Abstract Books of The International Conference on Innovation in Teaching and Education
The Abstract Books of the International Conference on Innovation in Teaching and Education (ITECONFERENCE) presents carefully peer-reviewed research presented at the annual Teaching and Education conference organized by Proud Pen. This collection captures original work across the field of Teaching and Education, spanning theoretical frameworks to applied studies. Each volume serves as a reference for ongoing research and study in the discipline.
Copyright (c) 2026 Juan Filipe Stacul (Author) https://creativecommons.org/licenses/by/4.0
The Examination of the Relationship Between Psychological Flexibility Level and Problem-Solving Skills of Students in Special Education Departments
The purpose of this study is to examine the relationship between psychological flexibility level and problem-solving skills among students in special education departments. The research group consists of 453 special education students, who reached through criterion sampling technique. Of these students, 325 (71.7%) are females and 128 (28.3%) are males. The research data were collected face-to-face using the scales. Participants volunteered to take part in the research. The research model of this study was the correlational survey model, which is one of the quantitative research methods. The Acceptance and Action Form II Scale was used as a data collection tool to measure psychological flexibility, the Adult Problem-Solving Skills Scale was used to measure problem-solving skills, and the Personal Information Form was used to determine the gender and class level of participants. For analyzing the data, descriptive statistic, t-test, ANOVA, Pearson Correlation Coefficient analysis, and Simple Linear Regression analysis were used. According to the findings of the study are; there is no significant difference in the problem-solving skills of special education department students according to their gender (t451=802, p>.05). There is a significant difference in the problem-solving skills of special education department students according to their grade levels (F3-449=2.899, p<.05). The scores of first-year students (x̄=69.96) are statistically significantly higher than those of fourth-year students (x̄=66.13). A low-level, positive, and statistically significant relationship was found between the psychological flexibility level and problem-solving skills of special education department students (r=.147, p<.05). The regression analysis revealed that psychological flexibility level scores significantly predict problem-solving skills scores (F1-451=9.934, R=.14, R2=.02, p<.05).
Copyright (c) 2025 Hakan Sari, Hikmet Beyza Yakici, Elmas Nur İbaoğlu (Author) https://creativecommons.org/licenses/by/4.0
Examining the Perceptions of Student Teachers on the Difficulties Encountered in Special Education Nursery Schools in Türkiye
This study aims to examine the opinions of students studying in special education department as third-year students in Gaziantep University. They are attending ‘Special Education Nursery Schools’ to observe the training sessions to improve their teaching skills in those schools in the light of the ‘School and Institution Experience in Special Education Course’. In this study, the researchers preferred to use semi-structured interview method with the help of phenomenological approach because of aiming to receive the participants’ emotions and thoughts in depth. Ten students participated in this study who completed successfully ‘School and Institution Experience in Special Education Course’ with the help of the criterion sampling technique. The data was collected using semi-structured interview form developed by the researchers. The transcripts were analyzed with descriptive analysis technique. The findings raised from the study are as follows: 1. Children with special needs in nursery schools have difficulties such as lack of verbal language output and lower attention spans. 2. Immigrant children who are attending special education in nursery schools in Türkiye have also difficulties such as lack of phonetics of some letters like “h” and “v” because they use different language at home. 3. The children also face some difficulties such as peer rejection and difficulties for adoption with other students. 4. These children also have difficulties with the inability to adapt the environment to each type of disability, the inadequacy of materials, the inability to choose methods and techniques appropriate to individual differences, inadequacies of the preparation and implementation of individualized education plans, and lack of systematic measurement and evaluation.
school and institution experience in special education course
Copyright (c) 2025 Hakan Sari, Elmas Nur İbaoğlu, Hikmet Beyza Yakici (Author) https://creativecommons.org/licenses/by/4.0
Fostering Engagement and Autonomy in Blended Foreign Language Learning for Adult Learners in Higher Education
The growing demand for flexible, learner-centred approaches in foreign language education has led to the increasing integration of blended learning models, particularly in higher education and adult learning contexts. This presentation explores strategies to enhance engagement, motivation, and learner autonomy among adult students studying foreign languages through a combination of face-to-face instruction and digital platforms. Drawing on recent research and practical experience from European educational projects and university-level language teaching, the study highlights effective practices in designing blended learning environments that promote sustained participation and intercultural competence. Specific attention will be given to the role of gamification, formative assessment tools, and collaborative online activities in supporting diverse learner needs. The presentation will also discuss challenges related to technological literacy, learner anxiety, and maintaining a sense of community in virtual settings. By sharing concrete examples of curriculum design and implementation in the field of French language teaching, this talk aims to provide actionable insights for educators and programme developers seeking to foster active engagement and lifelong learning habits among adult foreign language learners.
Copyright (c) 2025 Dr. Maria-Eleftheria Galani (Author) https://creativecommons.org/licenses/by/4.0
The Role of Preschool Teachers in Play-Based Learning Activities
Play is essential for developing concepts and skills in preschool children that are crucial for their academic success later in life. Recognising the importance of early childhood education has highlighted the need for early childhood teachers to maintain play-based learning activities in their teaching practices and effectively engage in the learning processes of young children. In this way, preschool teachers play a crucial role in designing play-based learning activities in their classroom. This research explores that what extent preschool teachers use play-based classroom activities in the teaching and learning process, teachers’ perception of using play-based strategies and children's participation in those activities. Furthermore, it identifies how preschool teachers approach their teaching and learning activities. The research employed a mixed-methods approach, collecting both quantitative and qualitative data through surveys and interviews conducted with early childhood teachers and early childhood administrators. The study was conducted in the Eastern Province of Sri Lanka, and the survey participants were selected from a random sample of teachers and administrators working in preschools located in the Manmunai Southwest Education / D.S. Division of Batticaloa District, Sri Lanka. Several challenges were identified in designing play-based activities, including inadequate resources, particularly technological aids, a lack of a standardised curriculum, and a shortage of pre-service and in-service training programs. Finally, the research recommends that preschool teachers design play-based activities to improve children’s skills and develop classroom activities.
Copyright (c) 2025 Soba Balasundaram (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Role of AI Managers at Higher Education Institutions
This study examines attitudes towards AI adoption in Higher Education Institutions (HEIs) to assess the need for dedicated AI Managers at HEIs by evaluating AI integration, the potential roles and responsibilities, and the perceived impact on educational quality. The research employs a quantitative survey approach with responses from 387 participants (students, educators, and administrative staff) across HEIs from 11 countries. Data analysis involves descriptive statistics and regression analyses to evaluate respondents' attitudes towards AI implementation and governance. Results indicate widespread positive attitudes toward integrating AI in teaching and administrative processes, although significant concerns remain about ethics, data privacy, and skill gaps. 71% of respondents from HEIs lacking a designated AI Manager role advocate for its creation, with expectations revolving around staff and student training, ethical oversight, and strategy development, highlighting perceived benefits to institutional AI readiness and enhanced study quality. Findings underscore the need for structured AI governance within HEIs, recommending a formalised AI Manager role to bridge expertise gaps, mitigate ethical concerns, and enhance educational outcomes through strategic, responsible AI use. This research uniquely combines empirical insights into AI adoption attitudes with practical recommendations for governance structures in HEIs, offering guidance for policymakers and educators regarding AI integration.
Copyright (c) 2025 Valters Kaže (Author) https://creativecommons.org/licenses/by/4.0
How To Enhance Speaking Skills in Learners
One year ago, I conducted the exploratory action research on enhancing speaking skills in learners. While observing, I noticed my students’ apparent reluctance to participate in fluency activities I offered them during the lesson. They demonstrated a lack of confidence while making presentations, taking part in discussions, or engaging in dialogues. Consequently, I undertook this research to reveal root causes of this issue, as it became clear that despite their awareness of grammar and vocabulary, a deficiency in their speaking abilities was noticeable. I formulated three exploratory questions to gain a comprehensive understanding of their current situation at hand. 1. What kind of fluency activities do my students find most engaging and preferable? 2.How do my students prefer to practice and consolidate new vocabulary? 3.What types of fluency activities do my colleagues implement in the classroom? For answering questions and collecting data I used the following tools: • Reflective journal. • Student questionnaire. • Interview with colleagues. For four weeks, I used a combination of three methods to collect data, including a reflective journal for documenting my students’ behavior during fluency activities. A student’s questionnaire in order to elicit insights into the underlying reasons for the students’ reluctance to participate in speaking activities and an interview with my colleagues to share their experiences on this topic. Upon thorough analysis of the data collected, in relation to the fluency activities the data suggested that most learners (13 out of 22) preferred role-plays. One student articulated this preference by stating: “I like taking part in role-plays because I feel more confident”. Six students enjoyed providing personal information and only three preferred making presentations. However, reflective notes revealed that the most challenging barrier for students was making presentations in front of a large audience due to their shyness. Furthermore, students could utilize newly acquired vocabulary in written form, but found it difficult to engage in speaking. During interviews, most of my colleagues used storytelling, as they thought students could create stories that helped them use new vocabulary. Additionally, they also used personalization as a fluency activity. They said:” Some students feel free when they speak about themselves” Based on the findings, it appeared that the students’ hesitance to engage in speaking activities was not primarily due to a lack of vocabulary, as initially presumed, given their proficiency in written tasks. Rather, it seemed to be related to difficulties when attempting fluency exercises, as well as their shyness and insecurity, indicating a need for more practice and support. To address this issue, I diversified the classroom activities in the classroom with fluency exercises and implemented them into the learning and studying process. 1. Increase debate practice: Create low pressure debate activities to build confidence and improve argumentation skills. 2. Expand vocabulary use: Encourage speaking activities to help students actively use new vocabulary in real-life situations. 3. More role-plays: Provide students with varied role-play scenarios to practice vocabulary in meaningful contexts. By offering a wide range of speaking tasks, my students built their confidence and improved their oral communication skills. Furthermore, providing personalized assistance and encouragement fostered their progress in this area.
Copyright (c) 2025 Nino Sturua (Author) https://creativecommons.org/licenses/by/4.0
Designing Educational Experiences to Foster Creative Thinking: Implementation and Evaluation of the “Thirty-Five” Game
This study examines the implementation of the “Thirty-Five” activity in Japanese higher education, evaluating its pedagogical effectiveness and potential refinements for fostering creative thinking. The activity aims to enhance students’ idea generation and evaluative skills through interactive peer assessment. Participants initially write down their own ideas and brief explanations. These ideas are then randomly exchanged among the group. Working in pairs, students explain the ideas they have received in their own words and jointly allocate a total of seven points between the two ideas (e.g., 6 and 1, or 5 and 2). This process is repeated five times, resulting in a maximum possible score of 35 points per idea. To improve the educational value of the activity, two key modifications were introduced: (1) prohibiting equal point allocations (e.g., 3 and 4) to encourage more decisive evaluative judgements, and (2) requiring students to incorporate their own opinions when explaining others’ ideas. The impact of these adjustments was analysed using performance scores and post-activity questionnaires. Findings indicate that the modifications elicited notable cognitive and emotional shifts in students’ evaluative and explanatory behaviours, promoting reflective judgement and active engagement. Open-ended responses revealed heightened awareness of evaluation criteria, peer perspectives, and justification practices. These outcomes suggest that “Thirty-Five” serves as a promising pedagogical tool for cultivating creative and dialogic thinking in higher education.
Copyright (c) 2025 Saki Inoue, Kazutoshi Sumiya (Author) https://creativecommons.org/licenses/by/4.0
Students Attitudes And Perceptions of Mathematics Through The Lens of The PISA Analysis Trends from 2003 To 2022
Throughout the past, present and future of education, students' attitudes, behaviours and perceptions has impacted their academic performance, and has influenced quality of teaching and learning in the educational setting (Mazana, et al., 2019). The link between students' attitudes and students performance is more evidently seen in the subject of mathematics. This literature review sets out to investigate and critically analyse the trends in students' attitudes and perceptions of mathematics, and the impact past and current curriculum reform have for students at second-level in Ireland. This literature review compares the results of Ireland’s non-cognitive outcomes (self-efficacy, motivation, and anxiety) through the Programme of International Student Assessment (PISA) from 2003 through to 2022. The 2022 report is the most recent analysis by PISA of the non-cognitive outcomes linked to mathematics in schools. The findings show the responses of students through their perceptions and attitudes of mathematics, and the policymakers actions such as curriculum reform like Project Maths (phased in 2008-2014), and the Junior Cycle mathematics implementation in 2018. Findings show that students have a higher anxiety level towards mathematics compared to the average OECD’s score. Additionally, female and male students score equally in mathematical performance at Junior Cycle, however males outperform females at Leaving Certificate level. This plays into the differences between genders for mathematics anxiety, and mathematical self-efficacy where males score higher. Compared internationally, students self-responsibility towards mathematics was in line with countries such as Hong Kong, and Australia. Thus, reflection on these PISA’s findings can further highlight gaps and limitations of mathematics curriculum reform in Ireland. Findings call for future developments in responding to students perceptions and attitudes, and to discuss the responses by policymakers on previous PISA results.
Copyright (c) 2025 Chelsea Leigh Love (Author) https://creativecommons.org/licenses/by/4.0
Flipped Classroom Pedagogy, Engagement, and Academic Performance: Validating Multidimensional Learning Processes through Integrated Survey and Behavioral Evidence
While flipped-class courses are designed to enhance student engagement, most classroom analytics still rely on simplistic right–wrong scoring or end-of-semester surveys. To address this limitation, we developed and validated a 26-item Engagement & Experience Questionnaire (EEQ) grounded in multidimensional engagement theory (behavioral, emotional, cognitive) and self-determination perspectives. Additionally, we collected eye-tracking (ET) data to examine real-time cognitive processing during multiple-choice (MC) quizzes. EEQ items were theorised to load on three correlated factors—behavioural strategy, emotional value and cognitive investment. Meanwhile, two representative heat maps of eye movement (high- vs low-engagement tertiles) illustrate gaze patterns on Bloom–Remember and Bloom–Analyse items. Confirmatory factor analysis supported the three-factor EEQ model. Internal consistencies were strong. Cognitive-engagement scores correlated with closed-book final-exam marks. A 2 (ItemType: low vs high Bloom) × 3 (EEQ cognitive engagement tertile) mixed ANOVA on fixation time showed a main effect of engagement but no interaction, suggesting consistently deeper processing by highly engaged students across item types. The EEQ offers a brief, psychometrically sound tool for flipped-class designers, while the preliminary ET visualisations demonstrate how behavioural traces can enrich engagement research. Future work will integrate item-level gaze metrics with score modelling to support adaptive feedback in AI-enhanced learning environments.
Copyright (c) 2025 Wang Yuanyuan, Xie Nina, Liu Yujun, Jin Haiting (Author) https://creativecommons.org/licenses/by/4.0
English language proficiency for students of the English Language Teacher Education Programs: Requirements and Preparations
Providing students with sufficient employability skills is one necessary objective of any training programs. This objective is more important with English Language Teacher Education (ELTE) programs in which, one significant employability skill is English Language Proficiency (ELP). Many graduates lack confidence in either taking the required exams of ELP national standards for beginning in-service teachers or using English in communication. This study aims at investigating preparations of the ELTE curriculum for graduate’s standards of linguistic competence so that students can perform effectively with people of another language background on their terms, which is essential in the globalisation era. The study was conducted at 12 ELTE institutions in Vietnam. The data included surveys, interviews, and policy documents. The results of the study reveal a strong alignment between curriculum and standards of English language knowledge but a weak alignment in ELP skills. The variations in English language courses and requirements across the participating institutions are also reported. It is recommended to revise ELTE curriculum based on national standards and social expectations so that students are better prepared to be proficient in multicultural teaching contexts. The findings and implications are meaningful for multiple educational stakeholders, including policy makers, instructors, employers, and learners.
Copyright (c) 2025 Thi Phuong Lan Nguyen (Author) https://creativecommons.org/licenses/by/4.0
Investigating the Impact of STEM Activities on the Creative Thinking Skills of Preschool Children
The purpose of this study was to design STEM activities for preschool children aged 5–6 and to assess their impact on the children’s creative thinking skills. The research was conducted during the 2024–2025 academic year in two preschool classrooms affiliated with the Ministry of National Education in the Pendik district of Istanbul. A quasi-experimental pretest-posttest control-group design was employed. The sample comprised 40 children in total: 20 in the experimental group (9 boys, 11 girls) and 20 in the control group (11 boys, 9 girls). Ten STEM activities were developed and reviewed by four academics—each holding a doctoral degree and specializing in Child Development or Preschool Education. These activities were implemented once weekly over ten weeks in addition to the regular preschool curriculum for the experimental group. The control group followed only the standard preschool program prepared and delivered by their own teachers. Data were collected via a Demographic Information Form and the Integrated Creativity Test for Preschoolers – Preschool Creative Thinking Skills Scale (K-ICT), originally developed by Lee and Lee (2002) in Korea and adapted into Turkish by Yuvacı (2018). Statistical analyses included the Shapiro–Wilk test, Mann–Whitney U test, and Welch’s t-test. Results demonstrated that the experimental group’s mean pretest-posttest scores on creative thinking differed significantly from those of the control group (p < 0.05).
Copyright (c) 2025 Dr. Züleyha Yuvacı, Ayşe Aslıhan Halat (Author) https://creativecommons.org/licenses/by/4.0
From Concept to Classroom: Gamifying lesson design in Open and Distance Learning
The unprecedented impact of the COVID-19 pandemic has prompted research into students’ attitudes, experiences, and challenges within the realm of open and distance learning (ODL). A significant body of literature has underscored the critical issues of student engagement and motivation, highlighting them as key factors influencing learning outcomes. Gamification—the application of game-like elements into non-game contexts—has emerged as an innovative pedagogical strategy aimed at enhancing student engagement, motivation, and overall learning experiences. Recent literature suggests that when gamification is thoughtfully designed and carefully incorporated into the lesson design, it has the potential to improve learning. The present study explores the integration of gamification within the lesson design, demonstrating how various game elements were strategically embedded to enhance student engagement and motivation. This research was conducted with a cohort of thirty students enrolled in a gamified Software Engineering course at the Open University of Mauritius. Upon completion of the course, fifteen students participated in a structured focus group discussion to share their perspectives and reflections on their gamified learning experience. The participants generally expressed enthusiasm and enjoyment for all the gamified activities. Furthermore, students highlighted the positive impact of gamification on fostering a strong sense of community, teamwork, and collaborative learning. Notably, the findings revealed diverse reactions to specific game elements, particularly the leaderboard, which elicited mixed responses in terms of motivation and competition. Overall, the study contributes valuable insights on gamification in ODL for educators seeking to design and implement gamified learning courses.
Copyright (c) 2025 Rubeena Doomun (Author) https://creativecommons.org/licenses/by/4.0
Educational administration serves as a vital force which creates effective learning environments by implementing strategic policies and providing leadership. This paper examines the essential link between educational policy and leadership by studying how administrators shape curriculum design and distribute resources while governing institutions. This analysis investigates modern policy development barriers which combine issues regarding educational fairness and digital adoption with community involvement while showing how administrators must deal with innovation versus regulatory adherence complexities. The analysis investigates the effects of three leadership approaches including transformational leadership and instructional leadership and distributed leadership on sustainable educational transformation. The research combines theoretical frameworks with practical examples to discover effective leadership methods which boost institutional success and student academic outcomes. The research results emphasize the vital role of adaptive leadership and data-based choices and collaborative governance to address contemporary education system requirements. The article reveals essential knowledge about how educated policies combined with robust leadership creates lasting transformations within educational organizations which drive success across an evolving global environment.
Copyright (c) 2025 Rashida Pervaiz, Dr. Ijaz Ahmad TatIah (Author) https://creativecommons.org/licenses/by/4.0
A Review of How Online Learning Platforms and Digital Tools Are Bringing Unique Learning Affordance to ESD In Southern Africa
This study investigates the unique learning affordances of online Environmental and Sustainability Development (ESD) programs, focusing on Amanzi [Water] for Food in Rural Agriculture and Sustainability Starts with Teachers Education as case studies. These programs transitioned from face-to-face to online formats, offering transformative social learning experiences that promote sustainability knowledge, competencies, and values. Utilising both qualitative and quantitative research methods, the study applies the Value Creation Framework to assess the immediate, potential, applied, realised, and reframing value generated by these online learning initiatives. Findings reveal that the programs’ innovative design conventions and successive research-led refinements shape online platforms into dynamic digital learning ecosystems. Findings reveal that the programs’ innovative design conventions and successive research-led refinements shape online platforms into dynamic digital learning ecosystems. This research contributes to the design of future ESD-oriented platforms and the evolving role of digital ecosystems in addressing Southern Africa’s socio-environmental challenges. It demonstrates their potential to enhance collaborative engagement and learning outcomes. By reviewing the design innovations of these early online ESD initiatives, the study informs the development of next-generation online learning platforms that prioritise accessibility, transformative pedagogy, and sustained community engagement. This work advances the academic field by deepening the understanding of ESD learning affordances and guiding the creation of digital ecosystems that support social learning for sustainability.
Copyright (c) 2025 Wilma van Staden, Heila Lotz-Sisitka (Author) https://creativecommons.org/licenses/by/4.0
Utilizing 21st Century Skills in Teaching English as An International Language to Higher Education Tourism Studies
The presentation will discuss teaching English to Higher Education students of Tourism in combination with and through the different sets of knowledge, attitudes and traits known as 21st century skills. Personal branding, social media presence, intercultural skills but also interpersonal skills such as conflict resolution, mindfulness, negotiation tactics are only a few of the transferable skills that the global citizen of the 21st century needs for successful communication and fulfillment of different roles. Even more so, when one is about to enter a profession in the Tourism industry, with its multitude of backgrounds and challenges. For University students in particular, being a digital native does not guarantee familiarity with social media management, visual, textual, digital or technological literacy, or the ability to formulate a consistent personal brand. The use of meaningful material, experiential learning and role-playing activities based on these topics raises students’ awareness of their importance, fosters self-reflection on an individual and group level and, ultimately, contributes to an enhanced professional identity.
Copyright (c) 2025 Dr. Zoi Antonopoulou (Author) https://creativecommons.org/licenses/by/4.0
The Future of Education: Augmented Reality for Sumerian Language in Iraqi Schools
For decades, the main means of imparting knowledge has been through traditional classroom settings. However, education has always been a crucial component of human development. But the introduction of technology into the classroom has fundamentally changed the way that people learn, providing pupils with fresh and interesting experiences. The origins of technology in education can be found in the late 1800s when scientific curriculum development was formalized in response to shifting societal concerns and settings. The most important contribution to civilization to date is the cuneiform writing system on clay tablets. The Sumerians were the first to create a practical and efficient writing system and to advance it into a potent means of communication successfully. Writing on clay dates back to 5000 years ago. These days, augmented reality (AR) technology makes studying more interesting and productive by allowing students to view and engage with knowledge in novel and fascinating ways. According to studies, implementing augmented reality (AR) in the classroom can enhance learning results, motivation, and student engagement. It offers pupils a singular chance to learn by doing, which helps them retain information better than when they learn it passively. Teachers may give students a more effective and engaging learning experience that better equips them for the challenges of the twenty-first century by utilizing augmented reality technologies. In an effort to enable Iraqi students at grade five to receive an education and connect with their historical language, this initiative focuses on exploring, researching, and incorporating the Sumerian language in classes and schools in Iraq utilizing augmented reality technology.
Copyright (c) 2024 Ali Abdallah, Viera Obeid, Nicolas Zougheib, Rana Jammal (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Enhancement of Creativity in Engineering Students: The Role of Paradoxical Tensions, Thinking, and Team Psychological Capital
The multifaceted challenges encountered by engineering university students generate paradoxical tensions, which serve as catalysts for fostering creativity. Engaging in paradoxical thinking during academic pursuits enhances the ability of students to solve complex engineering problems. Despite this, the intricate interconnections among paradoxical tensions, paradoxical thinking, and the creativity of engineering university students remain ambiguous. This study sought to address this gap by surveying 1410 engineering university students in China, delving into how paradoxical thinking mediates the link between paradoxical tensions and creativity. Additionally, it investigated the moderating impact of team psychological capital on the associations between paradoxical tensions and both paradoxical thinking and creativity. SPSS 24.0 was initially used to convert the cleaned data into a “.csv” format, and Smart PLS (v.4.0.9.5) was then employed to assess the model. The findings of the study reveal a positive influence of paradoxical tensions on both creativity and paradoxical thinking. Notably, paradoxical thinking emerges as a significant contributor to enhancing the creativity of engineering university students. Furthermore, the findings show that paradoxical tensions enhance creativity by influencing paradoxical thinking. While team psychological capital emerged as a significant factor in moderating the link between paradoxical tension and creativity, its role in moderating the association between paradoxical tension and paradoxical thinking was not statistically significant. This study revealed how paradoxical tensions among engineering university students influence creativity through paradoxical thinking, moderated by team psychological capital. The findings not only provide new insights for researchers to better understand paradoxical tensions, paradoxical thinking, team psychological capital and the underlying psychological mechanism for engineering university students' creativity, but also have practical implications for education administrators.
Copyright (c) 2024 Zhen Zhou, Huifen Guo, Chen Yang (Author) https://creativecommons.org/licenses/by/4.0
Enhancing Engineering Education through Research-Led Learning: Insights from a Group Design and Make Wind Turbine Project
Research-led learning approaches in higher education have garnered significant attention for their potential to bridge the gap between theoretical knowledge and practical application. Particularly in the field of engineering, such educational methodologies are critical for developing skills that are directly relevant to industry needs. This study evaluates the effectiveness of research-led learning in engineering education through a detailed case study on the Group Design and Make (GDM) wind turbine project at the University of Nottingham. In this project, students engaged in the design and development of a novel vertical axis wind turbine equipped with a variable pitch control system, effectively applying theoretical concepts in a hands-on setting. The project extended beyond mere conceptual design to include the actual construction of the turbine and its subsequent testing in a rigorous wind tunnel environment. This approach allowed students to experience the full cycle of an engineering project—from ideation through execution. The study emphasizes the role of such research-led projects in enhancing student engagement and deepening their understanding of core engineering design principles. Moreover, it illustrates how these projects equip students with essential skills like critical thinking and collaboration, which are vital for their future careers. Through this case study, we demonstrate the substantial educational benefits of incorporating practical, real-world projects into the engineering curriculum, showing how they prepare students to meet future challenges in mechanical and renewable energy engineering with confidence and competence.
Copyright (c) 2024 Lin Wang (Author) https://creativecommons.org/licenses/by/4.0
From Annotation to Engagement:Hyper-Video Tools in Blended Learning
The study investigates pre-service teachers' (PSTs) experiences with a hyper-video tool integrated into a blended learning (BL) environment. Using qualitative methods, the research analyzed reflections from 45 PSTs, including insights from focus groups and semi-structured interviews. The study aimed to understand how PSTs engaged with the hyper-video tool and its impact on their professional development. The findings revealed that PSTs generally had positive experiences, associating hyper-video annotating with increased motivation and meaningful learning. Three distinct annotating styles emerged: annotating throughout watching, annotating after watching, and a combination of both. Each style was linked to benefits such as enhanced concentration, memory prompting, and improved writing skills. PSTs also shared professional insights on teacher and student agency, highlighting the use of video as a teaching tool, active learning, self-directed learning, scaffolding, critical thinking, and temporal considerations. The study emphasizes the need for discussions with PSTs about integrating hyper-video and the pedagogical approaches it supports. By examining PSTs' experiences with hyper-video, the research contributes to understanding how hyper-video tools can enhance learning and teaching practices in teacher education programs designed as BL. The study's implications suggest that integrating hyper-video annotations can support PSTs' development as reflective practitioners, fostering deeper engagement and more effective learning strategies.
Copyright (c) 2024 Liat Biberman-Shalev (Author) https://creativecommons.org/licenses/by/4.0
From Face-to-Face to Online Education and Back: The Impact of These Transitions on the Factors Influencing Academic Performance
The COVID-19 pandemic has significantly impacted the education sector, leading to changes in how countries perceive and manage educational strategies. This period of transition from face-to-face to online education and then back to face-to-face learning provided researchers with a unique opportunity to study these changes and their ongoing effects on educational dynamics. This study explores the lingering impacts of the pandemic, focusing on the transition from exclusive online learning environments to hybrid or traditional classroom settings. Through an online survey of 200 college students, this research investigates how two factors (test competence and student concentration) affect academic outcomes. The results showed that test competence continues to significantly enhance academic performance, while student concentration did not impact academic outcomes. The study offers strategic recommendations for improving both digital and physical learning platforms to enhance students' academic results.
Copyright (c) 2024 Dr. Abdullah Alatiqi (Author) https://creativecommons.org/licenses/by/4.0
Nigerian Public Libraries and The Promotion of Equity, Diversity, And Inclusion Through Accessible Information for All, For A Sustainable Future
Throughout history, public libraries have been known as drivers of societal development. This, they achieve through their provision of timely, accurate, relevant and unbiased information resources and services, while considering the principles of equity, diversity and inclusion without any form of discrimination. However, this paper used a desk research method to drive a point on how Nigerian public libraries serve as catalysts for the promotion of equity, diversity, and inclusion within their communities, to ensure equitable access to information resources and services, thereby empowering individuals from diverse backgrounds with the required information for a sustainable future. In the process, an overview of public libraries and their functions was given; the concepts of equity, diversity, and inclusion in library services were explored, the need for a sustainable future was discussed and the role of Nigerian public libraries in promoting equity, diversity and inclusion for a sustainable future was analyzed. The paper concludes by recommending that public libraries should engage in a series of initiatives and programs that would support equity, diversity and inclusion for a sustainable Nigeria
Copyright (c) 2024 Habiba Mohammed Barau , Kamaluddeen Isa El-Kalash (Author) https://creativecommons.org/licenses/by/4.0
A Solid Foundation for Producing Productive Teachers for National Development
The clamour for curriculum review in Nigerian tertiary institutions, the colleges of education in particular, in the wake of the rude awakenings of the 2020 Covid-19 pandemic, and the recent upgrade of the colleges of education to dual mode operation; are direct drives for transformation and rebirth in the production of quality teachers for national development. Quality teacher education via the Nigerian Certificate in Education (NCE) programme, plays a fundamental role in shaping the educational terrain of any nation, thereby acting as a foundation for national development. In the context of Nigeria, the quality of teacher education programme directly affects the country's socio-economic growth, technological advancement, and overall progress. This paper examines the current state of teacher education in Nigeria, highlighting its challenges, strengths, and the pivotal role it plays in the country's development. It delves into the importance of refining teacher training programmes, emphasizing the need for a comprehensive approach that integrates modern pedagogies, technology, and a focus on cultivating teachers' professional competencies. Furthermore, it discusses the implications of policies and reforms aimed at enhancing the quality of teacher education to meet the evolving demands of Nigeria's educational system and contribute meaningfully to the nation's development agenda. The paper aims at underscoring the imperative role that effective teacher education plays in steering Nigeria towards a brighter future, offering insights into strategies and approaches essential for its continual improvement.
Copyright (c) 2024 Prof. Dr. Faruk Haruna Rashid (Author) https://creativecommons.org/licenses/by/4.0
The role of professional learning communities in promoting sustainable development in light of Vision 2030
This study evaluates the prevailing challenges within the Saudi Arabian educatiоn system and argues fоr the integratiоn оf Prоfessiоnal Learning Cоmmunities (PLCs) as a transfоrmative strategy fоr public schооls. By nurturing cоllabоratiоn, shared leadership, and оngоing prоfessiоnal develоpment, PLCs aspire tо bridge the gap between educatiоnal objectives and their actual implementatiоn. The study thоrоughly explоres the nature, significance, and оbjectives оf PLCs, examining their rоle in enhancing academic perfоrmance within the framewоrk оf sustainable develоpment. This investigatiоn cоntributes valuable insights aimed at elevating the quality and effectiveness оf educatiоn in Saudi Arabian public schооls. The study assesses the status оf PLCs and sustainability in Saudi Arabia, shedding light оn the impact оf PLCs in attaining sustainable develоpment gоals. The findings affirm that the implementatiоn оf PLCs in schооls significantly elevates teachers' prоfessiоnal practices, enhances educational development and performance efficiency, and оverall schооl perfоrmance. Multiple studies affirm the pоsitive cоrrelatiоn between PLCs and academic achievement. Hоwever, the achievement оf successful implementatiоn hinges оn meeting prerequisites such as establishing a clear visiоn, cultivating suppоrtive leadership, fоstering cоllabоrative envirоnments, and prоviding cоnducive cоnditiоns. The study closes with actiоnable recоmmendatiоns, including the promotion оf a PLC culture, adоptiоn оf PLC strategies fоr cоntinuоus imprоvement, develоpment оf specialized training prоgrams, utilizatiоn оf educatiоnal indicatоrs systematically, suppоrt fоr оngоing prоfessiоnal develоpment, establishment оf electrоnic PLCs between parents and teachers, and activatiоn оf variоus educatiоnal specialists tо better serve students.
Copyright (c) 2024 Prof. Dr. Amel AlOthman (Author) https://creativecommons.org/licenses/by/4.0
Role of Technology-Enhanced Cooperative Problem-Based Learning (TE-CPBL) Workshop for Educators in Enhancing Learner-Centred Teaching Effectiveness
Modern educational landscapes demand innovative pedagogical approaches that effectively integrate technology and foster deeper learning. This study embarked on addressing the pivotal query: how do Technology-enhanced Cooperative Problem-Based Learning (TE-CPBL) workshops impact educators' teaching practices and efficacy? Drawing from the constructivist theory, which postulates that learners construct knowledge based on their experiences, this research hypothesized that educators, when exposed to technology-integrated CPBL training, would manifest enhanced teaching methodologies that are student-centric and interactive. Utilizing a qualitative approach, the study involved a series of CPBL workshops where educators were immersed in technology-enhanced pedagogical tasks and subsequently assessed through their own reflections and delayed post-workshop interviews. Preliminary data from the participant reflections underscored a shift in their teaching paradigms. Participants reported heightened confidence in integrating tools like Canva and ChatGPT in their lessons, a broader understanding of the synergy between content, pedagogy, and technology, and an appreciation for student-centered teaching strategies. Participants also shown keenness on learning exposure to technology enhanced CPBL workshops in the future and this workshop enhanced teaching efficacy among educators. This suggests the critical role of such workshops in reimagining and reshaping contemporary educational practices. In conclusion, this study emphasis the need for continuous professional development using technology-integrated CPBL strategy, positioning it as a linchpin in the drive towards reimagined, effective, and future-ready teaching methodologies.
cooperative problem-based learning (CPBL)
Copyright (c) 2024 Mohammad Tazli Azizan, Brandon Liau, Nik Ani Afiqah Mohamad Tuah (Author) https://creativecommons.org/licenses/by/4.0
Transforming Pedagogy in the Digital Age: Insights and Innovations from the UK
This research paper delves into the transformative impact of digital resources on the educational landscape, with a keen focus on the pioneering efforts within the British educational sector. Emphasizing the integration of theoretical insights and empirical evidence, the study seeks to unearth and validate effective digital strategies and tools that significantly bolster teaching and learning outcomes. Central to the investigation are various digital pedagogies, such as game-based learning, active learning practices, and the advanced implementation of artificial intelligence and machine learning technologies within the educational sphere. Utilizing a comprehensive approach that includes case studies and comparative analyses from the UK, the paper meticulously examines how digital resources are pivotal in enhancing learner engagement, personalization of the learning experience, and the development of feedback literacy. The findings underscore the critical role of digital innovations in fostering an enriched educational process, highlighting their potential to not only improve the quality of education but also to prepare learners for the challenges and opportunities of the digital age. This study contributes to the broader discourse on educational quality enhancement, offering valuable insights into the utilization of digital technologies to transform pedagogical practices. Through its examination of the British context, the research provides a framework for understanding the global implications of digital transformation in education.
Copyright (c) 2024 Dr Inesa Kostenko (Author) https://creativecommons.org/licenses/by/4.0
Promoting Equity in Digital Education for SA Secondary Schools: A Vision for a Just Future
The digital revolution is globally transforming education. However, achieving digital equity in education, particularly in under-resourced secondary schools, remains a challenge in South Africa. This study investigates the potential of low-tech solutions and AI applications to bridge the knowledge gap and offers strategies to alleviate digital inequity. It advocates for the innovative employment of low-tech tools, AI applications, and the 'jua kali' concept—a creative utilisation of available resources—to bolster educational equity amidst digital resource shortages. A mixed-methods approach was utilised to gather data from educators and administrators through quantitative checklist polls, interviews, and ethnographies. The latter two methods provided insights into the perspectives of educators and administrators, while the polls assessed the schools' access to digital infrastructure and the utilisation of lowtech and AI applications. Grounded in resilience theory, the data was analysed using ATLAS.ti, thematic analysis and descriptive statistics. The findings acknowledge the resilience and potential of low-tech solutions and AI applications in education via the Jua Kali approach. The scarcity of research on resilience, low-tech, and AI solutions in underresourced secondary schools is evident. This study seeks to provide empirical evidence to address this research void. Considering infrastructure and digital literacy challenges, this study suggests that policymakers, educators, and ed-tech developers collaborate to devise tailored interventions. Such measures aim to leverage low-tech and AI applications in schools to bridge digital education gaps and promote equity. These efforts will inform future research and contribute to the broader goal of achieving inclusive and equitable education.
Copyright (c) 2024 Godfrey Chitsauko Muyambi , Ahiaku Philip Atiso Kwashi (Author) https://creativecommons.org/licenses/by/4.0
A Semiparametric Bayesian Approach for Modelling Ordinal Survey Data with an application to teaching and course evaluations
This paper presents a Bayesian latent variable model used to analyze ordinal response survey data by taking into account the characteristics of respondents. The ordinal response data are viewed as multivariate responses arising from continuous latent variables with known cut-points. Each respondent is characterized by two parameters that have a Dirichlet process as their joint prior distribution. The proposed mechanism adjusts for classes of personalities. The model is applied to student survey data in course teaching evaluations. The proposed model is fit and assessed using data obtained from teaching and course evaluations questionnaire containing m = 15 questions with responses on a five-point scale ranging from 1 (a very negative response) to 5 (a very positive response). Goodness-of-fit (gof) procedures are developed for assessing the validity of the model. The proposed gof procedures are simple, intuitive and do not seem to be a part of current Bayesian practice. Several simulation studies were also carried out to investigate the model performance. The model identifies areas where performance has been poor or exceptional in a ordinal survey data by investigating standardized parameters. It also allows us to check whether some questions in a survey are redundant.
Copyright (c) 2024 Saman Muthukumarana (Author) https://creativecommons.org/licenses/by/4.0
The anthropology of teaching English as a ‘lingua franca’ at Higher Education Tourism studies
The presentation will discuss English as a tool of intercultural communication– lingua franca, and how it affects adult Tourism students’ perception of today’s rapidly changing, globalized world. Adult Education does not happen in vacuum; on the contrary, it is inextricably intertwined with its cultural and socio-economic context, and is in constant dialogue with it. University students of Tourism, who plan to be on the forefront of global exchange, liaise with stakeholders of different backgrounds and often act as mediators. Ability to communicate effectively in several directions is positively correlated with access to opportunity and endows the individual with cultural capital. Therefore, students should become aware of the multiplicity that pervades even the smallest unit of communication, and, not least, their own cultural ‘blind spots’. This process will be viewed through the prism of two adult education theorists. Far from normative statements, Paolo Freire’s critical pedagogy and Jack Mezirow’s transformative learning theory view adult education as a social act, emphasizing on its potential to empower and bring about change, in the direction of equality, democracy, youth empowerment and peace- in other words, a global citizenship in the making.
Copyright (c) 2024 Dr. Zoi Antonopoulou (Author) https://creativecommons.org/licenses/by/4.0
Air Pollution in South Asia: Real Time Air Quality Index Analysis
Lahore, New Delhi, Beijing and Dhaka are listed among the most polluted cities in Asia. PM2.5 Air quality index (AQI) in New Delhi is often higher than Lahore but sometimes situation reverses. AQI is normally moderate in both neighboring countries from January to September, but suddenly rises during October to January every year. India and Pakistan use their own air quality standards, indices and color codes to describe the level of air pollution to their citizens. India uses her own National AQI and Pakistan uses US EPA AQI standard. India deployed real-time world air quality index (WAQI) sensors in all big cities and Pakistan relied on AirVisual Map (IQAir) pollution monitoring system. It is possible to convert AQI number into actual concentrations (µg/m3) of pollutants that does not change anywhere. United States of America deployed PM2.5 WAQI sensors in her Embassy in Islamabad and Consulates in Karachi, Lahore and Peshawar in April 2019, which made it possible to analyze relative AQI of New Delhi and Lahore on the same scale. The AQI data collected by the U.S. Embassy and Consulates in Pakistan is translated into actionable information by the U.S. Environmental Protection Agency’s (EPA) NowCast algorithm. This communication reports air pollution levels in New Delhi and Lahore using W AQI data that clearly shows the New Delhi and Lahore have their own minimum PM2.5 AQI levels above which downwind cities are affected by stubble burning smoke. North-south and east-west winds at 10-20 km/h transfer pollutants from New Delhi to Chennai and Lahore in one to two days. This situation reverses when AQI in Lahore is higher than New Delhi. Stubble burning and Diwali fireworks increase severity of smog.
Copyright (c) 2024 Dr. Muaaz Iftikhar (Author) https://creativecommons.org/licenses/by/4.0