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.
Embedding Metapractice to Strengthen Learning Autonomy in Children Aged 6+: A Teaching Innovation for Diverse Learning Contexts
This presentation introduces an innovative metapractice framework designed to enhance reflective competence, learning autonomy, and metacognitive strategy use in children aged six and above. The framework employs age appropriate scaffolding that intentionally fades over time, supporting a developmental transition from teacher directed learning to increasingly self regulated learner behaviour. Metapractice is defined as structured, intentional reflection embedded across the stages of planning, performance, and future action. Unlike generic reflection activities, the approach is intentionally sequenced, scaffolded, and developmentally responsive, enabling children to engage meaningfully with their learning processes rather than retrospectively commenting on outcomes. Grounded in metacognitive and learning theory, the framework utilises clearly sequenced prompts that support learners to identify learning aims, justify strategy choices, monitor difficulties, evaluate outcomes, reflect on engagement, and plan next steps. By making thinking visible and intentionally discussable, the approach strengthens children’s capacity to organise and monitor their learning within literacy, language, and wider curriculum tasks. Feedforward processes are embedded to support learners in carrying insights forward into subsequent lessons, refining strategies over time and developing a transferable repertoire of learning practices. Illustrative examples from classroom and targeted support contexts indicate enhanced task comprehension, improved self monitoring, sustained engagement, and more accurate identification of support needs. The model is adaptable across mainstream classrooms, targeted interventions, additional needs contexts, and teaching practice supervision environments, while also supporting teachers in noticing learning behaviours and refining instructional decisions. Aligned with ITECONF’s focus on innovative teaching, reflective learning, and practical educational solutions, this session equips educators with a replicable, developmentally responsive framework. This can be integrated immediately into lesson design, learning conversations, assessment processes, and wider school based reflection systems.
Copyright (c) 2026 Dr. Carol Moxam (Author) https://creativecommons.org/licenses/by/4.0
Rethinking Teaching and Assessment in the Age of AI: Insights from Classroom Support and Graduate Study
Working as a classroom assistant supporting students registered with accessibility services has provided opportunities to observe multiple postsecondary classrooms across different programs. At the same time, as a doctoral student, I participate in learning environments where AI tools are actively used to support discussion, questioning, and idea development. This paper adopts a reflective, autoethnographic approach, drawing on sustained observations of these dual roles in postsecondary contexts. It examines emerging tensions between AI-enabled learning practices and the restriction of AI use in formal assessment. While AI is increasingly integrated into learning processes, its use in assignments is often limited or framed as academic misconduct, with institutions frequently relying on detection-based approaches that remain inconsistent and unreliable. The analysis identifies a critical misalignment between instructional practices that encourage AI use and assessment policies that restrict it. This inconsistency creates confusion for both students and instructors, particularly for diverse learners who may rely on AI as cognitive and linguistic support. This study contributes to current discussions on AI in education by proposing an alignment framework between pedagogy and assessment. It advances three guiding principles: transparency in expectations, consistency across learning and assessment contexts, and explicit guidance on responsible AI use. These principles provide a practical foundation for rethinking assessment design to better align with AI-supported learning and to promote inclusive, ethical, and meaningful educational practices.
Copyright (c) 2026 Anh Le – Noronha (Author) https://creativecommons.org/licenses/by/4.0
The Government of Territory vs. Digital Governance: A Foucaultian Analysis of Intercultural Indigenous Teacher Education in the Brazilian Legal Amazon (2005-2024)
This study investigates the configuration of digital technologies within the Pedagogical Course Projects (PPCs) of nine Intercultural Indigenous Licentiate degrees in the Brazilian Legal Amazon, established between 2005 and 2024. While global educational trends emphasize a "digital turn," these curricula reveal a persistent "digital silence," where technology-related subjects account for less than 2% of the total workload. Using a Foucaultian theoretical framework, specifically the concepts of power-knowledge and governmentality, the research analyzes whether this absence represents a technical gap or a deliberate "technology of resistance." The methodology consists of a comparative documentary analysis of PPCs from federal and state universities. Findings demonstrate a shift from basic computer literacy in 2008 to a more critical, decolonial appropriation of media in 2025. However, the curricula remain centered on "Ethnoknowledge," "Indigenous Linguistics," and "Territorial Management." The study concludes that innovation in these programs is not technocentric but sociopolitical. The "digital silence" functions as a decolonial strategy, prioritizing the "Technology of the Word" and the "Pedagogy of Alternation" as essential tools for territorial defense. Ultimately, these programs offer a pluriepistemic innovation that challenges the neoliberal governmentality of global education by prioritizing the government of self and the protection of ancestral territories over mere digital integration.
Copyright (c) 2026 Gabriela Sousa Gomes (Author) https://creativecommons.org/licenses/by/4.0
AI-Augmented Project-Based Learning Framework for Software Analysis and Design Education: A Multi-Cohort Empirical Study
This study develops and evaluates an AI-augmented project-based learning framework for software analysis and design education using archival evidence from a single institution's multi-cohort implementation. The dataset comprises 136 enrolment records representing 136 undergraduate students across three departments course delivered between Fall 2023 to Fall 2025. The analytical corpus includes 136 official course grade records, ensuring direct alignment between enrolments and observed academic outcomes. Students engaged with generative AI tools across requirements analysis, UML modelling, iterative design refinement, coding support, and technical documentation, while instructional oversight ensured validation, assessment integrity, and appropriate use of AI-generated outputs. The study used a quantitative-dominant mixed-method design based on document analysis, descriptive statistics, and pattern interpretation. The aggregated dataset includes 105 software engineering students, 14 computer engineering students, and 17 management information systems students. Therefore, the performance trends indicate that a substantial proportion of students achieved mid- to high-grade bands, particularly within project-based components, while greater variability was observed in examination-oriented assessments. Project deliverables, especially documentation, system design articulation, and demonstration, consistently produced stronger outcomes, suggesting that AI-supported workflows enhance clarity, iteration, and communication of design solutions. Based on these findings, the study proposes the AI Augmented Software Analysis and Design Learning Framework, a six-phase model that supports the responsible integration of generative AI into software engineering education. The framework emphasizes the balance between AI-assisted productivity and human oversight, preserving critical thinking, validation, and academic integrity, and offers a transferable model for similar educational contexts.
Copyright (c) 2026 Ibrahim Adeshola (Author) https://creativecommons.org/licenses/by/4.0
Innovative Solutions - Embedding Enterprise in Project Management in Hertfordshire Business School
Employers increasingly demand future‑fit, work‑ready graduates with strong technical, strategic, and practical capabilities. In response, higher education institutions must move beyond traditional pedagogical models and embed employability‑focused, work‑integrated learning within the curriculum. This study presents an innovative, practice‑based pedagogical approach that integrates enterprise learning within a postgraduate Project Management programme. The approach is designed to bridge the gap between academic theory and professional practice for a diverse international student cohort. The research explores the strategies for embedding work‑related learning activities that enhance skills development and graduate employability. Grounded in Kolb’s Experiential Learning Theory and Taber’s Action Research framework, the approach engages students in live, client‑based applied research projects. Students work independently with real organisations to address complex project management challenges, applying theory across the project lifecycle. Enterprise learning is embedded through structured industry engagement including networking events, hackathons, client collaboration and staged assessments aligned with the initiation, planning, execution and closure phases of project delivery. The study evaluates the impact of these experiential learning techniques on student learning and skills development through a qualitative two‑phase research design. Phase 1 involved documentary analysis of student feedback from university surveys. Using thematic analysis, initial findings indicated increased student engagement, enhanced employability skills and greater confidence in applying theory to real‑world contexts. Phase 2 is currently underway and employs semi‑structured interviews and focus groups with students and alumni to generate deeper insights. Collectively, the initial findings provide evidence‑based, transferable insights to support the scalable adoption of enterprise‑embedded experiential learning across higher education programmes
Copyright (c) 2026 Shalini Sharma (Author) https://creativecommons.org/licenses/by/4.0
Assessment Timing in Intensive MSc Engineering Modules: Implications for Cognitive Load and Learning
Intensive delivery formats are used in some postgraduate engineering programs to support timetable coordination, modular flexibility, and resource efficiency. One such format involves delivering MSc modules over short, concentrated periods, often within four-week blocks, where teaching and assessment take place within the same timeframe. While this structure offers organizational advantages, it also raises important pedagogical questions regarding the timing of assessment and its influence on student learning. This study explores how assessment timing in intensive MSc engineering modules may shape student workload, learning behaviour, and engagement. In many block-taught modules, summative assessment tasks are released at the beginning of the teaching period, with submission deadlines aligned with the final stages of instruction. Within a four-week structure, this creates a situation where students are expected to engage with new and often complex material while also working towards assessment deadlines. This overlap may increase the overall mental effort required from students, as they balance attending teaching sessions, understanding new concepts, and completing assessed work within a limited timeframe. It is also suggested that early release of assessment tasks may influence student attention, encouraging more selective engagement with teaching content based on perceived relevance to assessment. This study reflects on these issues and outlines initial considerations for designing assessment timing in intensive MSc engineering modules, with the aim of supporting more balanced learning experiences.
Copyright (c) 2026 Morteza Soleimani (Author) https://creativecommons.org/licenses/by/4.0
Tailoring Active Learning in Migration Studies in Higher Education
This paper explores innovative ways to enhance active learning in higher education, using courses with migration components as a case study. It draws on research conducted at the University of Glasgow with lecturers in migration studies and their students. It examines educational approaches that help educators continually reflect on and reshape their learning materials in a highly sensitive and controversial subject area. Educational technologies are most effective when they foster inclusive, participatory, and critically engaging learning environments. As examples, I discuss following pedagogical strategies: 1) using digital tools to learn more about students’ prior knowledge, interests, and backgrounds before teaching; 2) developing new ways to introduce theoretical approaches through interactive and memorable formats; 3) selecting guest speakers to broaden students’ perspectives and improve migration literacy; and 4) implementing GenAI for applied analysis and quizzes. In addition, the offered active learning approaches are critically evaluated in relation to ethics, inclusivity, and pedagogical responsibility. Educational technologies can enrich migration studies teaching through critical and reflexive monitoring of students’ inclusion and engagement. This research contributes to wider discussions on innovative teaching in higher education by showing how technology-enhanced learning can support more tailored learning practices in a highly sensitive and controversial subject.
Copyright (c) 2026 Nina Ivashinenko (Author) https://creativecommons.org/licenses/by/4.0
Stop Just Passing by and Become a Critical Agent! Combat The Normalisation of Gender-Based Violence
This paper is not only about innovative pedagogy addressing patriarchal and racial injustices against women and racialised people in sport. It is also an account of a middle-aged, left-leaning, revolutionary, and increasingly frustrated lecturer trying to survive the hostile terrain shaped by male undergraduate sport students, where legitimised misogyny, racism, and manosphere narratives are taking hold with alarming speed. After years of teaching critical thinking around gender and racial discrimination in sport and encountering manageable, if persistent, resistance, the last two to three years have marked a sharp and unsettling shift. Since the Rubiales case in August 2023, classroom dynamics have grown considerably more intense and difficult to navigate comments such as “they — referring to the Spanish National Women’s Football Team who accused Rubiales of sexual aggression — are like sharks that smelled blood” have ceased to be isolated incidents and have solidified into a disturbing pattern. In response, a six-week module was designed for the 2025–2026 academic year, structured around three core objectives: (i) to identify and foster empathy with the diverse forms and manifestations of gender-based violence among university students, both in the classroom and in sport; (ii) to examine the discourses fuelling the radicalisation and normalisation of gender-based violence, unpacking the mechanisms through which they operate and their impact in educational and sporting contexts; and (iii) to develop imaginative alternatives to counter gender-based violence at university and in sport, through the creation and dissemination of audiovisual content — memes, GIFs, and reels — for publication on social media.
Copyright (c) 2026 Montse Martin, Patricia del Razo, Saray Garbin, Ester Checa (Author) https://creativecommons.org/licenses/by/4.0
The Educational Innovation Project “Sciences and Arts.” A Transdisciplinary Approach To ESD
The current educational landscape demands a shift away from fragmented, subject-based learning toward integrated models that address the complexity of global challenges. This communication presents the results and methodological framework of the Educational Innovation Project “Sciences and Arts” (Ciencias y Letras) at the University of Valencia (Spain). The project’s core objective is to dismantle the traditional dichotomy between scientific and humanistic disciplines by fostering a transdisciplinary approach within teacher training programs. The methodology is centered on the design of transdisciplinary teaching sequences that prioritize the development of key competences over isolated thematic content. Each academic cycle is organized around a specific transdisciplinary phenomenon related to ESD (such as The Antrhopocene, ecological dystopias or ecofeminism) which serves as a catalyst to reorganize heterogeneous curricula into a cohesive learning experience. This structure allows for the implementation of shared didactic activities across diverse subjects, ensuring that sustainability is not treated as an add-on topic but as an integrated lens for inquiry. Results indicate that this model enhances pedagogical consistency and strengthens students' ability to link theoretical knowledge with the Sustainable Development Goals (SDGs), while increasing their environmental attitudes and gender-equality competence. This approach equips future educators with the holistic perspective necessary to foster critical thinking and systemic understanding in their future classrooms via a didactic transposition process.
Copyright (c) 2026 Yolanda Echegoyen Sanz, Antonio Martín Ezpeleta (Author) https://creativecommons.org/licenses/by/4.0
Developing AI Literacy in Higher Education Through Self-Driving Robot Car Experiments
This paper presents the findings of a study conducted in a Year 1 university course that utilises an evolved experiential learning framework. The objective of the study was to develop students’ AI knowledge through interactive robotics experiments. This study evolves the traditional experiential approach (Experiencing, Reflecting, Thinking and Acting) by introducing a critical fifth stage, ‘Connecting’. This is vital for university-level AI literacy learning, as it bridges hands-on learning from experiments with real world applications. Under this framework, students learned robot operation, model training using real-time data and also observed how models can be optimised through multiple trials. Furthermore, we challenged participants with real world problems to provoke deeper thinking regarding the limitations of AI specifically related to data sufficiency, data privacy and multi-modality integration. 92 participants completed post-workshop questionnaires. The results were compared to those of a control group. The findings indicate that better articulation about AI knowledge and AI limitations among the participants versus the control group. To complement the questionnaire findings, we conducted focus group discussions to gather qualitative feedback on the students' evolving understanding of AI, that would help us refine the experiments. The study was funded by a teaching development grant (2025-2026) from Hong Kong Baptist University.
Copyright (c) 2026 Shih Bun Yu, Yichen Qu, Chun Pong Chan (Author) https://creativecommons.org/licenses/by/4.0
The Art Teacher Working with Twice-Exceptional Learners: Challenges and Core Competencies
This article examines the competencies required of art teachers to recognise, support, and nurture the potential of twice-exceptional (2E) learners, integrating conceptual frameworks, psycho-pedagogical observations, and educational strategies. Conceptual clarifications include the terminology used in education and psycho-pedagogy, definitions of special educational needs (SEN), and the positioning of ability, giftedness, and talent within arts education, highlighting their relevance for identifying 2E learners. In practice, 2E learners often display paradoxical behaviours, alternating between remarkable achievements and notable difficulties, alongside distinct indicators of artistic potential, evident in creativity, expressiveness, and aesthetic sensitivity. These complex manifestations require an integrated approach, combining theoretical knowledge of SEN and giftedness with personalised, innovative pedagogical strategies. The teacher’s role is therefore multifaceted: facilitating the creative process, acting as a socio-emotional mediator, and closely monitoring learner progress. Key competencies for lesson planning, activity adaptation, and targeted interventions are systematised to ensure that learners’ artistic potential is effectively supported and developed. The study employs conceptual analysis, synthesis of specialised literature, and integration of pedagogical observations, offering an innovative perspective on inclusive education. It demonstrates how the combination of theory and practice enables art teachers to respond to the complex cognitive, emotional, and creative needs of 2E learners, supporting both their artistic growth and socio-emotional development.
Copyright (c) 2026 Dr. Tatiana Bularga (Author) https://creativecommons.org/licenses/by/4.0
From Rote to Reasoning: AI Mediated Learning as the Latest Turn in English Language Pedagogy in Higher Education
English language teaching (ELT) in higher education has undergone a series of pedagogical transformations, evolving from rote memorisation to task‑based and communicative approaches, later integrating computer‑assisted language learning (CALL), and now entering an era of artificial intelligence (AI)–mediated learning. This paper examines the implementation and impact of AI tools in language classrooms, arguing that their adoption should not be viewed as a pedagogical rupture but rather as a continuation of a long‑standing shift toward learner‑centred, meaning‑focused, and interaction‑driven models of language education. By situating AI within the historical trajectory of ELT, the paper contends that successful AI integration relies not on technological novelty, but on research‑informed pedagogy, ethical awareness, and evidence‑based practice. A practical action research project on incorporating AI for vocabulary learning in an elective course at a research-focused liberal arts university will be presented to illustrate both the implementation process and the pedagogical impact of AI‑mediated vocabulary learning.
Copyright (c) 2025 Angel Fan Yim Hung (Author) https://creativecommons.org/licenses/by/4.0
Exploring the Effectiveness of an Online Self-Paced Coding and Robotics Course for Postgraduate Education pre-service teachers in a Higher Education Institution
This study examines the effectiveness of an online, self-paced Coding and Robotics course offered by a higher education institution (HEI). Employing a qualitative research approach with a constructivist paradigm to highlight the importance of implementing different strategies to enhance the learning experience. The research explores the experiences and perceptions of participants enrolled in an online Postgraduate Certificate in Education (PGCE) qualification as they navigate the online, self-paced course. The study focuses on students’ motivation, challenges, and academic strategies within an online self-paced learning context, which is underpinned by the socio-cultural theory, with a focus on the Zone of Proximal Development (ZPD) and scaffolding. Through collaborative inquiry and reflective practice, participants provided insights into the effectiveness of acquiring coding and robotics principles in a fully online setting. Data were collected through semi-structured surveys and virtual focus group discussions, with a sample comprising ten pre-service teachers pursuing a Postgraduate Certificate in Education. Thematic analysis was used to examine the qualitative data and uncover key patterns and insights. The findings contribute to valuable knowledge on how to better support pre-service teachers in developing the skills and confidence needed to implement the Coding and Robotics curriculum in South African secondary school classrooms. Ultimately, the study aims to enhance the design of meaningful online learning experiences in initial teacher education programmes such as the Postgraduate Certificate in Education qualification. The study highlights the clear advantages of integrating an online robotics and coding course, such as completing the activities at your convenience, building a community of Robotics and Coding within a HEI, and equipping students with the necessary skills and knowledge to teach robotics and coding at a high school level. However, challenges like time constraints, lack of practical resources, and reduced participation should be considered.
Copyright (c) 2026 Annie van As, Ines De Almeida (Author) https://creativecommons.org/licenses/by/4.0
The Programmatic Improvement Model (APM): Institutionalizing Innovation through Participatory Action Research in Latin America
This paper analyzes the Programmatic Improvement Model (APM) as a structural innovation integrating practice, research, and management within special education. The objective is to demonstrate how Participatory Action Research (PAR) serves as a primary tool for teacher professionalization and institutional management, enabling schools to transition from intuitive practices to evidence-based, sustainable transformations for students with disabilities. The APM is grounded in a triadic social infrastructure: the synergy between school, family, and community. Within this framework, a systematic PAR cycle was implemented (2023–2025) across diverse educational systems in Brazil, Argentina, and Mexico. Methodological rigor is maintained through the longitudinal application of Perkins Quality Indicators. This approach involves school teams in analyzing pedagogical and organizational challenges, turning the school into a space for situated knowledge production and collaborative leadership. The implementation identifies a three-stage roadmap: Initial Change (adoption of individualized, inclusive pedagogical practices), Transversal Transformation (strengthening institutional autonomy and school-family networks), and Sustainable Innovation (institutionalizing PAR as a permanent tool for continuous improvement). Results highlight the model's scalability in transforming complex public education systems. By articulating the school-family-community alliance with a rigorous research-action framework, educational managers can bridge the gap between classroom reality and systemic policy. This model provides a validated, cross-border strategy for institutionalizing innovation and fostering a culture of professional excellence in complex inclusive environments.
Copyright (c) 2026 Mary Vázquez, Gloria Rodríguez-Gil (Author) https://creativecommons.org/licenses/by/4.0
Improving Moroccan University Students’ Understanding and Use of Lexical Collocations through Bottom-up Listening Strategies
Understanding and using lexical collocations seem quite challenging for Moroccan learners of English as they are not accustomed to learning the target language as chunks, but rather as individual words. Moreover, students are rarely exposed to adequate authentic language use. This results in limited knowledge of collocational patterns and eventually miscommunication and sometimes lack of accuracy. Exposing students to lexical collocations through active listening strategies, namely bottom up, can aid their understanding and accurate production of collocations. This study is, therefore, an attempt to investigate the effectiveness of bottom-up listening strategies in improving Moroccan university students’ receptive recognition of different types of lexical collocations and their adequate use. Two groups of students, a controlled and an experimental, belonging to the same year and field took part in this study. Both groups were exposed to a pre-listening and a pre-writing test and a post-listening and a post writing test. The experimental group, however, explicitly learnt and employed the different types of collocations for all the stages of the listening and writing tasks. The study adopts both a qualitative analysis of students’ understanding and production of collocations and a quantitative approach using t-test. Findings reveal that bottom-up listening strategies have significantly proved effective in helping students of the experimental group to develop their listening comprehension of collocations, enhance their knowledge and use of different types of lexical collocations which were more meaningful and efficient than those of the controlled group.
Copyright (c) 2026 Mounia Benjelloun (Author) https://creativecommons.org/licenses/by/4.0
Preparing Pre-Service Teachers for AI-Mediated Curriculum Design: From Theory to Practice
Aligned with the OECD Teaching Compass (2025), which emphasizes preparing teachers as agents of curriculum change, this qualitative study examines how 15 Israeli pre-service teachers (PSTs) utilized ChatGPT to apply constructivist theory in a curriculum design project that formed part of a core college-based course titled "Issues in Curriculum Design." Adopting a qualitative method, we analyzed the PSTs-Chatbot interactions, as well as their final curriculum designs. The findings reveal three main ways in which PSTs leveraged the chatbot to translate theory into practice: (a) simplifying theory, (b) applying theory, and (c) visualizing theory. The study illustrates the iterative process of refining prompts using the professional curricular language introduced in the course, combined with engagement in creative and critical thinking, which supported their ability to make theoretical concepts actionable. When interacting with ChatGPT throughout their project, PSTs considered multiple factors related to teacher agency, including ideation, inspiration, creativity, reliability, and the tool’s limited capacity for personalization. These considerations reflect a balanced stance toward generative AI, recognizing its pedagogical potential while remaining attentive to its risks and limitations. The study concludes that teacher educators should explicitly address how generative AI can support theoretical understanding, curricular decision-making, and professional judgment, while also ensuring that PSTs understand the distinction between acting as "AI-generated curriculum deliverers" and as "curriculum makers". Teacher educators should guide PSTs to evaluate and adapt AI-generated curriculum to their own students’ unique needs and learning contexts.
Copyright (c) 2026 Liat Biberman-Shalev (Author) https://creativecommons.org/licenses/by/4.0
Generative Artificial Intelligence in Higher Education: Understanding Faculty Adoption through the Technology Acceptance Model
Generative artificial intelligence (AI) is increasingly transforming higher education by enhancing teaching methodologies, automating administrative tasks, and supporting research initiatives. Faculty adoption of generative AI is crucial for maximizing its potential benefits; however, its acceptance remains inconsistent due to factors such as usability, perceived usefulness, and ethical concerns. This study employs the Technology Acceptance Model (TAM) to investigate the relationships between Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), and Intention to Use (IU) among faculty in higher education. A quantitative correlational research design was used, with data collected through an online questionnaire distributed to faculty members. The results indicate that PEOU significantly predicts PU, reinforcing the importance of usability in AI adoption. However, PU negatively influences ATT, suggesting that while faculty members recognize AI's usefulness, they may have concerns regarding its implications for academic integrity and pedagogical changes. Despite this, ATT strongly predicts IU, indicating that faculty attitudes are the primary driver of AI adoption. These findings underscore the importance of institutional AI training, ethical guidelines, and AI- integrated curriculum strategies to facilitate the responsible adoption of AI. Future research should incorporate qualitative insights and expand to multiple institutions to enhance generalizability and validity.
Copyright (c) 2026 Dr. Tony Robinson (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