2026· International journal of research and innovation in social science· Vol 10, pp. 9253-9263· 0 citations
Abstract
Instructional and pedagogical methods play a significant role in enhancing creativity, critical thinking, innovation and meaningful learning of students for developing the competencies needed for a competitive and globalized world. In the context of Nepal, the most practiced instructional pedagogy is traditional teacher-centered, unidirectional with rote memorization and standardized testing since long which are unable to promote the 21st century core skills that are essential for students to address and adjust in the digitally advanced and complex world. The main aim of this study is to explores the transformative learning by integrating the cognitive, affective, and psychomotor domains of learning into the Technological Pedagogical Content Knowledge (TPACK) framework. This research examines how these methodologies can bridge the gap between knowledgeable understanding and expressive engagement with meaningful skills by explicitly converging Art-Based Pedagogy and the STEAM approach along with these domains.
This study primarily uses narrative inquiry to underpin how conventional instructional pedagogy in present context become worthless over transformative and modern instructional pedagogy in this contemporary situation of education system that observed in both private and government schools in Nepal. The key findings of this study indicate that the meaningful and effective integration of arts such as drama, drawing, poem and storytelling promotes the critical thinking, creativity, innovation and transformative and meaningful learnings of the students. Such integration promotes students’ participation, engagement, collaboration and critical reflection that is indeed of holistic development of the students. From this study, it is need of time to reimagine TPACK framework and integration of art-based methods under STEAM approach of learning. Such integration with spiritual intelligence empowers students to step beyond the just transmission of knowledge but leap into the meaningful, sustainable, and transformative learning experiences. This research contributes to the educational discourse by providing a comprehensive strategy for nurturing well-rounded individuals who are scholastically skillful, emotionally intellectual, and communally responsible.
The cultivation of Higher-Order Thinking Skills (HOTS) has emerged as a fundamental priority in modern education, particularly in the context of English as a Foreign Language (EFL) learning. Educational discourse increasingly emphasizes the need for learners to develop analytical, evaluative, and creative capacities that extend beyond the acquisition of linguistic knowledge. Within this framework, deep learning, conceptualized as a pedagogical approach that prioritizes meaningful understanding, inquiry, and active knowledge construction, is widely regarded as an effective pathway for enhancing cognitive engagement. Despite its theoretical appeal, empirical examinations of how deep learning facilitates HOTS in real classroom environments remain relatively scarce, especially when viewed through the lens of teachers’ experiences. This study adopted a qualitative descriptive methodology to investigate the enactment of deep learning practices in an EFL classroom at SMA Negeri 7 Denpasar. Data were obtained through classroom observations, semi-structured interviews with an English teacher, and analysis of instructional documents. Thematic analysis was employed to interpret recurring instructional patterns and cognitive processes. The findings reveal that deep learning strategies, including student-centered activities, inquiry-based questioning, collaborative interaction, and contextualized tasks, were associated with the development of HOTS. These results underscore deep learning’s potential to foster cognitively rich and reflective language learning experiences
Luh Putu Adi Sastrawati, L. Artini, D. P. Ramendra· International Journal of Edu...· 0 citations
This study examines the impact of competency-based curricula (CBCs) and technology on teaching and learning literature in English among secondary schools in Arusha, Tanzania. Critical thinking, creativity and student participation were not much promoted in the traditional teacher-centered practices of Tanzania's education system. The introduction of CBC addressed this challenge by promoting a learner-centered approach emphasizing skills and competencies required in the twenty-first century. A mixed-methods approach was adopted in the present study to collect data from both instructors and students at various schools through surveys, interviews and classroom observations. The findings reveal that CBCs increases student engagement and participation in English literature by motivating students to develop critical analytical skills through active learning. Thereafter, technology integration including digital resources, online platforms and multimedia tools, significantly enhances the educational curriculum by providing diverse text material and encouraging an interactive learning atmosphere. The study also emphasizes the need for professional development of instructors and adequate technological infrastructure. Overall, the results of this study reveal that when a competency-based curriculum is integrated with technology, it makes the literature in English education more interesting, dynamic, resourceful and successful, preparing students for the globalized digital world.
G. Cheema, Mohd Aarif Rather, Vandana Aggarwal et al.· Journal of Interdisciplinary...· 0 citations
Implementing inclusive education in science classrooms requires instructional transformations that can accommodate diverse learning modalities. This study aims to analyze trends, challenges, and instructional innovations in inclusive science education, focusing on the Universal Design for Learning (UDL) framework and adaptive media for students with special needs. The methodology employed is a Systematic Literature Review (SLR) guided by the PRISMA protocol. A total of 15 peer-reviewed articles published between 2018 and 2026 indexed in Sinta and Scopus were analyzed. The thematic synthesis indicates that the integration of UDL and adaptive digital media—such as interactive e-modules, virtual laboratories, and 3D manipulative models—significantly reduces cognitive load and enhances students' conceptual understanding and science process skills. The analysis reveals that UDL combined with local context-based learning achieves the highest instructional efficacy (40%). However, disparities in teachers' pedagogical competencies and inaccessible physical laboratory infrastructures remain critical challenges. This study recommends continuous collaborative professional development between science teachers and special education professionals to foster an accessible science learning ecosystem
E. Palupi, Sukinah, Ishartiwi· Jurnal Penelitian Pendidikan...· 0 citations
This research explores the integration of technology-enhanced approaches in the teaching and learning of Engineering Graphics and Design (EGD), with a particular focus on the technical drawing skills learners develop through digital instruction. The study examines how emerging technologies have transformed educational practices by improving learner engagement, visualization, and the acquisition of practical drawing competencies. It further highlights the importance of equipping educators with the knowledge and skills required to effectively integrate technology into classroom instruction. The research is underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework, which provides a foundation for understanding the relationship between technology, pedagogy, and subject content in 21st-century education. In addition, the conceptual framework considers issues of technological inclusivity across both public and private schools, particularly during the COVID-19 lockdown in 2020, when digital learning became essential. The study draws on literature relating to Information and Communication Technology (ICT) affordances, the TPACK framework, the ADDIE instructional design model, and EGD pedagogy to demonstrate the need for South African schools to transition towards digitally enabled learning environments. The findings indicate that limited computer literacy among teachers, inadequate technological competence, and insufficient subject knowledge significantly impede the development of learners' spatial reasoning, graphical communication, and visualization skills in Grade 10 EGD. The study concludes that technology should be embedded within pedagogical practice rather than treated as an optional instructional tool. It recommends that teacher education programs incorporate compulsory technology integration modules throughout all four years of undergraduate study to ensure future educators are prepared to adapt to evolving technological innovations and effectively support digital teaching and learning.
Nonhlanhla Miya· Teacher Education and Curric...· 0 citations
The development of Higher-Order Thinking Skills (HOTS) is an important agenda for 21st-century education, but pedagogical mechanisms explaining how HOTS develops in junior high school classroom practices, particularly in mathematics learning, are still limited. This qualitative study explores the role of transformative learning in mediating students' HOTS development through critical reflection, epistemic dialogue in the classroom, and the meaning of learning experiences. The study used an interpretative-constructivist paradigm with an instrumental qualitative case study design. Data were collected through learning observations of 77 students (grades VII = 27; VIII = 25; IX = 25), in-depth interviews with three teachers (G1-G3), semi-structured interviews with 15 students, and analysis of learning documents. Thematic-reflective analysis resulted in four themes: (1) the gradual and contextual development of HOTS across levels, (2) critical reflection as the main trigger for analysis and evaluation, (3) epistemic dialogue as a space for testing and assessing arguments, and (4) the transformation of learning orientation from a focus on answers to the quality of thinking processes and justification. The findings suggest that HOTS develops through a spiral trajectory influenced by the intensity of reflective scaffolding, norms of classroom dialogue, and a classroom culture that is safe for experimenting and revising reasoning. This study contributes by mapping the mechanisms of how and why transformative learning facilitates HOTS in a junior high school context while also offering practical implications for the design of sustainable reflective and dialogic learning.
The aim of this study was to examine the improvement of students' competence in independent curriculum and material development through the Technological Pedagogical Content Knowledge (TPACK) approach as a vital component of 21st-century education practices. This research is action research towards the fourth semester students of English language education. Observation and interview were employed to collect data. Meanwhile, descriptive qualitative data was executed to analyzed the collected data. The result of the research shows that the TPACK framework integrates technology, pedagogy, and content knowledge, providing a holistic strategy for creating effective and engaging educational experiences. Key strategies discussed include professional development for educators, the incorporation of TPACK into curriculum design, the promotion of collaborative learning, the encouragement of practical application through projects, reflective practices, regular assessment and feedback, and ensuring access to necessary technological resources. By implementing these strategies, the article highlights how TPACK can boost student engagement, deepen content understanding, and develop essential 21st-century skills. The challenges of limited technology access and resistance to change are addressed, emphasizing the need for institutional support and continuous professional development. Ultimately, utilizing the TPACK framework empowers students to independently create and manage curricula and learning materials, preparing them for the demands of the modern educational landscape.
S. Handayani, Hera Heru Sri Suryanti, Ayu Istianasari et al.· International journal of re...· 0 citations