Global Dialogues in Humanities and Pedagogy
Global Dialogues in Humanities and Pedagogy is an international scholarly journal that provides a platform for cutting-edge research in the fields of humanities and pedagogy from global and interdisciplinary perspectives. The journal aims to foster academic dialogue across cultures and educational contexts, promoting critical, reflective, and solution-oriented thinking on various humanistic and educational issues around the world. Its primary focus includes, but is not limited to, philosophy, language, literature, history, cultural studies, educational theory, curriculum development, instructional innovation, and education policy. Journal Title : Global Dialogues in Humanities and Pedagogy Frequency : January, May, September E-ISSN : 3021-8476 Chief Editor : Prof. Dr. Eleanor Matthews, Ph.D. DOI Prefix : 0.56789/gdhp Publisher : Global Researchers and Academics Synergy Status : International INDEXED :
Global Researchers and Academics Synergy
Character Education through the Pesantren Tradition: A Study of Pondok Pesantren As'adiyah's Pedagogical Practices in Cultivating Akhlaqul Karimah among Students in Sengkang, Indonesia
This qualitative study examines character education practices at Universitas Islam As'adiyah in Sengkang, South Sulawesi, Indonesia, focusing on how the pesantren tradition's pedagogical structures cultivate akhlaqul karimah (noble character) among students. Drawing on ethnographic classroom and dormitory observations, document analysis, and in-depth interviews with 26 students and 10 educators, the study explores how As'adiyah's distinctive synthesis of classical kitab kuning instruction, structured communal living, and exemplary teacher modeling (uswah hasanah) generates character formation outcomes that extend beyond formal curricular instruction. Findings indicate that the kyai-santri relational hierarchy, communal pesantren living arrangements, and ta'zim (respectful deference) practices function as an integrated pedagogical mechanism for character cultivation, while contemporary challenges, including digital media exposure and generational shifts in santri religious orientation, create adaptive tensions within the traditional character education model. The study proposes a contextually grounded framework for understanding the effectiveness of character education within South Sulawesi's distinctive Bugis-Islamic pesantren educational tradition.
character education, akhlaqul karimah, pesantren, As'adiyah, Sengkang
Copyright (c) 2026 Muhsyanur Muhsyanur, Umrati Umrati, Fatmawati Fatmawati, Mansur Mansur (Author) https://creativecommons.org/licenses/by-sa/4.0
Curriculum Reform and Implementation Challenges of the Kurikulum Standard Sekolah Menengah (KSSM) in Malaysian Secondary Education: A Mixed Methods Study
This mixed methods study examines the implementation challenges and pedagogical outcomes of the Kurikulum Standard Sekolah Menengah (KSSM) curriculum reform in Malaysian secondary education. Grounded in curriculum implementation theory and standards-based education frameworks, the study employed a sequential explanatory design combining quantitative surveys administered to 412 secondary school teachers across Selangor, Perak, and Johor, with qualitative semi-structured interviews involving 24 participants including teachers, school administrators, and curriculum officers. Findings reveal that teachers' curriculum implementation fidelity was significantly predicted by professional development quality, school leadership support, and perceived curriculum-assessment alignment, while Higher Order Thinking Skills (HOTS) integration emerged as the most pedagogically and administratively challenging KSSM component. Significant disparities in implementation quality were identified between urban and rural schools, moderated by resource availability and teacher workload. The study proposes a differentiated, capacity-building implementation support framework to strengthen KSSM realization across Malaysia's diverse secondary education landscape.
curriculum reform, KSSM, Higher Order Thinking Skills, curriculum implementation, Malaysian secondary education
Copyright (c) 2026 Zulkifli bin Abdul Rahman, Siti Aisyah binti Mohd Yusof (Author) https://creativecommons.org/licenses/by-sa/4.0
Academic Stress, Psychological Well-Being, and Learning Motivation among University Students in Jakarta Selatan: An Educational Psychology Perspective
This mixed methods study investigates the relationships among academic stress, psychological well-being, and learning motivation among university students in Jakarta Selatan, Indonesia, from an educational psychology perspective. Grounded in the conservation of resources theory, self-determination theory, and the demands-resources model, the study employed a sequential explanatory design combining quantitative surveys administered to 364 undergraduate students from four universities in Jakarta Selatan — including Universitas Indonesia kampus Salemba, Universitas Pancasila, Universitas Sahid, and STIE Indonesia — with qualitative semi-structured interviews involving 20 participants. Findings reveal that academic stress significantly and negatively predicted psychological well-being (β = -.56, p < .001) and intrinsic learning motivation (β = -.47, p < .001), while social support from peers and family, Islamic coping strategies, and urban community resilience emerged as significant protective factors mediating the stress-well-being relationship. Unique urban stressors characteristic of the Jakarta Selatan metropolitan context — including extreme commuting burden, high cost-of-living pressures, and digital information overload — compounded academic stress in ways that were inadequately addressed by existing university mental health support infrastructure. The study proposes an integrated urban educational psychology framework for supporting student well-being and learning motivation in Jakarta's dynamic metropolitan higher education context.
academic stress, psychological well-being, learning motivation, Jakarta Selatan, educational psychology
Copyright (c) 2026 Muhammad Fadhil Adzikra, Rizqiana Dewi Puspitasari (Author) https://creativecommons.org/licenses/by-sa/4.0
Critical Thinking Development, Multicultural Academic Discourse, and Language Identity among International Graduate Students in Canadian Universities: A Mixed Methods Study
This mixed methods study examines the development of critical thinking competencies, multicultural academic discourse navigation, and language identity negotiation among international graduate students in Canadian universities. Grounded in critical pedagogy, academic literacy theory, and multilingual identity frameworks, the study employed a sequential explanatory design combining quantitative surveys administered to 374 graduate students from 28 countries of origin at three major Canadian universities, with qualitative semi-structured interviews involving 26 participants. Findings demonstrate that prior educational culture significantly moderated students' critical thinking dispositions, with students from Confucian-heritage educational traditions exhibiting initially lower academic argumentation self-efficacy but demonstrating accelerated critical thinking growth over time when supported by culturally responsive pedagogical scaffolding. Academic discourse socialization quality and multilingual identity affirmation were identified as the strongest institutional predictors of critical thinking development and academic achievement.
critical thinking, multicultural academic discourse, language identity, international students, Canadian higher education
Copyright (c) 2026 Isabelle Lefebvre- Tremblay, Priya Raghunathan (Author) https://creativecommons.org/licenses/by-sa/4.0
Emotional Intelligence, Academic Resilience, and Educational Achievement among Post-Apartheid University Students in South Africa: A Mixed Methods Study
This mixed methods study investigates the roles of emotional intelligence and academic resilience in shaping educational achievement among post-apartheid university students in South Africa. Grounded in positive psychology and sociocultural resilience frameworks, the study employed a sequential explanatory design combining quantitative surveys administered to 398 undergraduate students from three historically disadvantaged and formerly advantaged universities across Johannesburg and Cape Town, with qualitative semi-structured interviews involving 24 participants. Findings reveal that emotional intelligence significantly predicted academic resilience (β = .61, p < .001), which in turn mediated the relationship between socioeconomic background and educational achievement. Qualitative data illuminated how ubuntu philosophy, community connectedness, and culturally specific coping strategies constituted distinctive resilience resources among Black African students navigating the persistent structural inequities of post-apartheid higher education. The study proposes a culturally responsive, ubuntu-informed resilience framework for supporting academic success in South African universities.
emotional intelligence, academic resilience, post-apartheid education, ubuntu, South African higher education
Copyright (c) 2026 Thabo Nkosi Dlamini, Naledi Precious Mokoena (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating News Literacy, Javanese Local Wisdom, and Language and Cultural Education among University Students in Central Java, Indonesia: A Mixed Methods Study
This mixed methods study examines the integration of news literacy, Javanese local wisdom (kearifan lokal Jawa), and language and cultural education among university students in Central Java, Indonesia. Grounded in critical media literacy theory, sociocultural learning frameworks, and ethno-pedagogical principles, the study employed a sequential explanatory design combining quantitative surveys administered to 342 undergraduate students from four universities across Semarang, Solo, and Purwokerto, with qualitative semi-structured interviews involving 22 participants. Findings reveal that news literacy competencies significantly predicted students' critical cultural engagement with Javanese language and values, while kearifan lokal dimensions — including the philosophical principles of tepa slira, memayu hayuning bawana, and unggah-ungguh — served as generative ethical frameworks for evaluating and contextualizing news content. Digital media consumption patterns moderated the relationship between news literacy and cultural engagement, with students who consumed news through platforms integrating Javanese cultural commentary demonstrating superior language proficiency and cultural identity consolidation. The study proposes an integrated ethno-media literacy framework for language and cultural education in Central Javanese universities.
news literacy, kearifan lokal Jawa, language education, cultural identity, Central Java higher education
Copyright (c) 2026 Sri Wahyuni Kusumastuti, Bambang Setyo Wibowo (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating Kurikulum Merdeka in Language Education and Psychological Dimensions among University Students in Sumatra, Indonesia: A Mixed Methods Study
This study investigates the relationships among learning environment quality, innovative pedagogical practices, student well-being, academic engagement, and educational outcomes in Finnish higher education institutions. Employing a quantitative survey design with structural equation modeling, data were collected from 487 undergraduate and postgraduate students across five Finnish universities. The findings demonstrate that physically and psychologically supportive learning environments significantly predict both student well-being and academic engagement, which jointly mediate the relationship between pedagogical innovation and educational outcomes including academic achievement and graduation intention. Phenomenon-based learning, collaborative knowledge construction, and formative feedback practices emerged as the most impactful innovative pedagogical approaches for student well-being and engagement. The study contributes empirical evidence to the growing body of research on well-being-centered higher education and offers implications for policy and practice aimed at sustaining Finland's internationally recognized educational excellence at the university level.
student well-being, innovative pedagogy, learning environment, academic engagement, Finnish higher education
Copyright (c) 2026 Minna Korhonen (Author) https://creativecommons.org/licenses/by-sa/4.0
This mixed methods study examines the integration of Kurikulum Merdeka within language education programs and its psychological implications for university students in Sumatra, Indonesia. Grounded in self-determination theory and sociocultural learning frameworks, the study employed a sequential explanatory design combining quantitative surveys administered to 356 undergraduate students from four universities across Sumatera Utara, Sumatera Barat, and Sumatera Selatan, with qualitative semi-structured interviews involving 20 participants. Findings indicate that Kurikulum Merdeka's emphasis on student autonomy, project-based learning, and Profil Pelajar Pancasila significantly enhanced intrinsic motivation, psychological well-being, and language learning self-efficacy. However, implementation disparities across urban and rural university contexts revealed contextual inequities that moderated pedagogical outcomes. Qualitative data illuminated students' psychological responses to flexible curriculum structures, highlighting both empowerment and anxiety dimensions of autonomy-oriented language learning.
Kurikulum Merdeka, language education, educational psychology, self-determination, Sumatran higher education
Copyright (c) 2026 Rahmat Hidayat Nasution, Dewi Permata Sari (Author) https://creativecommons.org/licenses/by-sa/4.0
Preserving Cultural Identity through Literature Education: A Study of Traditional Values and Modern Pedagogical Practices among Japanese University Students
This qualitative study examines how literature education in Japanese universities functions as a vehicle for transmitting traditional cultural values while navigating the demands of contemporary global pedagogical practices. Drawing on ethnographic classroom observations, document analysis, and in-depth interviews with 24 university students and 8 literature educators across four Japanese universities, the study explores tensions between cultural preservation imperatives and internationalization pressures. Findings indicate that canonical Japanese literary texts serve not only as aesthetic objects but as repositories of ethical and cultural values including amae, mono no aware, and wa, which educators strategically deploy through dialogic pedagogical approaches. However, globalization discourses create significant pedagogical dilemmas regarding the relevance and transmission of traditional literary knowledge. The study proposes an integrative framework for culturally responsive literature pedagogy that honors traditional values while engaging critically with contemporary educational contexts.
cultural identity, literature education, Japanese higher education, traditional values, pedagogical practices
Copyright (c) 2026 Keiko Yamamoto, Hiroshi Tanaka (Author) https://creativecommons.org/licenses/by-sa/4.0
Exploring and Explaining the Roles of Motivation, Self-Efficacy, and Self-Regulated Learning in Second Language Acquisition among University Students in Malaysia: A Mixed Methods Study
This mixed methods study investigates the interplay between motivation, self-efficacy, and self-regulated learning (SRL) in second language acquisition (SLA) among university students in Malaysia. Grounded in sociocognitive theory, the study employed quantitative surveys administered to 320 undergraduate students alongside qualitative semi-structured interviews with 18 participants from three public universities. Findings revealed that intrinsic motivation and high self-efficacy significantly predicted SRL behaviors, which in turn positively influenced English language proficiency outcomes. Qualitative data illuminated contextual factors including peer influence, lecturers' instructional approaches, and digital learning environments that mediated these relationships. Students with stronger goal-setting strategies demonstrated higher academic engagement and language achievement. The study underscores the necessity of designing motivation-enhancing and self-efficacy-building pedagogies within Malaysian higher education language programs to foster autonomous and proficient second language learners.
motivation, self-efficacy, self-regulated learning, second language acquisition, Malaysian university students
Copyright (c) 2026 Ahmad Fadzil bin Mohd Noor, Nurul Hidayah binti Zainudin (Author) https://creativecommons.org/licenses/by-sa/4.0
Students' Voices on Inclusive Education in Urban Schools of Argentina
This qualitative study explores students' perspectives on inclusive education practices within urban Argentine secondary schools, addressing the critical gap in research that frequently excludes student voices from inclusive education discourse. Employing participatory research methodologies, the study engaged 127 students with and without disabilities across six secondary schools in Buenos Aires and Córdoba through focus groups, photovoice activities, and individual interviews. Students articulated nuanced understandings of inclusion extending beyond physical presence to encompass belonging, meaningful participation, peer relationships, and pedagogical responsiveness. Findings reveal that students value inclusive environments fostering mutual respect and friendship across differences, yet identify persistent barriers including inadequate teacher preparation, inflexible curriculum and assessment, attitudinal prejudices, and insufficient support services. Students with disabilities emphasized the psychological burden of constantly advocating for accommodations and navigating peers' curiosity or rejection. Neurotypical students expressed desires to support disabled peers but lacked knowledge about appropriate interactions and assistance.
inclusive education, student voice, disability, Argentina, participatory research, secondary education
Copyright (c) 2023 Luciana Pérez (Author) https://creativecommons.org/licenses/by-sa/4.0
Designing Digital Storytelling Media for Heritage Education in Greece
This design-based research study explores the development and evaluation of digital storytelling media for enhancing cultural heritage education among Greek secondary students. Recognizing the disconnect between traditional heritage instruction and contemporary digital learning preferences, this research employed participatory design methodologies to create interactive digital narratives centered on Greek archaeological sites, historical events, and cultural traditions. The design process involved collaboration among educators, heritage professionals, multimedia designers, and 245 students across five Greek secondary schools. Through iterative development cycles, the research team produced twelve digital storytelling modules incorporating immersive narratives, augmented reality features, interactive timelines, and gamification elements. Evaluation data demonstrate significant improvements in students' historical knowledge retention, cultural heritage appreciation, and emotional engagement compared to conventional textbook-based instruction. Students reported enhanced motivation and deeper personal connections to Greek heritage through digital storytelling experiences. However, implementation challenges emerged regarding technological infrastructure disparities, teacher digital competencies, and tensions between entertainment and educational rigor. This research contributes frameworks for culturally-responsive digital heritage education while offering practical design.
digital storytelling, heritage education, Greece, educational technology, cultural preservation, interactive media
Copyright (c) 2023 Dimitra Papadopoulos (Author) https://creativecommons.org/licenses/by-sa/4.0
Measuring the Effect of Project-Based Learning on Creativity Skills in Turkish Middle Schools
This quasi-experimental study investigates the impact of project-based learning on creativity development among middle school students in Turkey. Recognizing creativity as essential for 21st-century success and addressing concerns about traditional Turkish educational approaches that may constrain creative thinking, this research implemented a twelve-week project-based learning intervention across four middle schools. The experimental group comprising 156 students engaged in structured project-based activities while the control group of 148 students received conventional instruction. Creativity was measured using the Torrance Tests of Creative Thinking and a researcher-developed Creative Product Assessment Scale. Results demonstrate statistically significant improvements in all creativity dimensions including fluency, flexibility, originality, and elaboration for students experiencing project-based learning compared to control group peers. Qualitative observations revealed enhanced student engagement, collaborative problem-solving, and intrinsic motivation. However, implementation challenges emerged regarding teacher preparation, assessment complexity, curriculum time constraints, and institutional resistance to pedagogical innovation. These findings suggest project-based learning offers promising approaches for fostering creativity in Turkish educational contexts while highlighting systemic changes necessary for effective widespread adoption.
project-based learning, creativity, middle school education, Turkey, pedagogical innovation, 21st-century skills
Copyright (c) 2023 Mehmet Kaya, Aylin Demir (Author) https://creativecommons.org/licenses/by-sa/4.0
Narratives of Teacher Resilience in War-Affected Schools of Ukraine
This study examines the lived experiences and resilience narratives of teachers working in war-affected schools across Ukraine amid ongoing armed conflict. Through narrative inquiry methodology, the research explores how educators maintain professional commitment, adapt pedagogical practices, and sustain psychological well-being while navigating extraordinary challenges including infrastructure damage, displacement, safety threats, and trauma exposure. Twenty-three Ukrainian teachers from diverse regions participated in in-depth interviews, sharing stories of persistence, innovation, and meaning-making during crisis. Findings reveal resilience as a dynamic, contextual process rather than fixed trait, manifested through collective solidarity, purpose-driven teaching, flexible adaptation, and deliberate hope cultivation. Teachers demonstrated remarkable resourcefulness in maintaining educational continuity through basement classrooms, online platforms, and mobile teaching units while simultaneously addressing students' psychosocial needs. However, narratives also revealed profound emotional costs, moral distress, and systemic support inadequacies that threaten long-term sustainability. This research contributes to understanding educator resilience in conflict contexts and offers insights for supporting teachers facing extreme adversity globally, while honoring Ukrainian educators' extraordinary dedication to their students and profession.
teacher resilience, armed conflict, Ukraine, narrative inquiry, crisis education, war-affected schools
Copyright (c) 2023 Olena Kovalenko (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing a Character Education Program Based on Local Wisdom in Philippine Public Schools
This study explores the development and implementation of a character education program grounded in Philippine local wisdom within public school contexts. Recognizing the limitations of Western-centric character education models, this research investigates how indigenous Filipino values and cultural traditions can be systematically integrated into formal educational frameworks to foster holistic student development. Employing participatory action research methodology, the study engaged 45 teachers, 320 students, and community stakeholders across three public schools in diverse Philippine regions. The program incorporated core Filipino values including kapwa (shared identity), bayanihan (communal unity), pakikipagkapwa-tao (regard for others), and utang na loob (debt of gratitude) into curriculum design and pedagogical practices. Findings demonstrate significant improvements in students' prosocial behaviors, cultural identity formation, and ethical decision-making capabilities. Teachers reported enhanced cultural responsiveness and stronger community-school partnerships. However, challenges emerged regarding standardization versus contextualization and balancing traditional values with contemporary global citizenship competencies. This research contributes to decolonizing educational practices and offers a replicable framework for culturally-grounded character education in diverse educational settings.
character education, local wisdom, Filipino values, cultural pedagogy, indigenous knowledge, public schools
Copyright (c) 2023 Maria L. Santos (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Reading Culture on Academic Achievement among Secondary Students in Morocco
This study examines the relationship between reading culture and academic achievement among secondary school students in Morocco. The research investigates how reading habits, frequency, and preferences influence students' academic performance across various subjects. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews involving 385 secondary students from urban and rural schools in Morocco. The findings reveal a significant positive correlation between regular reading practices and academic achievement, with students who engage in consistent reading activities demonstrating higher grade point averages and improved critical thinking skills. Furthermore, the study identifies barriers to developing a robust reading culture, including limited access to diverse reading materials, socioeconomic factors, and the predominance of examination-oriented learning. The research highlights the necessity for educational stakeholders to prioritize reading initiatives and create supportive environments that foster literacy development. These findings contribute to understanding educational outcomes in North African contexts and provide actionable recommendations for curriculum developers and policymakers.
reading culture, academic achievement, secondary education, Morocco, literacy development, student performance
Copyright (c) 2023 Youssef Amrani, Salma El Idrissi (Author) https://creativecommons.org/licenses/by-sa/4.0
Preserving Oral Traditions through School Curriculum A Qualitative Study in Northern Mongolia
This qualitative study investigates the integration of oral traditions into formal school curricula as a mechanism for cultural preservation in Northern Mongolia, where rapid modernization threatens indigenous knowledge transmission systems. Through ethnographic fieldwork across twelve schools in the Khövsgöl and Selenge provinces, including interviews with educators, community elders, students, and curriculum developers, the research examines how educational institutions navigate tensions between standardized national curricula and localized cultural preservation goals. Findings reveal that successful integration requires collaborative curriculum design involving community knowledge holders, pedagogical approaches honoring oral transmission methods, and institutional structures supporting intergenerational cultural exchange within educational settings. However, challenges including teacher preparation gaps, assessment difficulties, time constraints within standardized curricula, and generational disconnection impede effective implementation. The study demonstrates that schools can function as vital spaces for oral tradition preservation when curricula authentically incorporate indigenous epistemologies rather than merely adding superficial cultural content to conventional academic frameworks, suggesting broader implications for Indigenous education globally.
oral traditions, cultural preservation, Indigenous education, Mongolian education, curriculum integration, intergenerational knowledge transmission
Copyright (c) 2023 Bat-Erdene Tseren (Author) https://creativecommons.org/licenses/by-sa/4.0
Bridging Tradition and Technology Indonesian Language and Literature Learning in the Digital Era for Elementary Students
This study investigates the integration of digital technologies in Indonesian language and literature instruction for elementary school students across urban and rural Indonesian contexts. Through mixed-methods research involving surveys, interviews, and classroom observations across thirty-six elementary schools in Java, Sumatra, and Sulawesi, the research examines how digital tools shape literacy development, literary appreciation, and cultural identity formation among primary learners. Findings reveal that while digital platforms enhance student engagement and provide access to diverse literary resources, significant disparities exist in technological access, teacher digital competency, and pedagogical integration quality. The study demonstrates that effective digital integration requires balancing technological innovation with preservation of traditional literacy practices, careful attention to age-appropriate content, and systematic teacher professional development. Successful implementations combined interactive digital storytelling, multimedia composition tools, and online collaborative writing with conventional reading practices and face-to-face literary discussions, suggesting that hybrid approaches optimize learning outcomes while maintaining cultural-linguistic foundations essential for elementary language development.
Indonesian language education, digital literacy, elementary education, literature pedagogy, technology integration, cultural identity
Copyright (c) 2023 Muhsyanur Muhsyanur, Nurul Hudayanti Mahas (Author) https://creativecommons.org/licenses/by-sa/4.0
The Relationship between Teacher Autonomy and Instructional Innovation in Scandinavian Schools
This study examines the relationship between teacher autonomy and instructional innovation within Scandinavian educational systems, specifically focusing on Denmark, Norway, and Sweden. Using mixed-methods research incorporating surveys, interviews, and classroom observations across forty-eight schools, the investigation explores how professional autonomy influences teachers' capacity and willingness to implement innovative pedagogical practices. Findings reveal a significant positive correlation between perceived autonomy and innovation adoption, with teachers reporting high levels of professional freedom demonstrating greater experimentation with digital technologies, student-centered methodologies, and interdisciplinary approaches. The research identifies trust-based organizational cultures, collaborative professional communities, and supportive administrative frameworks as mediating factors strengthening the autonomy-innovation relationship. However, the study also uncovers tensions between individual autonomy and systemic accountability demands, suggesting that autonomy alone does not guarantee innovation without accompanying professional development and resource allocation. These findings contribute to understanding how educational systems can foster teacher-driven pedagogical renewal.
teacher autonomy, instructional innovation, Scandinavian education, professional freedom, pedagogical practices, educational reform
Copyright (c) 2023 Ingrid Larsson, Mikkel Sørensen (Author) https://creativecommons.org/licenses/by-sa/4.0
Storytelling as a Pedagogical Tool for Moral Education in Community Schools of Ghana
This study investigates the effectiveness of storytelling as a pedagogical approach for moral education in Ghanaian community schools. Drawing from indigenous oral traditions and contemporary educational frameworks, the research examines how narrative-based instruction shapes ethical development among primary school students. Through qualitative analysis of classroom observations and stakeholder interviews across six community schools in rural Ghana, findings reveal that culturally responsive storytelling significantly enhances moral reasoning, empathy development, and community value internalization. The study demonstrates that when traditional Ghanaian folktales and moral narratives are integrated with participatory teaching methods, students exhibit deeper engagement with ethical concepts and improved application of moral principles in daily contexts. This research contributes to understanding how indigenous pedagogical practices can effectively address character formation in resource-constrained educational settings while preserving cultural heritage.
storytelling pedagogy, moral education, community schools, Ghanaian education, cultural pedagogy, character development
Copyright (c) 2023 Kwame Boateng (Author) https://creativecommons.org/licenses/by-sa/4.0
Bridging Tradition and Innovation Integrating Local Languages and Local Wisdom into Digital Literacy Learning in Indonesian Education
This research explores the integration of local languages and indigenous wisdom into digital literacy education within the Indonesian national curriculum framework. As globalization accelerates technological advancement, preserving linguistic diversity while fostering digital competencies presents both challenges and opportunities for multicultural societies. This study examines how incorporating regional languages alongside Bahasa Indonesia in digital learning environments can enhance cultural preservation, strengthen learner identity, and improve educational outcomes. Through qualitative analysis of educational practices across diverse Indonesian regions, this research identifies successful strategies for embedding local wisdom into technology-enhanced pedagogy. Findings reveal that culturally responsive digital literacy programs significantly increase student engagement, promote intergenerational knowledge transfer, and develop multilingual digital citizens. This study contributes to understanding how educational systems can harmonize technological progress with cultural sustainability, offering implications for language policy, curriculum design, and pedagogical innovation in multilingual developing nations.
local languages, digital literacy, local wisdom, Indonesian education, culturally responsive pedagogy, multilingual learning
Copyright (c) 2024 Tuti Rahayuningrat, Antonia L Sibwahi (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing Intercultural Communication Competence through Virtual Exchange Programs in Europe
This study examines how virtual exchange programs contribute to developing intercultural communication competence among European university students in an increasingly digitalized educational landscape. Through a mixed-methods investigation involving 240 participants from six European countries engaged in structured online collaboration over twelve weeks, the research explores competence development across cognitive, affective, and behavioral dimensions. Quantitative assessments using the Intercultural Sensitivity Scale and Intercultural Effectiveness Scale measured pre- and post-program changes, while qualitative data from reflective journals, focus groups, and interaction analysis illuminated developmental processes and challenges. Findings reveal significant improvements in cultural awareness, perspective-taking ability, communication adaptability, and tolerance for ambiguity, with effect sizes indicating meaningful competence gains. However, results also highlight persistent challenges including linguistic inequalities, technological barriers, superficial engagement patterns, and difficulty translating awareness into behavioral skills. The study identifies critical design features supporting competence development: structured reflection activities, facilitated intercultural incidents, authentic collaborative tasks, and sustained interaction over time. These findings inform virtual exchange pedagogy in European higher education contexts increasingly prioritizing internationalization at home and digital learning innovations.
intercultural communication competence, virtual exchange, online intercultural collaboration, European higher education, digital internationalization
Copyright (c) 2024 Elena Rossi, Thomas Keller (Author) https://creativecommons.org/licenses/by-sa/4.0
Gamification in Language Learning Experimental Evidence from University Students in Thailand
This experimental study investigates the effectiveness of gamification strategies in English language learning among 180 undergraduate students at a Thai university over one academic semester. Participants were randomly assigned to three conditions: gamified learning environment, traditional digital learning, and conventional classroom instruction. The gamification intervention incorporated points, badges, leaderboards, narrative elements, and collaborative challenges designed to enhance motivation and engagement. Pre-test and post-test assessments measured language proficiency gains across reading, writing, speaking, and listening skills, while questionnaires evaluated motivational dimensions and learning satisfaction. Results demonstrate that gamified instruction produced significantly higher achievement gains compared to both control conditions, with effect sizes ranging from moderate to large across skill areas. Students in the gamification group reported enhanced intrinsic motivation, greater persistence, and increased enjoyment of learning activities. However, findings also reveal that competitive elements generated anxiety among certain learners, suggesting the importance of balanced design. These results contribute empirical evidence supporting gamification's potential in Asian EFL contexts while identifying implementation considerations for maximizing educational benefits.
gamification, language learning, English as a foreign language, motivation, educational technology, Thailand
Copyright (c) 2024 Nattapong Srisawat (Author) https://creativecommons.org/licenses/by-sa/4.0
Education Policy and Equity: A Comparative Study of Rural School Funding in Brazil and Chile
This comparative study examines the education policy frameworks and funding mechanisms for rural schools in Brazil and Chile, focusing on equity issues and resource allocation patterns. Through a comprehensive analysis of policy documents, statistical data, and educational outcomes from 2015 to 2023, this research reveals significant disparities in how both nations address rural education challenges. Brazil's decentralized funding model, primarily through FUNDEB, demonstrates greater variability in resource distribution across municipalities, while Chile's centralized voucher system shows more uniform but sometimes inadequate funding for remote areas. The study identifies critical gaps in infrastructure investment, teacher retention, and educational quality indicators in rural contexts. Findings suggest that despite constitutional commitments to educational equity, both countries face persistent challenges in translating policy intentions into equitable outcomes. This research contributes to understanding how Latin American nations can reform funding structures to better serve marginalized rural communities and reduce urban-rural educational divides.
rural education, school funding, educational equity, comparative education policy, Brazil, Chile
Copyright (c) 2024 Rafael Souza, Camila Torres (Author) https://creativecommons.org/licenses/by-sa/4.0
Student Perceptions of Philosophy for Children (P4C) in Primary Schools of New Zealand
This study investigates student perceptions of Philosophy for Children (P4C) implementation in New Zealand primary schools. Through a qualitative inquiry involving 120 students from six primary schools across Auckland, Wellington, and Christchurch, the research explores how students experience and value philosophical dialogue in their learning environments. Data collection employed semi-structured interviews, focus group discussions, and student-generated reflective journals over a six-month period. Findings reveal that students perceive P4C as enhancing their critical thinking abilities, fostering collaborative learning communities, and developing confidence in articulating complex ideas. Students particularly valued the democratic nature of philosophical inquiry and the opportunity to explore questions without predetermined answers. However, challenges emerged regarding time constraints and varying levels of peer participation. This research contributes to understanding student voice in pedagogical innovation and offers insights for educators implementing dialogic practices in primary education settings.
Philosophy for Children, student perceptions, primary education, critical thinking, New Zealand, dialogic pedagogy
Copyright (c) 2024 Hannah Cooper (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating Artificial Intelligence in Indonesian Language Learning Bridging Tradition and Innovation at Pondok Pesantren As'adiyah Sengkang, Indonesia
The integration of artificial intelligence in Islamic boarding schools represents a significant intersection between traditional religious education and contemporary technological innovation. This study examines how Pondok Pesantren As'adiyah Sengkang in South Sulawesi, Indonesia, incorporates AI-powered tools to enhance Indonesian language instruction while maintaining its distinctive religious educational identity. Drawing upon data from educators, students, and institutional leaders, this research investigates the pedagogical applications, implementation challenges, and educational outcomes associated with AI integration in Indonesian language learning within pesantren contexts. The findings reveal that AI technologies offer substantial benefits including personalized learning pathways, immediate feedback mechanisms, enhanced writing assistance, and expanded access to linguistic resources that complement traditional teacher-centered instruction. However, successful implementation requires addressing infrastructure limitations, digital literacy gaps, theological concerns regarding technology's role in Islamic education, and tensions between technological innovation and preservation of traditional pedagogical values. This research contributes insights into how Islamic educational institutions can strategically leverage emerging technologies to strengthen language instruction while honoring religious foundations and maintaining cultural authenticity in Indonesia's evolving educational landscape.
artificial intelligence, Indonesian language learning, Islamic boarding school, pesantren education, educational technology, Indonesia
Copyright (c) 2024 Muhsyanur Muhsyanur, Nurul Hudayanti Mahas, Gusni Gusni (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing an Inclusive Curriculum Framework for Students with Disabilities in Spain
Inclusive education has become a cornerstone of contemporary educational policy across Europe, with Spain demonstrating significant commitment to integrating students with disabilities into mainstream educational settings. This study examines the development and implementation of an inclusive curriculum framework designed to support learners with diverse disabilities within Spanish primary and secondary schools. Drawing upon Universal Design for Learning principles and differentiated instruction approaches, this research investigates how curriculum adaptations, pedagogical modifications, and assessment accommodations can create equitable learning opportunities for students with physical, sensory, intellectual, and developmental disabilities. Data collected from twelve schools across Catalonia, Madrid, and Andalusia reveal that effective inclusive curriculum implementation requires comprehensive teacher preparation, collaborative support systems, flexible learning materials, and institutional cultures valuing diversity as educational asset rather than deficit. While Spanish legislation provides strong inclusive education mandates, significant implementation gaps persist regarding resource allocation, specialist support availability, and translation of policy ideals into classroom realities. This research contributes evidence-based recommendations for strengthening inclusive curriculum frameworks that honor diverse learning needs while maintaining rigorous academic standards within Spain's evolving educational landscape.
inclusive education, curriculum framework, students with disabilities, Universal Design for Learning, Spain, differentiated instruction
Copyright (c) 2024 Pablo Martinez, Sofia Ruiz (Author) https://creativecommons.org/licenses/by-sa/4.0
Reimagining Teacher Professional Development through Reflective Practice in Rural Australia
Teacher professional development in rural Australia faces distinctive challenges including geographic isolation, limited access to training opportunities, and difficulties attracting and retaining qualified educators in remote communities. This study explores how reflective practice can transform professional learning for rural teachers, creating sustainable development pathways that leverage teachers' contextual knowledge while addressing isolation constraints. Drawing upon data from thirty-five rural teachers across Queensland, New South Wales, and Western Australia, this research examines how structured reflective practices including collaborative inquiry groups, digital reflection platforms, and mentoring partnerships support professional growth in resource-constrained environments. The findings demonstrate that reflective practice approaches tailored to rural contexts enhance teachers' pedagogical reasoning, foster professional agency, and create collegial learning communities that mitigate isolation effects. However, successful implementation requires addressing technological infrastructure limitations, providing facilitation support, and recognizing reflective work within professional accountability frameworks. This research contributes evidence-based strategies for reimagining professional development models that honor rural teachers' expertise while supporting continuous improvement in challenging educational contexts throughout rural and remote Australia.
reflective practice, teacher professional development, rural education, professional learning communities, Australia, remote teaching
Copyright (c) 2024 Emily Watson (Author) https://creativecommons.org/licenses/by-sa/4.0
Assessing the Effectiveness of Values Education in Islamic Schools in Indonesia
Values education in Islamic schools represents a critical component of Indonesia's educational landscape, serving as a mechanism for character formation and moral development among Muslim youth. This study examines the effectiveness of values education implementation in Islamic schools across Indonesia, investigating how these institutions integrate religious teachings with contemporary pedagogical approaches to cultivate ethical character and civic responsibility. Drawing upon empirical evidence from multiple Islamic educational institutions, this research explores the relationship between values education curricula, instructional practices, and observable outcomes in students' moral reasoning, religious behavior, and social conduct. The findings reveal that effective values education in Islamic schools requires coherent integration of Islamic principles across formal curriculum, school culture, and community engagement, supported by qualified educators possessing both religious knowledge and pedagogical competence. While Indonesian Islamic schools demonstrate considerable strengths in transmitting religious knowledge and fostering Islamic identity, challenges persist regarding assessment methodologies, contemporary relevance, and preparing students to navigate pluralistic contexts while maintaining religious commitments.
values education, Islamic schools, moral development, character education, Indonesia, religious education
Copyright (c) 2024 Ahmad Fadli, Nur Aisyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Revitalizing Indigenous Knowledge Integrating Local Wisdom into Language and Literacy Curriculum
The COVID-19 pandemic fundamentally transformed higher education delivery models, accelerating the adoption of blended learning approaches across Canadian institutions. This study examines the relationship between blended learning implementation and student engagement in Canadian higher education during the post-pandemic era. Drawing upon contemporary pedagogical frameworks and empirical evidence, this research investigates how Canadian universities have adapted their instructional strategies to maintain and enhance student engagement through integrated online and face-to-face learning environments. The findings reveal that effective blended learning models incorporate strategic technological integration, interactive pedagogical practices, and flexible learning pathways that accommodate diverse student needs. While challenges persist regarding digital equity and faculty preparedness, Canadian institutions demonstrate promising practices in fostering meaningful student engagement through well-designed blended learning ecosystems. This research contributes to understanding how post-pandemic higher education can leverage blended learning to create more inclusive, accessible, and engaging learning experiences for diverse student populations across Canada.
blended learning, student engagement, higher education, post-pandemic education, Canadian universities, hybrid learning
Copyright (c) 2024 Daniel Brooks, Mei Lin (Author) https://creativecommons.org/licenses/by-sa/4.0