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"Teaching"

Innovative teaching strategies such as Gamification, Technology-Enhanced Language Learning (TELL), and Project-Based Learning (PBL) are increasingly recognized for their potential to enhance student engagement and language acquisition in English as a Foreign Language (EFL) classrooms. While the individual effectiveness of these methods has been widely examined, limited research has explored their combined impact, particularly in elementary-level EFL contexts. This study addresses this gap by investigating how the integration of these three approaches influences young learners’ motivation, participation, and language development. Adopting a qualitative research design, data were collected through semistructured interviews with elementary EFL instructors and classroom observations across multiple teaching sessions. Thematic analysis of the data revealed that gamification significantly increased students’ motivation and fostered cooperative learning environments. TELL tools enriched the learning experience by offering interactive and multimodal resources that facilitated real-time communication and personalized feedback. PBL provided authentic contexts for language use, encouraging students to collaborate, solve problems, and communicate meaningfully, which enhanced their confidence and fluency. Moreover, the combined use of these strategies was found to lower language anxiety and improve the retention of vocabulary and grammatical structures. The findings emphasize the importance of student-centered and engagement-driven pedagogies that support active learning and practical language use. The study also underscores the need for teacher training and curriculum development programs to prepare educators to effectively integrate these approaches into their teaching practices. This research contributes to the growing body of literature on innovative language teaching methods and provides practical insights for educators and policymakers aiming to improve EFL instruction at the elementary level. Future studies are recommended to evaluate the long-term impact of such integrative strategies and examine their effectiveness across diverse educational settings and learner profiles. © (c) 2025 The Authors. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Developing sculpting and carving skills among art college students remains a critical problem in art education, where the conventional approaches are not very constructive for creativity, skill generation, and spatial conception development. To overcome this challenge, 3D Virtual Reality (VR) technology was developed for the enhancement of sculpture and carving skills. This research examined the difference between sculpting in a VR environment and traditional clay modeling, including their impact on creativity, skill acquisition, student motivation and participation, learning time, spatial ability, and creativity. A mixed method was used that involved quantitative questionnaires and qualitative interviews, with 532 undergraduate students who were a part of both VR and clay models, focusing on data collection. The result showed that the students were able to perform better in VR environments with enhanced creativity, technical skills, spatial thinking, and higher levels of engagement and motivation when compared to clay sculpting. It was found that VR allowed students to learn and perform complex sculpting processes in a short time, and students were more innovative in the ways they designed sculptures. It was also shown that VR facilitated the acquisition of 3D space and, more importantly, provided an interactive setting that was immersive and promoted creativity. This study demonstrates the use of VR in the field of arts education, providing evidence that VR can change the course of traditional sculpting and carving. The results highlight the VR’s ability to improve technical skills as well as artistic skills. The research indicates that VR improves the process of teaching sculpting techniques and provides a better understanding of the creative function and faster learning of the sculpting process. © Association for Educational Communications and Technology 2026.

The study aimed to examine the influence of ethnomathematics-based instruction on students’ attitudes, participation, and cultural connections in mathematics learning in Ghana. This study employed a descriptive survey research design to explore the integration of ethnomathematics into Ghana’s inclusive mathematics curricula, targeting JHS 1–3 students in public schools across diverse geographical and socio-economic contexts. Using a multi-stage sampling technique, 300 students were selected to provide rich, representative insights into the intersection of culture and mathematics learning. Data were collected through a structured questionnaire, with reliability confirmed via Cronbach’s alpha values above 0.70. Structural Equation Modelling (SEM) in Amos (v.23) revealed that ethnomathematics-based instruction had a significant and strong positive effect on students’ mathematics attitudes, participation in mathematics learning, and ability to connect mathematics to real-life culture. The findings underscore the transformative potential of embedding cultural contexts in mathematics teaching to enhance engagement, relevance, and learning outcomes, offering compelling evidence for curriculum reform toward inclusive, culturally responsive pedagogy. © 2026 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Background: Work-integrated learning (WIL) is a pedagogical approach combining classroom learning with practical experience. Despite its growing popularity, there is a need for a comprehensive understanding of the characteristics, trends, and outcomes of intervention studies. Purpose: This systematic review explores the current research on WIL intervention studies, examining publication venues, research aims, methodologies, and outcomes, as well as the implications and challenges. Design/Method: The structured and predefined PRISMA process was used to identify relevant studies published in peer-reviewed journals and conference proceedings, ensuring rigor, precision, and replicability. A typological framework was developed and applied to extract and categorize data from the included studies, which were then synthesized to identify patterns and trends. Results: The review included 22 studies between 2014 and 2023. Although the study quality was generally low across journal articles and conference proceedings, the included studies nevertheless provided essential insights. International interest in this topic is evident, growing, and exploratory, with a potential bias toward individual factors and little consideration of institutional or cultural factors. The methodologies included various approaches, but the lack of unifying frameworks suggests that the outcomes are likely context-dependent. The benefits of WIL were numerous and multifaceted, while the challenges highlighted the complexity institutions and industry partners face. Conclusions: This study provides a comprehensive overview of current research on WIL intervention studies. The findings highlight the importance of theoretical underpinnings, research aims, and methodologies in WIL research. The results have implications for educators, policymakers, and researchers seeking to improve the effectiveness of WIL programs. © 2026 American Society for Engineering Education.

Computer numerical control machine tools (CNC) play a crucial role in modern manufacturing and education. However, traditional industrial virtual training is typically a solitary experience, lacking social interaction. While virtual reality (VR) education offers immersive learning, it often limits opportunities for real-world collaboration, potentially diminishing social and cooperative skills. Additionally, group-based training requires numerous devices, resulting in high costs and low efficiency. To address these challenges, we propose a new educational framework: Cognition-Operation-Assessment. This framework introduces a group-oriented, highly interactive, and evaluable mixed reality (MR) system for CNC machine tool education. By integrating collaborative and interactive functionalities, the system enhances the teaching effectiveness of virtual classrooms, surpassing traditional paper-based and single-player MR learning. Its effectiveness has been validated through comprehensive courses and user experiments. © The Author(s), under exclusive licence to Springer-Verlag London Ltd., part of Springer Nature 2026.

This article describes the application of the principles of magnetism and motion by working with engineering students at Tecnológico de Monterrey to construct and simulate a Magnetic Linear Motor (MLM) through the Project-Based Learning (PjBL) methodology combined with STEM to facilitate experiential and collaborative learning. PjBL is a teaching methodology that applies learning to real-world problems. This approach is currently being adopted by various educational institutions, which face challenges in using pedagogical methods to foster positive relationships between students and mentors. Three phases can be distinguished in project-based methodology. Commitment: Students are motivated to participate in the importance of an MLM as a device capable of giving motion in one dimension. Research: Students engage in a research project where they design and model their ideas from different areas, such as electromagnetism, differential equations, and programming. Action: Assemble the prototype in the laboratory and evaluate its model. The differential equations of the magnetic force in the MLM prototype are used to determine its kinematic graphs and interpretation. As evidence of learning, students are required to submit two reports that are evaluated using rubrics. © 2026 Sociedad Mexicana de Fisica. All rights reserved.

As computing education attracts increasingly diverse students, the need for adaptive and inclusive teaching approaches has become critical. Traditional pedagogical models often rely on standardized frameworks and evaluation methods that overlook the diversity of student experiences and learning styles, particularly in complex fields like UX design. This study employs a phenomenographic approach to evaluate and understand the range of student conceptions of UX design thinking in an undergraduate systems analysis and design course. Through the UX design thinking module, students engage with user-centered tools such as personas, customer journeys, and empathy maps. Analysis of student feedback reveals four experiential conceptions during the course—skepticism, adjustment, practical utility, and user-centeredness—showcasing the spectrum from surface-level understanding to deeper appreciation of UX principles. Findings demonstrate the effectiveness of phenomenography in capturing diverse learning experiences, underscoring its value as an evaluation tool for creating more inclusive and responsive UX design education. Future research should explore the effectiveness of the phenomenographic educational evaluation approach in fostering empathetic student development and enhancing inclusive teaching practices in computing education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

The rapid expansion of the Internet of Things (IoT) demands instructional models that effectively bridge theory and practice. This study explores the integration of Project-Based Learning (PBL) with the ADDIE instructional design model in an undergraduate Information Technology Projects course. As a capstone activity, students designed and built a Smart Lamp using an ESP32 microcontroller, sensors, MQTT communication, and a mobile user interface, iterating through ADDIE phases with formative feedback. A mixed-methods evaluation combined SAM-based rubrics, user-experience testing, and self- and peer-assessment (n = 30 students; n = 20 external users). Results indicated strong technical performance (overall M = 4.2/5 across competencies), high collaboration indicators (M = 4.4/5), and positive end-user satisfaction (M = 4.4/5). A nonparametric exploratory comparison revealed no significant differences between students with and without prior IoT experience, highlighting the inclusiveness of the approach. Overall, findings demonstrate that coupling PBL with ADDIE fosters motivation, knowledge transfer, and effective hardware–software integration while providing a replicable structure for IoT education. Implications for course design include aligning learning outcomes with ADDIE phases, incorporating iterative usability testing, and integrating cloud-connected prototypes as authentic assessments for future implementations. © 2026 Wiley Periodicals LLC.

Background: College students’ participation in physical education (PE) classes is of great significance to teaching effectiveness and students’ physical and mental health. However, few studies have explored the influencing factors and mechanisms of PE class engagement. This study aims to investigate the association between college students’ perceived PE environment and their PE class engagement, as well as the mediating roles of perceived teacher support and academic self-efficacy. Methods: A cross-sectional survey was conducted among 1,158 Chinese college students from December 1 to 31, 2024. Variables were measured using the Perceived Physical Education Environment Scale, Perceived Teacher Support Scale, Academic Self-Efficacy Scale, and Classroom Engagement Scale. Mplus 8.11 was used to perform latent profile analysis on the perceived PE environment, which classified the participants into three groups: low-perception group, medium-perception group, and high-perception group. Amos 28.0 was employed to construct a structural equation model, and SPSS 26.0 was used to test the mediating effects. Results: In the total sample and the three groups, the perceived PE environment was significantly and positively correlated with college students’ PE class engagement (p < 0.01). In the medium-perception and high-perception groups of PE environment, perceived teacher support and academic self-efficacy played both individual mediating roles and a chain mediating role in the relationship between perceived PE environment and PE class engagement. However, in the low-perception group of PE environment, the mediating role of perceived teacher support was not significant, while the chain mediating role remained significant. Conclusion: This study identifies that perceived teacher support and academic self-efficacy are key mechanisms linking the perceived PE environment to students’ class engagement, and this sequential mechanism is particularly important in the context of low perceived PE environment. The results of this study emphasize the practical significance of strengthening school PE environments and resources, improving teachers’ guidance and support, and fostering students’ academic self-efficacy for enhancing students’ class engagement. 2026 Guan, Zhang and Wu.

This book equips secondary Career and Technical Education (CTE) teachers with strategies and information to create rigorous, meaningful, and comprehensive CTE programs, supporting educators in traditional work-based learning programs as well as schools looking to infuse career programming into their curriculum. It is also designed to guide both teachers moving into CTE from other subject areas and industry professionals entering the field from an alternative certification program. Each chapter is infused with a myriad of strategies for teachers to make your classroom "career ready," drawing on 21st-century classroom curriculum design. Each topic introduced, from assessment, collaborating with community partners and school stakeholders, work-based experiences, and more, includes an introduction, several instructional suggestions, a "teacher spotlight" demonstrating the strategies in action, and discussion questions for individual or book study use. Sample lessons, projects, and interviews with experts supplement the chapters. Whether you're a current CTE teacher or just looking to infuse career-ready material into existing secondary curriculum, this resource can help you create meaningful CTE learning to prepare your students for their world after your classroom. © 2026 Samantha Shane.