Jul 2026· The EFFORTS, Journal of Education and Research· 0 citations· 2 references
Abstract
Educators in Nepalese higher education employ diverse pedagogical approaches to facilitate learning but often struggle to articulate their own signature pedagogy the distinctive teaching style they have developed through years of practice. This study explores the concept of 'fiction to fact' as a signature pedagogy and examines its alignment with Jerome Bruner's narrative constructivism and the sociocultural theories of Piaget and Vygotsky within Nepal's evolving higher education context. Here, fiction refers to imagination and mental planning, whereas fact denotes the realization of those plans in practice. The study demonstrates how this pedagogy transforms students' emotional and cognitive learning experiences by stimulating curiosity, encouraging active participation, and connecting imagination with real-world application. A collaborative autoethnographic reflection method was employed, integrating the researcher's classroom experiences with the practices of three community school teachers who implemented the 'fiction to fact' approach. Data were generated through classroom observation notes and critical self-reflections and analyzed thematically. The findings reveal that this signature pedagogy significantly enhanced students' engagement, understanding, and transformative learning. It effectively supported students in designing project plans, developing worksheets, visualizing prototypes, and refining their work until successful completion, thereby bridging imagination and reality. The study concludes that the 'fiction to fact' approach represents an innovative and effective signature pedagogy that can help educators identify, strengthen, and articulate their own pedagogical identity while improving classroom practice. It recommends integrating this approach into Nepal's teacher licensing curriculum and teacher education programs to equip teachers with innovative pedagogies required for 21st-century education.
This study examines the transformation of theological pedagogy within digital learning environments, focusing on the shift from a transmission-oriented model to a dialogical, reflective, and transformative paradigm. Employing a literature-based approach that engages theories of theological pedagogy, reflective didactics, and digital learning practices, the conceptual synthesis suggests that digital spaces foster new forms of active learner engagement in constructing theological meaning. The analysis identifies three core conceptual transformations: (1) a paradigmatic shift toward participatory learning; (2) a theological reinterpretation of presence and incarnation beyond physical proximity; and (3) the emergence of digital space as a legitimate locus theologicus for experiencing and articulating faith. The discussion further highlights the relevance of Groome’s shared praxis and Klafki’s reflective didactics as foundational frameworks for designing pedagogical models that are both contextually grounded and transformative. Overall, this study contributes to contemporary discussions on theological education by emphasizing the need to reconstruct pedagogical goals, processes, and relational dynamics for the digital age.
Paulus Tnunay, Thomas Pentury, Wilson Rajagukguk· Greenation International Jou...· 0 citations
Purpose – This study addresses what we term the "Pedagogical Infrastructure Gap" is a condition in which educational institutions have successfully deployed digital hardware and devices through government-led initiatives while neglecting to equip teachers with the pedagogical vocabulary required to theorize their own instructional practices. Method – Employing a descriptive qualitative approach, data were collected from four in-service teachers currently pursuing postgraduate studies at Hiroshima University through semi-structured interviews and document analysis.
Findings – Some of the participants actively employ multimodal and narrative-based pedagogical practices that implicit DST-related to identify or articulate their work within that conceptual framework.
Implications – This study emphases the untapped pedagogical potential embedded within these implicit practices and recommends professionally-oriented interventions focused on "naming the practice" that is, on bridging the gap between what teachers already do and what they can consciously leverage through theoretical awareness.
Originality – Unlike the majority of existing studies, which examine outcomes in contexts where teachers are deliberately trained in Digital Storytelling (DST), this research is uniquely positioned to document how educators accidentally arrive at Digital Storytelling (DST) through independent experimentation with multimodal tools such as iMovie and PowerPoint, thereby contributing an underexplored perspective to the global literature on ICT integration in elementary education.
Setyaningsih Rachmania, Bachrudin Musthafa, S. Setyarini et al.· Information Technology Educa...· 0 citations
This article presents a pedagogical project developed within a university course in Social Pedagogy involving one hundred students of all genders. Participants were invited to write and read their own coming-of-age narratives (Bildungsroman), reflecting on formativeexperiences emerging from formal, non-formal, and informal learning contexts. The educational design combined three interconnected phases: autobiographical writing, individual silent reading aimed at fostering critical self-reflection, and dialogic sharedreading focused on reciprocal feedback and collective meaning-making. The impact of the project was assessed through a structured questionnaire exploring dimensions of self-awareness, reflexivity, and professional identity development. Findings suggest that the integration of individual narrative work and collaborative dialogue promoted multidimensional learning processes, strengthening participants’ capacity to connect personal educational trajectories with future professional aspirations. The study highlights the pedagogical value of autobiographical and dialogic practices in supporting identity construction and reflective learning in higher education.
M. Capo· Rivista Italiana di Educazio...· 0 citations
The pedagogical efficacy of children’s stories within the classroom is fundamentally contingent upon critical teacher mediation, thereby transcending the traditional perspective that may regard them merely as a source of entertainment. The primary objective of this research is to analyse the impact of stories focused on social and civic values on a group of four- to five-year-old children. To achieve this, we employed a qualitative methodology and data collection techniques, such as the teacher’s reflective diary (documenting each session), semi-structured interviews with two participating teachers, unfinished stories created by the lead teacher to encourage co-construction, transcripts of children’s responses to ethical dilemmas during assemblies, and creative productions such as drawings and collaboratively composed story endings. The findings revealed that even an unhappy story can provoke meaningful reflection, encourage the proposal of alternatives, and foster prosocial attitudes and emotional well-being in children. Additionally, our study observed that situations involving conflict, play, and experimentation became powerful opportunities to promote learning in cooperation, environmental awareness, equality, diversity, and the exercise of rights and responsibilities.
J. Parejo, Tania Monteiro-Pereira, María-O Cortón-Heras· Children's Literature in Edu...· 0 citations
The proposed framework demonstrates how drama pedagogy, integrated with the underlying social constructivist principles and VT routines, can stimulate collaboration, creative and reflective thinking and thus engagement amongst learners.
Zaamah Mohd Nor, Laura Dass, Jebakumari Selvarani· Quantum Journal of Social Sc...· 0 citations
This paper explores how systemic stance and systemic methods shape learning and teaching processes in higher education. Grounded in constructivist epistemology and systemic theory, the study examines students’ perceptions of learning experiences within a university course designed according to the concept of ReflAct (in german contexts: LeHrnen), a framework that integrates learning and teaching as a reciprocal process. Using a qualitative research design, data were generated through a focus group with students and a reflective learning diary maintained over an entire semester. Findings suggest that systemic stance, characterised by non-knowing, encouragement, trust, and resource orientation, fosters psychological safety, intrinsic motivation, and deeper learning. Systemic methods such as circular questioning, reframing, silence, and ritualised check-ins emerged for reflection and meaning-making. The study highlights the relevance of ReflAct with systemic and constructivist didactics for sustainable learning in higher education contexts.
Veronika Sweet, Yasmin Jacob· International Journal of Mul...· 0 citations