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
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
Cultural Narratives in Literature Classes An Ethnographic Study in Indigenous Schools of Peru
This ethnographic study examines how cultural narratives are integrated, negotiated, and transmitted within literature classes in indigenous schools across Peru's Amazon and Andean regions. The research investigates the intersection between indigenous oral traditions, Western literary canons, and contemporary pedagogical practices in bilingual intercultural education contexts. Through eighteen months of participant observation, interviews with educators and community knowledge keepers, and analysis of classroom interactions in Quechua, Aymara, and Shipibo-Konibo communities, this study reveals complex processes of cultural preservation, adaptation, and resistance within formal educational settings. Findings demonstrate that literature instruction serves as a contested space where indigenous epistemologies encounter colonial educational legacies, creating opportunities for cultural revitalization while simultaneously exposing tensions between standardized curricula and community-based knowledge systems. The research contributes to decolonial education scholarship by illuminating how indigenous communities strategically utilize literature pedagogy to maintain cultural continuity, assert linguistic sovereignty, and prepare younger generations to navigate multicultural realities while preserving distinct cultural identities and worldviews.
cultural narratives, indigenous education, ethnographic research, intercultural bilingual education, Peruvian literature pedagogy,
Copyright (c) 2024 Lucia Fernandez (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing a Humanistic Education Model for Peace Education in Post-Conflict Colombia
This study examines the development and implementation of a humanistic education model for peace education in post-conflict Colombia, following the 2016 peace agreement between the Colombian government and FARC. The research explores how humanistic pedagogical approaches can facilitate reconciliation, foster social cohesion, and promote sustainable peace in communities affected by decades of armed conflict. Through qualitative analysis of educational interventions in three Colombian regions, this study demonstrates that humanistic education models emphasizing empathy, critical consciousness, and participatory dialogue significantly contribute to peacebuilding efforts. The findings reveal that integrating victims' narratives, restorative justice principles, and culturally responsive pedagogies creates transformative learning environments conducive to healing and social reconstruction. This research contributes to peace education scholarship by providing empirical evidence of humanistic education's effectiveness in post-conflict contexts and offers practical frameworks for educators and policymakers working toward sustainable peace in societies emerging from violence.
humanistic education, peace education, post-conflict Colombia, reconciliation, transformative pedagogy, peacebuilding
Copyright (c) 2024 Juan (Author) https://creativecommons.org/licenses/by-sa/4.0
Parental Involvement and Academic Motivation among Primary Students in Rural Nepal
This study examines the relationship between parental involvement and academic motivation among primary school students in rural Nepal, where geographical remoteness, economic constraints, and limited parental education create unique challenges for family-school partnerships. Through mixed-methods research involving 385 students, their parents, and 28 teachers across twelve rural schools in three districts, the study investigates how different forms of parental involvement influence children's intrinsic and extrinsic motivation for learning. Findings reveal that while traditional measures of parental involvement such as homework assistance and school communication remain limited due to parents' low literacy levels and work demands, alternative forms including educational aspirations, moral support, and resource provision significantly predict student motivation. The research identifies cultural factors shaping Nepali parents' educational engagement including respect for teachers' authority, gendered expectations, and caste-based educational traditions. Results demonstrate that students whose parents communicate high educational expectations and provide emotional encouragement exhibit stronger intrinsic motivation despite limited direct academic assistance. These findings challenge Western-centric conceptions of parental involvement, suggesting culturally appropriate frameworks recognizing diverse manifestations of family educational support in resource-constrained contexts.
parental involvement, academic motivation, rural education, Nepal, primary education, family-school engagement
Copyright (c) 2024 Suresh Adhikari, Rina Shrestha (Author) https://creativecommons.org/licenses/by-sa/4.0
This study examines teachers' perspectives on curriculum decolonization in post-apartheid South African schools, investigating how educators understand, implement, and navigate tensions inherent in transforming colonial educational legacies. Through qualitative interviews with forty-two secondary school teachers across diverse South African provinces, the research explores teachers' conceptualizations of decolonization, their pedagogical strategies for centering African epistemologies, and challenges they encounter in implementation. Findings reveal that while teachers broadly support decolonization principles, they struggle with practical implementation due to limited resources, insufficient professional development, and tensions between decolonial aspirations and examination requirements emphasizing Western knowledge frameworks. Teachers identified three primary approaches: incorporating African indigenous knowledge systems, critically interrogating colonial narratives, and centering African languages in instruction. The study highlights persistent structural barriers including textbook limitations, assessment frameworks privileging Eurocentric content, and teacher education programs inadequately preparing educators for decolonial pedagogy. Results underscore the necessity of systemic support including curriculum revision, appropriate teaching materials, and comprehensive teacher professional development to realize decolonization beyond rhetorical commitment.
decolonization, curriculum transformation, South African education, teacher perspectives, indigenous knowledge, post-apartheid
Copyright (c) 2024 Thabo Nkosi (Author) https://creativecommons.org/licenses/by-sa/4.0
This study examines the integration of local wisdom into language and literacy curriculum as a strategy for preserving indigenous knowledge while enhancing students' cultural identity and critical literacy skills. Through ethnographic research conducted in rural Indonesian communities, the study investigates how culturally responsive pedagogy incorporating local oral traditions, indigenous languages, and community practices influences students' literacy development and cultural consciousness. Findings reveal that curriculum designs embedding local wisdom create meaningful learning contexts that increase student engagement, develop multilingual competencies, and foster appreciation for cultural heritage. The research identifies three primary pedagogical approaches: integrating indigenous narratives into reading materials, utilizing community knowledge holders as educational resources, and developing multiliteracies that honor diverse meaning-making systems. Results demonstrate that students exposed to local wisdom-infused curricula exhibit stronger reading comprehension, more sophisticated critical analysis abilities, and deeper connections to their cultural identities. This research contributes frameworks for developing culturally sustaining curriculum that positions indigenous knowledge as intellectual resource rather than cultural artifact, offering implications for language education in postcolonial contexts globally.
local wisdom, indigenous knowledge, literacy curriculum, culturally responsive pedagogy, multilingualism, Indonesia
Copyright (c) 2024 Dahnia Fauzyah Nur, Siti Hedana Binti Mahmoed , Abdul Muiz, Khaerati Khaerati (Author) https://creativecommons.org/licenses/by-sa/4.0
Designing AI-Supported Writing Instruction for University Students in South Korea
This study explores the design and implementation of artificial intelligence-supported writing instruction for English language learners at South Korean universities. As AI technologies increasingly transform educational landscapes, understanding how to effectively integrate these tools into academic writing pedagogy becomes essential. This research employed a design-based research methodology involving 180 undergraduate students across three universities, implementing an AI-integrated curriculum that combined automated feedback systems, intelligent tutoring, and collaborative human-AI writing processes. Results indicate that strategically designed AI support significantly improved students' writing quality, revision processes, and metacognitive awareness while raising important questions about academic integrity, pedagogical authenticity, and learner autonomy. The study identifies optimal design principles including scaffolded AI integration, explicit instruction in critical evaluation of AI-generated content, and balanced approaches that position AI as supplementary rather than substitutive to human instruction.
artificial intelligence, writing instruction, educational technology, English as a foreign language, South Korea, academic writing
Copyright (c) 2025 Min-Jae Park, Hyejin Choi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Inquiry-Based Learning on Historical Reasoning Skills of High School Students in Finland
This study investigates the impact of inquiry-based learning approaches on the development of historical reasoning skills among high school students in Finland. Employing a quasi-experimental design with 240 students across six schools, the research compared traditional lecture-based instruction with inquiry-based pedagogical methods over one academic semester. Historical reasoning skills were assessed through multiple measures including source analysis tasks, argumentative essays, and critical thinking assessments. Findings indicate that students engaged in inquiry-based learning demonstrated significantly higher performance in historical interpretation, evidence evaluation, contextualization, and causal reasoning compared to their counterparts in traditional classrooms. The study also revealed that inquiry-based approaches fostered greater student motivation and deeper engagement with historical content. These results support the integration of inquiry-based methodologies within history curricula and align with contemporary educational reforms emphasizing student-centered learning. The research contributes empirical evidence regarding effective pedagogical strategies for developing sophisticated historical thinking in secondary education contexts.
inquiry-based learning, historical reasoning, Finnish education, critical thinking, history pedagogy, secondary education
Copyright (c) 2025 Sanna Lehtinen (Author) https://creativecommons.org/licenses/by-sa/4.0
Language Identity and Classroom Interaction in Bilingual Schools at the US–Mexico Border
This study examines the complex relationship between language identity and classroom interaction in bilingual educational settings along the US–Mexico border. Through ethnographic observations and qualitative analysis, the research investigates how students navigate their linguistic identities while engaging in classroom discourse across Spanish and English. The findings reveal that bilingual students employ sophisticated code-switching strategies that reflect their hybrid cultural identities rather than linguistic deficiency. Teachers' attitudes toward language use significantly influence student participation patterns and identity expression. The study identifies three primary interaction patterns: translanguaging practices, language hierarchies in academic contexts, and identity negotiation through linguistic choices. Results demonstrate that classroom environments that embrace bilingualism as a resource foster greater student engagement and positive identity development. This research contributes to understanding how border communities construct meaning through multilingual practices and offers implications for developing culturally responsive pedagogical approaches in transnational educational contexts.
bilingual education, language identity, classroom interaction, US–Mexico border, translanguaging, code-switching
Copyright (c) 2025 Maria Gonzales, Carlos Ramirez (Author) https://creativecommons.org/licenses/by-sa/4.0
Transforming Language Pedagogy Digital Technology Integration in Secondary Language Education Across Tasikmalaya Regency, Indonesia
This study investigates the integration of digital technologies in language learning across junior secondary schools in Tasikmalaya Regency, Indonesia, examining how educators navigate the transition from traditional to technology-enhanced pedagogies. Through mixed-methods research involving surveys of 245 language teachers, classroom observations in 32 schools, and in-depth interviews with key stakeholders, this research explores digital tool adoption patterns, pedagogical transformations, infrastructure challenges, and student learning outcomes. Findings reveal significant disparities in digital integration between urban and rural schools, with urban institutions demonstrating more comprehensive technology adoption and innovative pedagogical practices. Teachers utilize diverse digital tools including learning management systems, educational applications, social media platforms, and multimedia resources, though implementation quality varies considerably. Key challenges include inadequate infrastructure, limited teacher digital competencies, insufficient professional development, and the persistent digital divide affecting equitable access. Despite these obstacles, evidence suggests that purposeful digital integration enhances student engagement, develops multimodal literacy skills, and provides authentic language practice opportunities. This study contributes to understanding digital transformation in language education within resource-constrained contexts and offers implications for policy, professional development, and equitable technology integration strategies.
digital language learning, technology integration, secondary education, educational equity, Indonesia, pedagogical transformation
Copyright (c) 2025 Anita Fakhirunnida, Ilham Saputra (Author) https://creativecommons.org/licenses/by-sa/4.0
Nurturing Hearts and Minds Integrating Love-Based Curriculum in Islamic Moral Education at MTs As’adiyah Putri Pusat Sengkang, Indonesia
This study explores the integration of love-based curriculum approaches in teaching Akidah Akhlak (Islamic creed and morality) at MTs Puteri As'adiyah Pusat Sengkang, Indonesia. The love-based curriculum emphasizes compassion, empathy, spiritual connection, and moral character development as foundational elements of Islamic education. Through qualitative case study methodology involving classroom observations, teacher interviews, and document analysis, this research examines how educators implement love-centered pedagogies to foster students' spiritual growth, ethical consciousness, and emotional intelligence. Findings reveal that the integration of love-based approaches transforms traditional Islamic education by emphasizing relational dimensions of faith, promoting student engagement through affective connections, and developing holistic moral character. Teachers employ various strategies including storytelling, reflective practices, community service, and dialogical teaching methods that center love as both content and pedagogy. However, challenges emerge regarding assessment practices, balancing cognitive and affective learning objectives, and sustaining authentic implementation amid standardized curriculum pressures.
love-based curriculum, Islamic education, Akidah Akhlak, moral character development, affective learning, values education
Copyright (c) 2025 Suryaningsih Suryaningsih, Umrati Umrati (Author) https://creativecommons.org/licenses/by-sa/4.0