Search Results (77)

Despite a global trend toward socially engaged higher education, architectural pedagogy continues to grapple for a coherent approach that systematically and genuinely integrates socio-cultural dimensions into design studio teaching practices. Defined as the interwoven social, cultural, and political factors that shape the built environment, the socius is treated peripherally within architectural pedagogy, limiting students’ capacity to develop civic agency, spatial justice awareness, and critical reflexivity in navigating complex societal conditions. This article argues for a socius-centric reorientation of architectural pedagogy, postulating that socially engaged studio models, which include Community Design, Design–Build, and Live Project, must be conceptually integrated to fully harness their pedagogical merits. The article adopts two lines of inquiry: first, mapping the theoretical underpinnings of the socius across award-winning pedagogical innovations and Google Scholar citation patterns; and second, defining the core attributes of socially engaged pedagogical models through a bibliometric analysis of 87 seminal publications. Synthesising the outcomes of these inquiries, the study offers an advanced articulation of studio learning as a process of social construction, where architectural knowledge is co-produced through role exchange, iterative feedback, interdisciplinary dialogue, and emergent agency. Conclusions are drawn to offer pragmatic and theoretically grounded pathways to reshape studio learning as a site of civic transformation. Full article

Blended and virtual learning have become an integral part in international higher education, especially in the wake of the COVID-19 pandemic and the European Union’s Digital Education Action Plan. These modalities have enabled more inclusive, flexible, and sustainable forms of international collaboration, such as Collaborative Online International Learning (COIL) and Blended Intensive Programs (BIPs), reshaping the landscape of global academic mobility. This paper introduces the INVITE Learning Design Framework (LDF), developed to support higher education instructors in designing high-quality, internationalized blended and virtual learning experiences. The framework addresses the growing need for structured, theory-informed approaches to course design that foster student engagement, intercultural competence, and motivation in non-face-to-face settings. The INVITE LDF was developed through a rigorous scoping review of existing models and frameworks, complemented by needs-identification analysis and desk research. It integrates Self-Determination Theory, Active Learning principles, and the ADDIE instructional design model to provide a comprehensive, adaptable structure for course development. The framework was successfully implemented in a large-scale online training module for over 1000 educators across Europe. Results indicate that the INVITE LDF enhances educators’ ability to create engaging, inclusive, and pedagogically sound international learning environments. Its application supports institutional goals of internationalization by making global learning experiences more accessible and scalable. The findings suggest that the INVITE LDF can serve as a valuable tool for higher education institutions worldwide, offering a replicable model for fostering intercultural collaboration and innovation in digital education. This contributes to the broader transformation of international higher education, promoting equity, sustainability, and global citizenship through digital pedagogies. Full article

(1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. Full article

This study responds to the urgent need for education that fosters sustainable, self-directed development by introducing a five-phase narrative instruction pre-module grounded within the Life Design Thinking (LDT) framework. Integrating design thinking with narrative theory, LDT promotes learner agency, identity coherence, and adaptive future planning through structured autobiographical reflection. The intervention was conducted in a group setting with 14 adult learners (n = 14) from China. Although participant demographics were not the primary focus, the study emphasized theoretical and methodological development through iterative instructional design. A mixed-methods approach was employed, including rubric-based scoring of 101 written narratives and a thematic analysis of the reflective content. The results demonstrated significant improvements in narrative competence, especially in technical application (+80.91%), reflective depth (+70.0%), with thematic clarity (+58.11%), also showing notable gains related to meaning synthesis and narrative focus. Learners also exhibited enhanced thematic continuity and future-oriented integration. These outcomes highlight the value of narrative pedagogy as a transformative learning approach aligned with SDG 4.7. By cultivating metacognitive awareness and future-readiness, the module contributes to education for sustainable development and provides initial evidence for a potentially scalable and transferable model that supports learners in navigating complexity with meaning and purpose. Full article

The integration of artificial intelligence (AI) into educational environments is fundamentally transforming the learning process, raising new questions regarding student engagement and motivation. This empirical study investigates the relationship between AI-based learning support and the experience of flow, defined as the optimal state of deep attention and intrinsic motivation, among university students. Building on Csíkszentmihályi’s flow theory and current models of technology-enhanced learning, we applied a validated, purposefully developed AI questionnaire (AIFLQ) to 142 students from two Hungarian universities: the Ludovika University of Public Service and Eszterházy Károly Catholic University. The participants used generative AI tools (e.g., ChatGPT 4, SUNO) during their academic tasks. Based on the results of the Mann–Whitney U test, significant differences were found between students from the two universities in the immersion and balance factors, as well as in the overall flow score, while the AI-related factor showed no statistically significant differences. The sustainability of the flow experience appears to be linked more to pedagogical methodological factors than to institutional ones, highlighting the importance of instructional support in fostering optimal learning experiences. Demographic variables also influenced the flow experience. In gender comparisons, female students showed significantly higher values for the immersion factor. According to the Kruskal–Wallis test, educational attainment also affected the flow experience, with students holding higher education degrees achieving higher flow scores. Our findings suggest that through the conscious design of AI tools and learning environments, taking into account instructional support and learner characteristics, it is possible to promote the development of optimal learning states. This research provides empirical evidence at the intersection of AI and motivational psychology, contributing to both domestic and international discourse in educational psychology and digital pedagogy. Full article

Amid the ongoing digital transformation of higher education, increasing attention has been paid to the impact of digital technologies on teaching quality—particularly in physical education settings that require high levels of interaction and physical engagement. This study examined 1158 university students across China using a cross-sectional design, integrating interpretable machine learning models with structural equation modeling to systematically assess how the frequency of use of seven common digital technologies influences teaching quality in physical education classes. The study also investigated the mediating roles of perceived teacher support and academic self-efficacy. Nine machine learning models and logistic regression analyses were conducted to predict teaching quality, employing feature permutation importance and SHapley Additive exPlanations (SHAP) to evaluate the relative contribution of each digital tool. Results identified multimedia courseware, e-textbooks, and question banks as the most influential predictors of teaching quality. The SHAP analysis further revealed that management software, educational websites, and multimedia materials had significant positive effects and exhibited synergistic interactions in improving teaching outcomes. Structural equation modeling showed that digital technology use had a significant direct positive effect on teaching quality (B = 0.347, p < 0.001). Moreover, perceived teacher support and academic self-efficacy not only served as independent mediators (95% CI = [0.146, 0.226], p < 0.001; 95% CI = [0.024, 0.063], p < 0.001) but also functioned as a chain mediating effect (95% CI = [0.036, 0.083], p < 0.001). This study is the first to integrate interpretable machine learning with structural modeling to elucidate the mechanisms through which digital technologies influence teaching quality in university-level physical education. The findings underscore the critical mediating roles of teacher support and student self-efficacy, providing both theoretical contributions and practical implications for enhancing digital pedagogy in higher education. Full article

This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives to guide morally acceptable teacher behavior, focusing on their function as role models in shaping students’ moral consciousness, as informed by Kohlberg’s theory of moral development. Through a multidisciplinary approach integrating philosophy, psychology, pedagogy, sociology, and anthropology, the essay provides a comprehensive framework for understanding the complexity of the teaching profession. The results offer a foundation for future empirical studies and the development of teacher training programs to enhance educational quality. Full article

Dance encompasses physical, emotional, and social elements, creating a dynamic platform for the exploration of well-being. As a therapeutic approach, dance movement further applies these dimensions to enhance emotional resilience, foster mindfulness, and improve overall mental health. This study examined the relationship between self-compassion and life satisfaction among 912 recreational dancers (80% female and 20% male) in Greece. Participants completed the Self-Compassion Scale and Satisfaction with Life Scale. Confirmatory Factor Analysis validated the five-factor self-compassion model, and regression analysis identified predictors of life satisfaction. Self-kindness emerged as a strong positive predictor (β = 0.258, p < 0.001), while isolation (β = −0.307, p < 0.001) and self-judgment (β = −0.083, p = 0.029) negatively predicted life satisfaction. Common humanity (β = 0.064, p = 0.066) and mindfulness (β = 0.004, p = 0.907) showed no significant predictive effect. The model explained 21.7% of the variance in life satisfaction (R² = 0.217). Small but statistically significant differences in self-compassion dimensions were observed across dance styles. Partner-oriented dancers such as those practicing tango reported slightly higher self-kindness and mindfulness, while ballet dancers showed a small increase in self-judgment and isolation. Life satisfaction remained consistent across styles, highlighting dance’s overall contribution to well-being. These findings suggest that integrating self-compassion training into dance education and psychotherapy, particularly within a Therapeutic-Based Art Pedagogy framework, may contribute to emotional resilience, foster social connection, and promote mental health, positioning dance as a potentially transformative tool for holistic development. Full article

Background/Objectives: This paper introduces a pedagogically grounded framework for transforming canonical literary texts in primary education through generative AI. Guided by multiliteracies theory, Vygotskian pedagogy, and epistemic justice, the system aims to enhance interpretive literacy, developmental alignment, and cultural responsiveness among learners aged 7–12. Methods: The proposed system enables educators to perform age-specific text simplification, visual re-narration, lexical reinvention, and multilingual augmentation through a suite of modular tools. Central to the design is the Ethical–Pedagogical Validation Layer (EPVL), a GPT-powered auditing module that evaluates AI-generated content across four normative dimensions: developmental appropriateness, cultural sensitivity, semantic fidelity, and ethical transparency. Results: The framework was fully implemented and piloted with primary educators (N = 8). The pilot demonstrated high usability, curricular alignment, and perceived value for classroom application. Unlike commercial Large Language Models (LLMs), the system requires no prompt engineering and supports editable, policy-aligned controls for normative localization. Conclusions: By embedding ethical evaluation within the generative loop, the framework fosters calibrated trust in human–AI collaboration and mitigates cultural stereotyping and ideological distortion. It advances a scalable, inclusive model for educator-centered AI integration, offering a new pathway for explainable and developmentally appropriate AI use in literary education. Full article

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

This cross-sectional study investigated the interconnected roles of university students’ mindsets (growth and fixed), perceptions of writing feedback, and academic emotion regulation in shaping self-regulated writing ability. Data were collected from 313 undergraduate students in South Korea. A serial mediation analysis was conducted using the PROCESS macro (Model 6). The results indicated that the indirect effect of a growth mindset on self-regulated writing ability via writing feedback perception was B = 0.0883, 95% CI [0.0414, 0.1489] and that via academic emotion regulation was B = 0.0724, 95% CI [0.0256, 0.1316]. In addition, a significant sequential mediation effect was identified in both mediators—writing feedback perception and academic emotion regulation—(B = 0.0215, 95% CI [0.0044, 0.0435]). The total indirect effect was B = 0.1822, 95% CI [0.1069, 0.2686], supporting a robust mediating mechanism. These findings highlight the psychological and emotional pathways through which a growth mindset facilitates writing development. Implications for writing pedagogy include the integration of feedback literacy and emotion regulation training to support learners’ self-regulated writing in higher education contexts. Full article

This conceptual paper presents a framework for supporting multilingual students’ mathematical discourse through teacher professional development grounded in design-based research (DBR). Drawing on sociocultural learning theory, the Integrated Language and Mathematics Project (ILMP) was co-developed with elementary educators to promote integrated instruction that simultaneously advances students’ mathematical understanding, language development, and cultural identity. The ILMP framework centers around three instructional pillars: attention to language, attention to mathematical thinking, and cultural responsiveness. Through collaborative inquiry cycles, educators engaged as learners, contributors, and designers of practice, iteratively enacting and reflecting on instructional strategies rooted in students’ linguistic and cultural assets. Teachers implemented discussion-rich mathematical tasks, supported by language scaffolds and culturally relevant contexts, to foster students’ mathematical reasoning and communication. This approach was particularly impactful for multilingual learners, whose language use and problem-solving strategies were both valued and elevated. This paper also discusses the opportunities and challenges of DBR and research–practice partnerships, including flexibility in implementation and navigating district-level priorities. Insights underscore the importance of practitioner agency, asset-based pedagogy, and the co-construction of professional learning. The ILMP framework offers a scalable, equity-oriented model for improving integrated language and mathematics instruction in diverse elementary classrooms and beyond. Full article

This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic architecture diagram generation system that visualizes program code structures in real-time, reducing cognitive load and enhancing comprehension of abstract programming concepts such as recursion and data structures. Students complete a project-based assignment—developing a Scheme interpreter—to simulate real-world software development. This model emphasizes system thinking, modular design, and problem solving, aligning with CDIO’s structured learning progression. The experimental results show that students using the system significantly outperformed the control group in their final project scores, demonstrating improved practical programming ability. While cognitive load remained stable, learning motivation decreased slightly, indicating the need for additional affective design support. The findings confirm that the integration of visual learning tools and project-based pedagogy under the CDIO framework supports the development of critical competencies for sustainable development. This approach offers a transformative step forward in programming education, cultivating learners who are capable, innovative, and ready to meaningfully contribute to global sustainability. Full article

This study explores the contemporary relevance of Confucian educational thought in the context of Vietnam’s ongoing educational reform. It examines how foundational Confucian principles—particularly those related to moral cultivation, pedagogical methods, and the role of the learner—can be adapted to align with modern educational objectives. Employing a qualitative, comparative methodology, the research analyzes classical Confucian texts, historical records, and current Vietnamese education policy documents, alongside Humboldtian liberal ideals. The findings demonstrate that Confucian values such as benevolence (ren), ritual propriety (li), and exemplary moral conduct continue to offer meaningful frameworks for promoting ethical development and civic responsibility. Pedagogical techniques, including heuristic questioning, modeling, and situational teaching, remain relevant to modern goals like critical thinking and learner autonomy. While some critiques highlight limitations in Confucianism’s hierarchical structure or insufficient scientific orientation, this study also incorporates existing research showing that Confucian education—particularly across East Asia—has been positively associated with fostering students’ creativity and critical thinking. This paper distinguishes itself by proposing a hybrid model that critically adapts Confucian pedagogy in conjunction with Humboldtian liberalism to enhance both moral grounding and cognitive autonomy in Vietnamese education. The research concludes that a critically integrative approach can support Vietnam in building a culturally grounded, morally resilient, and globally competitive education system. Full article

There are few conceptual frameworks or models related to educators’ competencies at the intersection of social justice; youth development; and physical education, activity, or sport content and pedagogy. The purpose of this multiple case study was to examine how the racialized and pedagogical experiences of individuals teaching physical education contribute to understanding the integration of social justice principles in youth development contexts through sport and physical activity. This study involved the within-case and cross-case analyses of two main cases: preservice teachers and graduate teaching assistants teaching physical education in a youth development context. The preservice teacher and the graduate teaching assistant within-case analysis each resulted in two complementary themes (four total). The cross-case analysis resulted in three total themes. Together, these seven themes are conceptualized into three categories: (1) assumptions prior to teaching, (2) emergent just teaching, and (3) considering race. While training all future professionals for equitable and justice-oriented teaching is key, we cannot ignore the glaring reality that many individuals with more culturally diverse backgrounds are predisposed to embodying such orientations. Findings reinforce the importance of preparing (and recruiting) educators who not only have pedagogical skills but who can also teach for justice. Full article