, progression, contextualization, hyperlinks, accessibility features, clarity, scalability, and overall effectiveness in creating an engaging and informative educational resource. The findings underscore the significance of harnessing digital technologies in didactic discourse to elevate learning experiences, foster better comprehension among learners, and cater to diverse learning styles and needs. This research contributes to the ongoing discourse on integrating technology into education to optimize pedagogical approaches and enhance educational outcomes.

<b>Insights From the Frontlines: Students' Perceptions of Teaching Methods in a Nigerian Medical School </b>

Background The teaching skills of the teachers impact the learning outcomes, and it is expected that learning can be enhanced through appropriate instructional strategies that will optimally help the students. An understanding of student’s perception of the available teaching methods will provide insight into what the challenges are, and how this information can be used to further optimize learning outcomes. Methods A qualitative phenomenology study using focus group discussions among 41 clinical medical students in a developing Nigerian medical school. An inductive thematic analysis was performed on the transcribed recorded data from the group discussions. Results Six themes emerged: participation, clarity and applicability, encouragement and feedback, teaching aids, students-teachers relationship, and learning environment. Students preferred problem-based learning and small group teaching, perceiving didactic lectures as lengthy and boring. They emphasized the need for teachers to use real-world examples, provide feedback, and adopt student-centered approaches. The majority of students preferred visual learning aids but noted inadequate infrastructure and resources for their preferences. Conclusions This study highlights the importance of student-centered teaching methods, incorporating visual aids and problem-based learning, to enhance engagement and retention. Teachers should adapt their instructional strategies to cater to diverse learning styles and promote interactive learning. The study suggests retraining clinical teachers to adopt student-centered approaches and utilize available resources effectively. By prioritizing student feedback and adopting inclusive teaching methods, medical educators can optimize learning outcomes and prepare students for the demands of healthcare practice. Keywords: medical, students, perceptions, teaching, methods.

Current and Future Directions for School Media Specialists

School media specialists have served as technological experts for their schools and have been pioneers with digital natives, helping create good digital citizens and addressing digital gaps for learners and advocate for access no matter what barriers students face. School of Library and Information Science programs have focused on creating a curriculum that will help create a school technology expert for every school library. This served schools well during the COVID-19 shutdowns, where the school had to find new ways for students to learn remotely.School media specialists have now become the target of hate in their schools. This has become increasingly complicated with states legislating what can be put in school libraries and how teachers can address historical events. School media specialists are required to make decisions on access or potentially losing their jobs. While these are important areas, they are just a small part of the job for school media specialists. The American Association of School Librarians has increased the expected role for school media specialists, having them often serve as teacher, instructional partner, information specialist, and program administrator, all in addition to serving as the expert technologist at their school. However, not all school media programs take this approach to pedagogy for school media.School media specialists create technological opportunities for schools and are a key source for teachers seeking to reach students with diverse learning styles while informing and building relationships with families on internet safety and other important topics. Teachers depend on school media specialists to provide resources and support for the classroom while school media specialists also support students’ intellectual freedom. Ultimately, the focus for school media specialists has been to try to create a school library that represents everyone’s values. While this sounds ideal, it has been a difficult road for the profession.The position of school media specialist has changed dramatically over the last four years. This panel seeks to address research contributions to scholarship on school media specialists and how Schools of Library and Information Science are changing their programs to prepare school media specialists for the workforce. There will be a moderator and a panel comprised of four faculty members who are educators, practitioners, and researchers specializing in school media. Their perspectives and expertise will be present in this discussion, along with the following discussion topics:What are your current research findings telling you?What are practitioners experiencing?What is working with educational pedagogy in school media?What is not working with educational pedagogy in school media?What new technologies have you incorporated into the curriculum?What changes are being made at Schools of Information Science programs to help ready students for the current environment?The panel will explore questions of education, research, and practitioner-based experiences to address concerns impacting school media specialists. The information will inform the future discussion and curriculum pedagogy for school media specialists. The panel discussion will be formatted around the expertise of the faculty with school media. These discussions will inform pedagogical teaching practices in school media programs and hopefully provide a framework for improvement.

Investigation on Understanding the Numeracy Capacity of Intellectual Disabled Students using Enabling Technology Tools: Web Application, AR and UI/UX

The population of individuals with intellectual disabilities (ID) is increasing, necessitating assistance with a wide range of daily activities. Acquiring and assessing numeracy and communication skills are critical for this demographic, requiring tools and techniques tailored to their specific needs. Effective educational tools must employ multi-modal and multi-sensory approaches to cater to diverse learning styles and incorporate assistive technological solutions. Despite the availability of numerous tools, there is a need to enhance their utility and effectiveness. This study aims to identify and refine the requirements for an innovative educational tool that employs Two-dimensional (2D) and Augmented Reality (AR) technologies. To achieve this, we conducted semi-structured interviews and surveys with teachers working with students with ID, gaining insights into the current solutions, advantages, and limitations. Additionally, we used physical props as design probes in a co-design methodology to better understand and elicit the true needs of individuals with ID. The findings from this research will inform the development of a 2D/AR tool designed to make learning mathematics more engaging and effective for individuals with ID, contributing to the advancement of inclusive education practices. Enabling Technology plays a significant role in the numeracy ability among people with ID. Generative AI and Explainable AI shall further improve learning ability in the years to come.

Analysis of Learning Styles Based on Indonesian Language Learning Outcomes in Elementary School Students

Understanding students' learning styles is a key factor in effective learning, as it helps teachers optimize the teaching and learning process and improve student success. This study aims to examine the relationship between students' learning styles and learning outcomes in the Indonesian language subject. The research uses a survey method with a sample of 46 fifth-grade elementary school students using saturated sampling techniques. The results indicate that the majority of students have a kinesthetic learning style (43.5%), followed by visual learning styles (30.4%) and auditory styles (26.1%). The learning outcomes of visual learners are higher compared to the others, with an average score of 84.3 in the good category, while auditory learners perform better than kinesthetic learners but lower than visual learners, with an average score of 81.4 in the fair category, whereas kinesthetic learners have lower results compared to the others, with an average score of 79.5 in the fair category. This suggests that a teaching process that does not consider the diversity of learning styles can negatively impact students' learning outcomes. Therefore, teachers need to pay attention to students' learning styles to enhance learning effectiveness so that students' learning outcomes can be optimal.

Generative artificial intelligence tools for diverse learning styles in design education

The integration of Artificial Intelligence (AI) is transforming design education by automating processes and enhancing learning. Early exposure to AI offers students a competitive edge in critical thinking and problem-solving. AI tools can inspire space planning, improve workflow, reduce cognitive load, and foster creativity. This study explores how the VARK model, which categorizes learning styles into Visual, Auditory, Reading/Writing, and Kinesthetic, influences student engagement with AI tools. In an interior design classroom study involving 32 sophomore students, AI tools were used to create floor plans and generate 3D images. The study assessed the correlation between learning styles and technology acceptance. Results revealed no strong correlations between individual learning styles and perceived ease of use, perceived usefulness, or actual use of AI tools. However, visual and kinesthetic learners displayed higher engagement, suggesting that these modalities may benefit more from AI-enhanced design education. The study also confirmed that perceived ease of use and usefulness are critical factors in technology acceptance, aligning with the Technology Acceptance Model (TAM). The findings suggest that AI tools can be broadly effective across diverse learning styles, with a universal perception of their utility in design education. This research highlights the potential of AI to support creative problem-solving and prepare students for future challenges in a digital design landscape. While learning styles influence engagement, AI tools’ usability and educational benefits are consistently recognized, demonstrating their transformative potential in design education.

The effect of learning styles on the academic achievement of nursing students: a cross-sectional study

BackgroundLearning in the academic setting is influenced by the dynamic interaction between students and teachers. Recognizing and adapting to diverse learning styles is essential for improving instruction, gaining knowledge, and drawing informed conclusions. Therefore, this study investigated learning styles and their effects on students’ academic achievement.MethodsIn a cross-sectional study in Iran’s Mazandaran province, 238 nursing students were surveyed between October and December 2021 using random sampling. The questionnaire included socio-demographic data, Kolb’s Experiential Learning Model, and students’ academic performance (EPT). Statistical analysis with SPSS version 22 involved descriptive statistics, one-way ANOVA, chi-square tests, and linear regression with statistical significance set at p < 0.05.ResultsThe mean age of the nursing students was 20.95 ± 1.71 years. The most common student learning styles were convergent (75.2%) and accommodator (12.2%). According to the results, convergent (148.62 ± 16.28) and accommodator learning styles (147.72 ± 8.79) with the highest average played a role in students’ academic achievement. The mean score of EPT was 147. 13 ± 15.48 (out of 240). A significant difference between the academic performance and different dimensions of learning style was found (p = 0.002).ConclusionFindings indicated that adopting a convergent and accommodator learning style can affect students’ academic achievement. Therefore, learning environments appropriate to this style, such as simulation and laboratory activities, are suggested to emphasize practical work and make students think an scrutinize.

Impact Assessment of Mulat Sa Aklat Reading Program for Sustainability and Continuous Quality Improvement

This research rigorously assessed and evaluated the MULAT SA AKLAT Reading Program, focusing on its impact, effectiveness, sustainability, and potential for continuous quality improvement. Objectives encompass analyzing participant demographics, baseline knowledge, session-wise progress, participant evaluations, and the adaptability of educational approaches. The program fosters inclusive participation, unveiling varied baseline knowledge and expectations. Positive trajectories in participant performance and confidence indicate knowledge dissemination and skill development. Consistently high ratings in participant evaluations and an upward satisfaction trend affirm sustained engagement. A positive correlation between attendance rates and session numbers highlights sustained interest, with educational approaches showcasing adaptability to diverse learning styles. The MULAT SA AKLAT Reading Program emerges as a meticulously crafted initiative with transformative impact, sustained engagement, and effective adaptation to diverse learning needs. The absence of poor ratings underscores its unwavering quality. Enhance promotional strategies, implement continuous assessments for improvement, and explore innovative educational approaches to diversify sessions. This research offers crucial insights for refining the program, ensuring sustained impact, and guiding future community-based education.

Does learning style influence performance in objective structured clinical examinations?

BackgroundObjective Structured Clinical Examinations (OSCEs) aim to assess medical students’ clinical skills rather than just their theoretical knowledge. We propose a study between the learning style of second-cycle medical students and their performance in OSCEs.MethodsDuring their internship at our hospital, students were invited to complete the LSQ-Fa, a questionnaire designed to identify their preferences among 4 learning styles: active, reflective, theoretical, and pragmatic. In parallel, an evaluation of their clinical skills was conducted through OSCEs. We then performed an analysis to establish a correlation between learning styles and OSCE performance, to better understand how learning preferences influence academic outcomes.ResultsBetween April 2021 and January 2023, 55 students were evaluated by OSCEs and had completed the LSQ-Fa. The average OSCE score was 14.8/20. The theoretical learning style was predominant in 47.3% of students, followed by active (27.3%), reflective (14.6%), and pragmatic (5.4%), with 3 cases of mixed active and theoretical styles (5.4%). No significant correlation was observed between learning style and OSCE performance (p = 0.28), although students with a pragmatic style recorded a slightly higher average.ConclusionThis study highlights the importance of considering diverse learning styles in the design of medical education programs.

Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

Application of a Prediction Problem-Based Learning (PPBL) Method in an Undergraduate Biomechanics Course

Abstract Challenge As biomedical engineers revolutionize medicine, biomedical engineering programs must adapt to the diverse learning styles of the current student population. Students are learning in new ways and instructional strategies need to be adopted. Novel Initiative Understanding generational attributes is crucial for developing effective teaching pedagogy. Generation Z, also known as “zoomers” and “digital natives,” will dominate higher education for the next decade. In response to the shift of how students are learning, a new teaching method called Prediction Problem-Based Learning (PPBL) was implemented in an undergraduate Biomechanics course. PPBL combines the retrieval of information with problem-based learning to enhance student engagement and active learning. Reflection Comparing this method to traditional teaching approaches demonstrated significant improvements in a course learning outcome and exam performances among students exposed to PPBL. These results suggest that PPBL fosters a deeper understanding of the material and promotes a more effective learning strategy. Further analysis and testing of this method are recommended to confirm its efficacy and explore its potential for broader application in biomedical engineering educational courses. This innovative approach aligns with the needs of Generation Z learners, who thrive in interactive and technology-enhanced educational environments, thereby providing greater opportunities for academic success and professional preparedness.

Searching for Authentic Cultural Engagement in the Classroom

Many teachers in the current public education system in the United States do not fully consider the unique societal and cultural aspects of African American and Latinx learners. As a result, many teachers could benefit from developing skills that strengthen their understanding of authentic engagement, cultural competency, and cultural congruency to aid in implementing culturally relevant and sustaining pedagogical practices that benefit the diverse learning styles of these students. Additionally, some African American/Black teachers have adopted a standalone Eurocentric approach to teaching that could further alienate and disenfranchise students of Color. To address these issues, I describe and explain the decisions and actions taken by an all-African American teaching staff at a school in North Carolina that educates a 100 percent minority student population. This autoethnographic study also highlights the cultural and academic challenges that many students face due to the shortage of teachers who understand and apply methods and approaches involving cultural competency, cultural congruency and authentic cultural engagement.

DIFFERENT VARIATIONS OF TOTAL PHYSICAL RESPONSE ACTIVITIES AND THEIR BENEFITS IN TEACHING LANGUAGE

Total Physical Response (TPR) is a dynamic language teaching method that combines physical movement with verbal input to enhance language acquisition. This article examines various TPR activities, such as commands, storytelling, role-playing, and games, which engage students physically while they learn. These activities accommodate diverse learning styles, benefiting kinesthetic learners who excel with movement. The article emphasizes TPR's effectiveness in improving vocabulary retention, listening skills, and engagement. By linking actions to the language being taught, TPR reduces anxiety, creating a more enjoyable and less intimidating learning environment. Variations like group commands and interactive storytelling offer flexibility for different age groups and proficiency levels, making TPR a versatile method. Additionally, TPR promotes natural language acquisition by mirroring how children learn their first language—through listening and physical response before speaking. The article concludes that incorporating diverse TPR activities accelerates learning and fosters a dynamic, inclusive classroom atmosphere.

The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment

This study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall's tau-b were employed for a comprehensive analysis. The data analysis revealed that a majority of respondents identified as auditory learners, expressing agreement with the flipped classroom model and demonstrating excellent performance within this learning environment. Significantly, the positive attitude and excellent performance exhibited no significant differences across various learning styles. Clear evidence emerged indicating that a positive attitude toward the flipped classroom correlated with exceptional academic achievements. Consequently, the study implies that the flipped classroom proves effective in catering to diverse learning styles while maintaining students' excellent academic performance. Furthermore, it could be concluded that their positive attitude in a flipped classroom model have boosted their academic performance in general. Understanding the connection between students' attitudes toward particular pedagogical approaches and their academic performance offers important insights that can greatly enhance the processes of teaching and learning, resulting in better educational outcomes fostering a positive learning environment.

Locus of Control, Learning Styles, and Academic Achievement of Saudi Pre-professional Medical Students: A Cross-sectional Study.

The objective of this study was to describe medical students' learning styles and locus of control (LOC) and to determine their association with academic achievement. A cross-sectional study was performed at a health science university in Saudi Arabia. A sample of 158 medical students completed Kolb's learning style and locus of control scales. The authors measured academic achievement by grade point average (GPA) and collected demographic characteristics. Most students' learning styles were classified as convergent (51.3%), whereas the rest adopted divergent (23.4%), accommodative (18.4%), and assimilative (7%) styles. Analysis revealed that students with a lower LOC tend to have higher GPAs than those with a higher LOC. However, no association was found between Kolb's learning styles and LOC or GPA. The findings of this study provide educators with essential insights into factors that enhance students' academic achievements. We conclude that locus of control plays a crucial role in academic success. Medical educators should consider diverse student learning styles to adopt appropriate teaching methods that meet students' needs, ultimately improving educational practices and outcomes in medical education.

Exploring Teaching Strategies Used by University Instructors to Enhance Student Engagement in Academic Subjects

This study explored the diverse strategies employed by university instructors, highlighting the need for adaptive teaching strategies consistent with constructivist theories to enhance student engagement in academic subjects. Because of the changing educational landscape, university instructors face challenges sustaining continuous student engagement. The study aimed to discover proactive measures that foster and stimulate student engagement, contributing to a more inclusive educational environment. Using a qualitative approach, in-depth face-to-face interviews and open-ended online questionnaires were conducted with 16 university instructors from Malaysia and China. The findings revealed the significant role of flexible teaching strategies in overcoming challenges and provided valuable insights for refining instructional practices to address diverse learning styles and cultural backgrounds. The research underscores the necessity of continuous adaptation and innovation to meet the evolving demands of modern education, guiding instructors to create more dynamic and responsive learning experiences.