Search Results for
"Teaching"

The demands of the Fourth Industrial Revolution require a focus on conceptual understanding and new literacies in education, especially in physics learning. However, in reality, students’ understanding and new literacy skills are still low. Overcoming this challenge can be done by using electronic teaching materials integrated with Science, Technology, Engineering, and Mathematics (STEM). The purpose of this study was to promote students’ conceptual understanding and new literacy by using STEM integrated electronic teaching materials. The research conducted included quasi-experimental research with a post-test only-design research design. The sampling method used cluster random sampling. Instruments in data collection using multiple-choice tests and performance assessments. The results showed that students’ conceptual understanding and new literacy skills increased after using STEM integrated electronic teaching materials. Based on these findings, STEM integrated electronic teaching materials have a positive impact in promoting students’ conceptual understanding and new literacy skills. © 2025 by the authors.

teaching classical culture to children can be done through literature and Phaedrus' fables. There are several books on the market that can be used to introduce Phaedrus' fables to children. However, in order to be suitable, the books should follow some requirements of appropriateness related to the use of the language and the values to be shared, among others. In this study, through the analysis of 12 Italian books on Phaedrus' fables for children, it will be analysed how the death of an animal is described through the use of verbs and structures. The research aims at making observations on how some books for children represent cruelty and the adoption of certain linguistic structures. The analysis shows, in the first place, that the authors never eliminate the death/killing of the animal; secondly, the verbs and expressions used are varied but, in most cases, cruel, and direct without making the death softer. © The Author(s), 2024.

This study investigates how a teacher's feedback on oral presentations was integrated with grammar teaching in Swedish for immigrants (SFI) directed to adult learners of Swedish. It focuses on a course where students participated in both workplace placements and classroom activities. The data consists of transcribed audio recordings of six lessons. The findings show that the teacher's feedback on the students’ presentations focused on the interplay between written keywords and oral elaborations, as well as the use of visual resources. Moreover, the teacher used the students’ presentations as a starting point for discussing grammatical features in context. We discuss the findings in relation to research on focus on form (FonF) and contextualized grammar teaching, demonstrating how these traditions can complement each other. We argue that the findings have implications for second language teaching more broadly, highlighting the value of integrating multimodal elements into language instruction and using students’ multilingualism as a resource. © (2025), (International Association for Research in L1 Education (ARLE)). All rights reserved.

This book delves into the pervasive commercialisation of public schooling, tracing its roots and examining its current manifestations. From the evolution of textbook publishing to the digital transformation led by global edu-businesses, it sheds light on how commercial interests have reshaped education policy, curriculum design, and teaching practices worldwide. Through a series of in-depth case studies this book explores the intensification of commercial influences in schools. It examines the historical rise of education corporatisation, the integration of commercial curriculum resources in classrooms and the ethical dilemmas posed by public school sponsorship. The work also analyses teachers’ agency in navigating prescriptive curriculum materials, the impacts of EdTech during the pandemic, and addresses how public schools themselves have become market players, branding and monetising their operations. Drawing on Australian and international contexts, this book highlights the complex interplay between commercialisation, teacher professionalism, and equitable education access. A must-read for educators, policymakers, and researchers, this book provides insights into the implications of school commercialisation. It offers practical strategies to navigate this landscape while advocating for reforms that prioritise educational integrity over profit, ensuring that public schools remain spaces of equitable and holistic learning. © 2025 Anna Hogan.

Many higher education institutions (HEI) are implementing project-based learning (PBL) as innovative pedagogy in their curriculum for effective teaching learning. PBL engages students with various phases such as identifying a problem statement, providing a solution to that problem, designing or implementation of that solution with best accuracy. This paper presents the effective methodology for teaching learning process in higher education using PBL to study the impact of machine learning (ML) algorithms for the analysis of medical data for diseases classification. The methodology is supported by hands on workshop conducted for a final year engineering students with feedback and impact analysis, followed by project implementation for five case studies on medical data. To assess the impact of PBL, report submission on these case studies was carried out with rubrics and assessment tools. © © 2025 Inderscience Enterprises Ltd.

The rapid advancement of big data technologies has transformed industries, necessitating the development of specialized educational programs to equip students with relevant skills. Vocational and technical colleges play a crucial role in bridging the skill gap by offering big data professional education tailored to industry demands. However, assessing the quality and effectiveness of such programs remains a challenge due to the evolving nature of big data, the need for practical training, and alignment with industry requirements. This study proposes a comprehensive evaluation framework incorporating multiple criteria such as curriculum relevance, faculty expertise, infrastructure, industry collaboration, and student outcomes. By employing a Multi-Criteria Decision-Making (MCDM) approach, this research provides an in-depth analysis of big data education quality, ensuring that vocational institutions produce industry-ready graduates. We use two MCDM methods such as CRITIC method to compute the criteria weights and the VIKOR method to rank the alternatives. These methods are used with the Forest HyperSoft set to deal with criteria, sub criteria and sub-sub-criteria. We use five criteria and six alternatives in this study. These criteria are divided into Trees. Then we compute the criteria weights and rank the alternatives under each criterion. Then we obtain the rank of each criterion and combine these ranks into a final rank. © 2025, University of New Mexico. All rights reserved.

Ethiopia and China share a common educational agenda of cultivating and developing competent vocational graduates who meet the needs of the modern, technologically advanced industrial workplace. Unlike most of the literature, the present study adopted the self-determination theory to understand student learning motivation in the context of higher vocational education and training (VET) colleges in Ethiopia and China to reveal students’ satisfaction with psychological needs that are leveraged in building vocational professional development and identities. Ten senior higher VET students from each setting were recruited and participated in semistructured interviews. The study’s main finding affirms that although both groups felt they had the autonomy to choose the vocational field they sought to master, their learning process was subjected to traditional teaching methods, which ultimately restrained the participants’ feelings of competence because they trained in a less practical training space. Based on the study findings, we propose feasible policies and practical implications for meeting the motivational needs of VET students and promoting learning stability. © 2025 National Institute of Education, Singapore.

Gamification has emerged as a promising strategy to enhance engagement and learning outcomes in education. However, its adoption in developing countries faces persistent challenges. This study systematically reviews 43 research articles to identify key barriers to gamification adoption and provides new insights into their underlying causes. The findings highlight specific cultural misconceptions, such as the perception of gamification as mere entertainment rather than an educational tool, alongside language barriers and resistance to non-traditional teaching methods. Technological barriers, including limited access to digital devices, high costs, and low digital literacy, further hinder adoption. Institutional challenges, such as rigid curricula, insufficient teacher training, and a lack of supportive policies, exacerbate these issues. Unlike previous studies, this research not only categorizes these barriers but also provides a framework for addressing them. Specific policy recommendations include integrating gamification into national education strategies, subsidizing digital infrastructure, and designing teacher training programs focused on gamified pedagogy. By advocating for localized and context-sensitive gamification strategies, this study offers practical insights for educators, policymakers, and technology developers. © The Author(s) 2025.

Background: The value of Problem-based learning (PBL) in the teaching and learning of mathematics is internationally acknowledged. Its anticipated effectiveness in developing students’ professional knowledge and transferable skills has led many nations to advocate for its inclusion in the mathematics curriculum. However, there are challenges in implementing PBL which have, to date, received little research attention. Purpose: The review reported in this paper aimed to identify the key principles of PBL, the conditions for its effective implementation, and the challenges related to its implementation practices. It included 56 articles derived from searches of educational databases (Scopus, ERIC, EBSCOhost, and ProQuest) and reference harvesting. Method: The relevant papers were identified by applying the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework. This approach incorporated a search and screening strategy based on keywords and specific eligibility criteria. To be included, items must have been peer reviewed, relevant to secondary school mathematics, and published within the date range 2020–2023. Data were analysed thematically, via MAXQDA qualitative research analysis software. Findings: The analysed articles revealed several conditions for the effective implementation of PBL. These included factors related to student self-regulation; school organisation and climate; social influences, including peer relationships; and teacher motivation and feedback practices. A range of challenges were also identified at both the teacher and student levels. For teachers, these related particularly to moving from the role of instructor to facilitator, and for students, to specific teamwork and self-regulation challenges. Conclusion: The PBL principles and conditions identified through this review can potentially serve as a benchmark for effective PBL implementation in the teaching and learning of mathematics in schools. Teachers may wish to consider some of the identified methods of integrating PBL into their instructional practices. © 2025 NFER.

Developing digital marketing competencies and team spirit is essential in vocational education to cope with the digital economy’s demands. Based on the needs assessment of vocational students and related literature research, this study discusses how to develop and implement the project-based Blended Learning (PjBBL) model and evaluates its effectiveness in enhancing digital marketing competencies and team spirit among vocational students. The research employs a quasi-experimental design with 90 students from Tongren Polytechnic College, Guizhou, China, divided equally into experimental and control groups. The experimental group followed the PjBBL model. The control group used blended learning (BL) methods. The learning activity lasted 8 weeks, pre-tests and post-tests were administered using a 5-point Likert scale for digital marketing competencies and team spirit. MANOVA analysis (level 0.05) showed a significant difference in digital marketing competencies and team spirit between PjBBL and BL. The results revealed that while both groups showed improvement, the experimental group achieved significantly higher scores in both areas, indicating the effectiveness of the PjBBL model. This study provides valuable insights into improving vocational education through innovative teaching approaches. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.