Vygotsky's Theory Research Articles

Examining the role of Education for Sustainable Development (ESD) in strengthening inclusive education in teacher education: A Vygotskian analysis of change projects from Malawi and Eswatini

Inclusive education has a transformative agenda that challenges education systems to accommodate gender and social class as well as diverse needs that include disability. Despite being emphasised in schools, its application in teacher education has been limited. This gap indicates that while inclusive education is prioritised in schools, teachers may lack pedagogical competencies that have not been allowed for in their training. At the same time, Education for Sustainable Development (ESD) has been recognised for its potential to transform education systems given its orientation towards collaborative learning, whole institution approaches, and respect for diversity. In this study, drawing on experiences from UNESCO's Sustainability Starts with Teachers (SST) programme, I examined the role of ESD in strengthening inclusive education in teacher education. The SST programme encouraged teacher educators in southern Africa to champion ESD practices while focusing on their contextual issues such as inclusivity. Focusing on two Change Projects from Malawi and Eswatini I used Vygotsky's sociocultural learning theory to explore opportunities for inclusivity that emerged from the SST programme. This examination led to strategies for maximising these opportunities in educational institutions and broader national contexts. Methodologically, this study involved interviews and workshops in the two selected Change Projects. The findings suggest that enrolling future teachers with disabilities in teacher education is essential for exemplifying an inclusive educational trajectory in schools. The Change Projects enabled teacher educators to work with ESD practices in developing inclusivity proficiencies in future teachers and ongoing efforts are needed to strengthen inclusive education in teacher education through ESD.

Interdisciplinarity in the Use of Playful Technologies in Early Childhood Education: Impacts on Teaching and Learning

Objective: This study aims to investigate the impact of the use of technological resources in early childhood education, highlighting how the introduction of technologies, such as television, digital games, and educational software, can improve learning and interaction in the classroom. Theoretical Framework: The study is based on the theories of Vygotsky (1988) and the contemporary studies of Jankowski and Wrobel (2021), which emphasize the importance of interactivity and the conscious use of technology in the teaching-learning process for children. Method: The research was carried out at the Instituto do Saber Mundo Azul, in Montes Claros - MG, with five teachers who, for a week, used different technological resources in their pedagogical practices. Data collection was done through questionnaires applied to the teachers. Results and Discussion: The results indicated that the use of technology increased students' interest in the activities, however, the retention of the content was limited by the excitement generated by the playful resources. The discussion addresses the importance of planning the use of these tools to maximize their educational impact. Research Implications: This study contributes to the understanding of how technological resources can be effectively incorporated into early childhood education, providing insights into ongoing teacher training and the integration of technologies into the curriculum. Originality/Value: The research offers an analysis of the challenges and benefits of implementing technologies in early childhood education, highlighting the need for appropriate pedagogical strategies for the use of these tools.

Investigative and collaborative experimental activities using simple purification of curcuminoids by column chromatography

This work describes the use of turmeric in the teaching concepts and laboratory techniques of organic chemistry to students in introductory classes of licentiate, bachelor’s and industrial chemistry courses, as well as to pharmacy and chemical engineering students at Universidade Federal Fluminense, in Niterói/RJ/Brazil. Considering investigative and collaborative activities and Vygotsky theory, the discussed concepts were everyday natural products, green chemistry, purification and separation of organic substances, molecular interactions, organic compound extraction techniques, and thin-layer and column chromatography. The activities were applied for four 3-hour classes for 31 students in 7 introductory organic chemistry laboratory classes for Chemistry and for 43 students in 4 experimental organic chemistry classes for Pharmacy and Chemical Engineering courses, in the years 2022–23. The teaching-learning process methodology involved 4 moments/classes: a) discussions about organic chemistry; b) discontinuous extraction of turmeric and thin-layer chromatography; c) column chromatography; and d) discussions about results and the learning process. After the sequence of classes, it was possible to observe the students’ motivation with the ease of separating curcuminoids and the understanding of the relationship between theoretical concepts and practice, as well as the understanding of the importance of low waste production.

Analisis Pengaruh Implementasi Teori Vygotsky Terhadap Pembelajaran Di Kelas

Vygostky's learning theory discussed in this article was pioneered by a figure named Lev Vygotsky who argued that learning is a social process. According to him, children have expertise in developing knowledge starting from social interactions with their social environment. One of the applications is cooperative learning conducted in a group, which contains a group of children who have different abilities to work together and help each other. Vygotsky's theory has the advantage that students are able to think together in solving problems so that the problem can be solved, but it also has the disadvantage that the time needed is longer because of the different abilities of students. The writing of this article aims to find out the history of the Vygotsky theorist, the concept of Vygotsky theory, the implementation of Vygotsky theory in education and its influence in learning. The author uses literature review and questionnaire methods in writing this article. The results obtained from this study were that some of the respondents felt helped by the implementation of Vygotsky's theory in learning, while others did not feel helped or neutral.

Reassessing Early Childhood Literature for Quality Education and Gender Equality in the Context Of SDGs

Objective: The objective is to study the gender stereotypes learnt knowingly or unknowingly by children through nursery rhymes and to highlight the problematic areas to revamp for providing quality education which focuses on a more gender equal society considering the Sustainable Development Goals. Theoratical Framework: We engage in the theory of social construction by Butler and the developmental theory of Vygotsky to propose that if the literature taught in childhood is rich and diverse the chances of developing gender sterotypes by individuals reduces to a great extent. Method: The focus of the study is the nursery rhymes taught at pre-schools and primary schools. Data was collected through interviews and questionnaire with teachers at various schools in Ahmedabad (a city in the state of Gujarat, India). The method of critical discourse analysis is used to analyse the rhymes and bring forth the implicit gender hegemony. Results & Discussion: The analysis underscores the subtle yet potent role of language, especially nursery rhymes, in reinforcing traditional gender norms and expectations, thus influencing children's understanding of appropriate behaviours based on gender. The study highlights gender stereotypes, particularly about the interaction of one gender with the other, focusing on the depiction of dependency and power dynamics in relationships. It depicts women as dependent and men as dominant reflecting societal gender inequalities. Research implications: This study calls for a reassessment of nursery rhymes to promote diversity and positive values through quality education, urging educators to update content to align with modern views on gender equality. Originality/ Value: There has not been sufficient research done on nursery rhymes taught in schools with the aim of reducing/removing gender stereotypes aiming for quality education with the goal of achieving a gender fair society in the context of Sustainable Development Goals.

A Case Study on the Application of Socio-cultural Theory in International Chinese Language Classrooms

Research on sociocultural theory in second language acquisition is common, but there are few concrete methodological results for frontline teachers. In this paper, we first summarize the development of Vygotsky's sociocultural theory as the theoretical support of this paper; secondly, we use the sociocultural theory as the guide to design the teaching of the lesson "Learning Chinese with a Teacher", and describe in detail the implementation of the teaching process. Finally, it analyzes how to apply such a basic theory as socio-cultural theory to the practice of language teaching in a more grounded way from the perspective of teachers.

A Comparative Study on Student Engagement and Achievement in Online Versus Traditional Classroom Instruction

Abstract : The different points related to the study topic and Vygotsky's theory have been stated. The transition of traditional learning to digital learning has faced great changes mainly in this time of pandemic. The primary data collection process, descriptive method, and deductive approach of research have followed here. SPSS and ANOVA, frequency analysis, and correlation have been done here. Data has been gathered from different 55 students with 13 questions and their analysis is been stated here. The interpretation of data has been done with SPSS in this part. A comparison of the literature review and the relation between the results that are collected are analysed in this part. Thus, it can be concluded that the traditional learning practice created more impact on the engagement of students. The online teaching process has made less engagement in comparison with the traditional process. Students who wished to attend international classes but could not go to the places are taking online classes from home. Nevertheless, the relationship between the teacher and the student and their successes are hindered here so much so. Keywords : Traditional, online, teaching, teachers, students, face-to-face connection, digital, engagement.

Examining Instructional Approaches to Foster Soft Skills among Information Technology Undergraduates in Nairobi Metropolitan Area, Kenya

Abstract: This study examines the pedagogical methods meant to improve soft skill acquisition and development in information technology undergraduates in the Nairobi Metropolitan Area. Utilizing a sequential mixed-methods design, the research adopted a two-stage cluster sampling where 10 universities were selected from a total of 31 within the region, representing 5 private and 5 public institutions. Thereafter, 1,143 undergraduate IT students were randomly sampled from an overall population of 3,814 enrolled students, while professors and IT technicians were purposively selected for qualitative interviews. Quantitative data in this respect were collected by using semi-structured questionnaires, capturing the points of view of stakeholders on perceived improvement in soft skills. Although the modern-day job markets require graduates with soft and non-cognitive skills, employers have nonetheless complained about the lack of such competencies among university graduates concerning aspects such as communication, teamwork, problem-solving, and leadership. This study was based on Vygotsky's social constructivism theory and investigated the development of soft skills among students taking a Bachelor of Information Technology at selected universities within the Nairobi Metropolitan Area. The results have indicated that modern learning methods support the development and acquisition of soft skills aptly. The programs for soft-skill are adequate and frequent training which impacts performance in other disciplines. Signs were proving that there was significant enhancement regarding interpersonal and cognitive competencies of the students as a result of collaborative projects, problem-solving in real life, and reflective practices. It also stresses that educational institutions need to orient themselves more toward interactive and practical teaching methods to better prepare IT graduates for the challenges of a modern workforce.

Views, Knowledge, and Self-Reported Practices of Early Childhood Educators: Sociocultural Theory’s Practicability

Vygotsky's Sociocultural Theory is a well-known theory that focuses on the cognitive development by combining it with a social perspective. In the literature, Sociocultural Theory is seen as an alternative to the traditional theories of cognitive development in early childhood education. Teachers' perceptions of the theory may be important in the children's learning process. The current study aims to investigate the views, knowledge, and self-reported practices of early childhood educators regarding the practicability of Vygotsky’s Sociocultural theory. Phenomenological research design, as a qualitative research method, is applied. The data is collected through semi-structured interviews with early childhood educators who worked in private kindergartens in Ankara, and convenience sampling is used to reach the participants. Two researchers analyzed the data with the thematic analysis method. The findings show that although participants used some of the implications of the theory, they do not have explicit information about the implications, especially about the scaffolding and peer learning. It is recommended that more support and training regarding the theory, especially peer learning and scaffolding, should be offered to the in-service teachers.

Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools

The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. The frequent integration of technologies favoured by these rural teachers suggests, consciously or unconsciously, the development of technological pedagogical content knowledge (TPACK). However, the process of construction and development of this specialized knowledge remains largely unknown. It is also unclear how TPACK evolves in teachers in rural schools in the Global South, particularly those who did not receive formal or informal technology instruction during their initial teacher training or through professional teacher development training. This study adopted Vygotsky's socio-cultural theory and Koehler and Mishra's TPACK framework and collected data through questionnaires, semi-structured interviews and sharing circles. Findings revealed that while teachers show varying levels of TPACK, the context-specific, dynamic nature of TPACK was evident, as teachers often developed this knowledge incrementally and informally. The chapter indicates that despite the absence of structured training, teachers have begun to integrate technology into their pedagogy and content knowledge. However, their development of TPACK is uneven and emerging and often driven by personal initiative. The study concludes that for effective technology integration, teacher training programs should encompass TPACK's nuanced, contextual, and evolving aspects. Implications suggest that mentoring and continuous professional development are essential to enhance teachers’ technological integration skills, thereby improving teaching and learning in rural settings. Implications underscore the importance of continuous professional development and the establishment of supportive school cultures to nurture technology integration, thereby contributing to the pedagogical evolution in rural South African schools.

Theories to Guide Children Development and Their Impact on Early Childhood Education

The mind of a child is complex. A number of developmental theories help educators understand this complexity in order to better deal with it and guide the child’s development. Many theorists have been influential to the child development and education fields. The various theorists in child development have come up with ideas and innovative ways to work with and understand the development process of children. The developmental theories of the past and also the emerging theories encompass cognitive, social, physical, and other aspects of human development which are represented as stages or focus on a specific area (Woolfolk & Perry, 2012). This article describes the theories of development and its greatest impact on early childhood development education. This article also discusses such as theories, and theoretical concepts. it focuses on six theories which are behavioral child development theories, Psycho-social theory, Piaget's cognitive developmental theory, Vygotsky's sociocultural theory, Bronfenbrenner’s Ecological systems theory, and Kohlberg's moral development theory. The article concludes with some recommendations for parents and educators.

Play to Resolve: Educational Games as a Pathway to Conflict Resolution for Early Learners

This study explores the role of educational games in developing conflict resolution skills among children aged 6 to 8, a critical period for social and emotional development. Utilizing a qualitative research design and an exploratory case study approach, the research was conducted in two educational institutions in X, Indonesia, involving 60 children from diverse socioeconomic backgrounds. This diversity provided insights into how educational games affect children with varying levels of social experience and resource access. Data collection methods included observations, semi-structured interviews, and document analysis. Findings indicate that educational games significantly enhance conflict resolution skills by improving communication, empathy, teamwork, and self-regulation. Children demonstrated increased impulse control and thoughtful responses during game-related conflicts, as reported by teachers and parents. These improvements align with Vygotsky's theory of social development, highlighting the importance of structured play in cognitive and social growth. The study concludes that educational games offer a dynamic platform for practicing conflict resolution, thereby fostering children's social and emotional development. Recommendations for educators include integrating a variety of cooperative and role-playing games into curricula and conducting regular debriefing sessions to reinforce learning. This research underscores the broad applicability of educational games in diverse contexts, supporting their integration into educational settings to equip children with essential life skills.

Mindfulness-Based Education: Exploring Cultural and Age-Related Perspectives Through Course Design

This study delves into the complexities of designing and implementing mindfulness education tailored to children and adolescents. Using basic theories of cognitive development such as Piaget's stages and Vygotsky's socio-cultural theories, the mindfulness classroom was designed to accommodate age-specific cognitive abilities and resulted in a curriculum design model that can be flexibly utilized to develop self-regulation skills and relate to activities that are critical in childhood, with the theory of mindfulness, present-focused activities, meditation activities, and perceptual activities that can be utilized as habits in real life. Through a combination of theoretical present-focused activities, meditation-related activities, perception-related activities, and activities that can be utilized in real life as habits, students develop self-regulation skills that are consistent with the cognitive flexibility that is essential in development. Sensory-related activities reinforce the integration of mindfulness into daily life. Working together to ensure accessibility in low socioeconomic status environments promotes inclusivity classroom, the study took place in a collective Chinese culture, but consideration of individualistic culture is also essential, and curricula tailored to the socio-emotional challenges of different ages need to be continually refined. Future research should explore cultural adaptation and expand the diversity of participants for a more inclusive understanding. In conclusion, this study advocates for mindfulness curricula to be synchronized with cognitive development, emphasizing that curricula should be designed with age-appropriate content, meditative practices, and real-life connections and adapted to different cultural backgrounds, socioeconomic backgrounds, and student populations with special needs.

Vygotsky's social constructivist theory and its impact on developing the skills of students in the Art Education Department With layout and colors

Vygotsky's social constructivist theory and its impact on developing the skills of students in the Art Education Department With layout and colors

Idealism, materialism, and Vygotsky's cultural historical theory.

Vygotsky straddled the period of the Russian Revolution and found himself facing the Marxist materialist ideology of the Soviet Union with the need for a new method of psychology. Ironically, the Soviet Union's need for a Marxist based method of psychology coincided with Vygotsky's prior research on methods of interpretation which were inspired by Hegel and primarily based on the role of consciousness and culture. As a result of Vygotsky's pre-revolutionary work and inspiration from Hegel clashing with the post-revolutionary need for a new methodology for psychology, Vygotsky developed his Cultural Historical Theory. In presenting his new theory, Vygotsky attempted to resolve a fundamental ideological conflict between idealism and materialism. Furthermore, Vygotsky worked to create an effective new research method by drawing inspiration from Gestalt psychology, Hegel, Marx, and Engels. The result of Vygotsky's efforts was a theory based on psychology of consciousness and mind rather than a biology-based psychology focused entirely on analysis of stimuli and responses. In analyzing Vygotsky's theory, it is useful to draw inspiration from Vygotsky's criticism of pure empiricism, and to be inspired by Vygotsky's demonstration on how deeply rooted differences between societies may be bridged by finding unexpected commonalities within opposing ideologies.

Investigating Teachers and Students’ Views on Debate Activities as a Tool to Improve English Speaking Skills: A Case of Rulindo District, Rwanda

This research is entitled ‘investigating teachers and students’ views on debate activities as a tool to improve English-speaking skills. Its main objective was to examine the role of debate activities in the English-speaking proficiency of lower-level secondary school students in Rulindo District. The study was guided by the theory of Vygotsky, titled Zone of Proximal Development (ZPD). To achieve the current study’s objective, a technique of questionnaires that contains open-ended and closed-ended questions was used to gather needed information. The research design used was a descriptive research design with a mixed method of data interpretation. The target population was 598, including students, teachers, and school authorities. For the learners’ sampling technique, we purposefully chose all students who participated in debate activities who were equal to 57 students. In this regard, 72 respondents (4 school leaders, 11 teachers, and 57 students) were surveyed. Findings revealed different benefits of participating in debates, including but not limited to acquiring speaking skills, improving critical thinking skills, and enhancing teamwork skills and collaboration. In addition, some challenges are faced, such as anxiety, nervousness, and limited language proficiency. Some strategies to improve oral skills in English, as proposed by the surveyed respondents, include providing practice opportunities and offering constructive feedback. Students were recommended to give value to English, the medium of instruction, and the official language and make efforts to practice through different techniques to learn and improve their oral skills in English. Teachers were recommended to define clear learning objectives for debate activities in English learning and help students make real-world connections through debate.

International students' intercultural sensitivity and academic adaptation in Chinese universities: The mediating role of general health

AbstractThe quest to flourish academically and acquire skills needed for job opportunities has brought people from different cultures and countries to closely interact. Using Vygotsky's sociocultural theory, this study examines the relationship between international students' intercultural sensitivity and academic adaptation and the mediating role of general health. A one‐way analysis of variance and structural equation model were conducted to assess the differences and relationships between the constructs, utilizing 338 respondents. The findings showed that male, doctoral, and English‐taught students reported significantly higher academic adaptation. Students who have no or less COVID‐19 related issues reported higher general health. Further, the regression results revealed that intercultural sensitivity is related to academic adaptation, and general health partially mediated the intercultural sensitivity and academic adaptation relationship. These findings demonstrate that intercultural sensitivity nurtures students' self‐esteem and mental toughness, which allow them to reap good health outcomes that impact academic adaptation. The practical implications and limitations of the study have been discussed.

Pengembangan Media Pembelajaran Maket Ka’bah pada Materi Haji di Kelas IX MTs Hidayatullah Kota Palopo

This study aims to develop and evaluate the effectiveness of the Ka'bah model as a learning media in teaching the Hajj pilgrimage material to ninth-grade students at MTs Hidayatulah, Paropo City. The Ka'bah model is utilized as a tool to enhance understanding of Islamic values and the importance of the Hajj pilgrimage in Islam. By applying the ADDIE model in media development, this research integrates Vygotsky's constructivist theory to enhance students' learning experiences through social interaction and active learning. The research findings indicate that the Ka'bah model received high ratings from media experts and material specialists, as well as positive feedback from students through questionnaires. The Ka'bah model is not only effective as a reference material but also practical in learning. This demonstrates that the use of the Ka'bah model effectively promotes interactive and engaging understanding of the Hajj material among students. This study contributes to the literature by emphasizing the importance of creative and interactive learning media in education, and it paves the way for further development in the design and implementation of innovative learning media. However, the study acknowledges limitations in generalizing findings to other contexts and learning materials, thus further research is needed to provide a more comprehensive understanding.

Addressing the Challenge of Hybrid Learning Environment in Foreign Language Education: Training Lecturers for Blended Teaching Approaches

This study investigates the effectiveness of training programs in supporting language lecturers in integrating blended learning methodologies. It underscores the significance of Vygotsky's educational theory and involves 126 university educators through a mixed-methods approach. Interviews and surveys were conducted to explore challenges and solutions. Findings reveal the pivotal role of training in enhancing lecturers' digital literacy and content creation skills and ensuring fair access for all students. Notably, 61.3% of participants recognize the value of training in developing engaging digital content, with 29.88% strongly supporting this perspective. Training is essential for creating multimedia resources and designing online courses to foster student engagement. The study emphasizes the need for tailored training to address diverse technological needs, with 59.74% of respondents acknowledging its importance and 31.53% strongly agreeing. Overall, training empowers lecturers to meet the varying digital accessibility needs of students, including through the development of alternative offline materials and the implementation of asynchronous activities. This research highlights the critical role of training programs in facilitating effective blended learning practices among language lecturers.

Analysis and Suggestions on the Challenges Faced by Kindergarten Teachers in Cooperative Learning Models from a Sociocultural Theory Perspective

The purpose of this empirical study is to identify and address the challenges faced by kindergarten teachers in guiding and implementing collaborative inquiry learning in early childhood group settings from a socio-cultural theoretical perspective. The research was conducted in kindergartens located in Chengxiang, Putian. This study employed interviews to explore teachers' understanding and perception of collaborative learning in groups, as well as the specific issues encountered during its implementation. The research methodology utilized semi-structured interviews with a small sample size of 9 participants, following qualitative research techniques. The main findings of this study offer solutions to the practical problems encountered by kindergarten teachers in organizing and implementing collaborative learning in early childhood groups in third-tier cities, based on Vygotsky's socio-cultural theory. It is important to note that the findings are derived from a limited sample size. Finally, this study concludes by providing practical educational recommendations from the perspective of Vygotsky's socio-cultural theory.