While Indonesia has successfully increased higher education enrollment for students with disabilities, a critical graduation crisis persists, with rates plummeting from 8.97% to 4.7% between 2018 and 2023. This study argues that the mere provision of physical access is insufficient; the persistent gap between access and academic success is fundamentally rooted in the inconsistent enactment of inclusive pedagogy.
Utilizing a qualitative multiple-case study design examining 14 lecturers, this study argues that professional development alone fails to guarantee classroom equity.
Findings reveal that one year post-training, Universal Design for Learning (UDL) implementation remains stagnant at an “Emergent” level. Crucially, while lecturers demonstrate baseline proficiency in the principle of Representation, they systematically fail to afford the necessary learner autonomy within Action and Expression as the critical dimension driving student success. These findings prove that sporadic professional training cannot dismantle the entrenched “teacher-led” hegemony in Indonesian higher education, exposing a structural misalignment where individual motivation is actively undermined by rigid institutional barriers.
Consequently, achieving SDG 4 requires a systemic transition from individual agency to institutional political will, including discipline-tailored STEM support. Ultimately, this research establishes the empirical repository necessary to reposition UDL from an optional instructional adjunct to a foundational imperative for institutional survival amid increasing learner variability.
Teaching English as a Foreign Language (EFL) in Benin has faced persistent challenges despite the adoption of the Competency-Based Approach (CBA). Teachers often dominate classroom discourse, leaving students passive and demotivated, which hinders the development of communicative competence. This study investigates the comparative effectiveness of the CBA and the Silent Way Method (SWM) in fostering learner autonomy and oral communication. A mixed-methods, triangulated design was employed, involving 20 teachers and 130 learners from two public secondary schools, using questionnaires, semi-structured interviews, and classroom observations. Findings revealed that while teachers value the CBA in principle, its implementation remains ineffective, largely due to insufficient training, large class sizes, and resistance to pedagogical change. Students reported low motivation, limited responsibility in their own learning, and rare opportunities to speak English in class. However, both teachers and learners recognized the potential of the Silent Way to reduce Teacher Talking Time, increase Students' Talking Time, and enhance communicative skills. The study argues for the integration of SWM techniques into CBA classrooms as a practical bridge between the reform's theoretical intentions and its classroom realities, and outlines implications for teacher training, classroom practice, and educational policy in Benin.
Arlette J. Viviane Hounhanou· International Journal of Cur...· 0 citations
Learning Management Systems (LMSs) have become central to curriculum delivery in higher education institutions. However, students in multilingual and resource-constrained contexts continue to face challenges in engaging with online learning materials. This study investigates how undergraduate students at a rural South African university experience English-medium instruction delivered through LMS platforms. Using semi-structured interviews with 20 students across four faculties, the study adopts a qualitative design and applies thematic analysis informed by the Unified Theory of Acceptance and Use of Technology (UTAUT). The findings reveal five interrelated challenges: unstable technological infrastructure, difficulties in comprehending academic English, limited digital literacy and self-efficacy, insufficient institutional support, and restricted peer and instructor engagement. Students employ adaptive strategies such as peer collaboration, code-switching, and multimodal approaches to mitigate these challenges. However, institutional structures do not adequately support these practices. The study highlights the intersection of linguistic and digital inequalities, which collectively constrain meaningful engagement with LMS-based learning. It recommends language-responsive course design, strengthened digital infrastructure, targeted digital literacy support, and inclusive pedagogical approaches to enhance equitable access to online learning.
O. A. Ajani, S. Govender, B. Gamede· World Journal of English Lan...· 0 citations
University educators in Bangladesh generally begin their teaching careers without pedagogical training and instead rely on personal techniques for classroom management and course design. This study examines their efforts, obstacles, and hopes to improve their preparation for teaching. It employs a qualitative methodology, using thematic analysis of 14 in-depth interviews with public university faculty. Data saturation was reached at 14 participants. A dominant finding is the construction of a teaching role with little instructional experience and guidance, a role identity shaped by a perceived imbalance of power between teaching and research, and a quest for greater teaching support, training, and area identity. This study elucidates the role that institutional culture and professional identity play in shaping pedagogical preparation. The findings highlight the need for well-structured faculty development to improve and reform teaching systems in universities.
Motia Mannan, Sabiha Akther, Farhana Zabin et al.· International journal of res...· 0 citations
This study addresses the persistent pedagogical challenge in higher education where traditional, lecturer-centered instruction restricts student engagement and reduces conceptual learning outcomes. To mitigate this issue, this article presents the structural design, expert validation, and empirical evaluation of the Tim-based Interactive Game and Interpretation Strategy (TIM-IGIS) cooperative learning model prototype. Developed using the systematic framework of the ADDIE model, the TIM-IGIS prototype integrates five distinct phases: Initiative, Heterogeneous Groups, Gamified Engagement, Interpretation, and Summarization. The model was implemented using a single-group pretest posttest design with an intact educational cohort of 33 preservice teacher education students enrolled in the Elementary School Civics Learning Development course at Universitas Kristen Indonesia Toraja. Expert judgment via Aiken’s V established a high level of content and construct validity (V = 0.938), confirming the prototype’s alignment with cooperative principles. Field implementation demonstrated exceptional practicality, achieving a syntax implementation rate of 97.50% and highly active student engagement (M = 3.70). Empirically, the prototype significantly enhanced conceptual mastery, with the mean score rising from 63.03 to 81.76 (t(32) = 10.750, p < 0.001), yielding a substantial Cohen’s dz effect size of 1.871 and a moderate normalized gain (g = 0.502). These findings indicate that the TIM-IGIS prototype offers a robust, structurally balanced framework for promoting deep conceptual understanding and active collaboration in teacher training programs.
Eky Setiawan Salo, Abdullah Pandang, Pattaufi· Jurnal Teknologi Pendidikan· 0 citations
The rapid advancement of digital technologies at two Southern African higher education institutions, accelerated by ongoing transformation initiatives, has intensified the need for lecturers to develop strong digital proficiency. Despite widespread adoption of these approaches, lecturers continue to face challenges in effectively embedding digital tools into pedagogy. This study investigates how lecturers' digital proficiency can be supported to integrate online and blended learning approaches into teaching and learning practices. The study employed a qualitative approach and case study design. Face-to-face interviews were used to collect data from ten lecturers who were purposely selected from two higher education institutions in Eswatini and South Africa. Data were analysed using thematic analysis, and the findings indicated that digital proficiency extends beyond individual skill acquisition and requires sustained, contextually relevant engagement through shared learning, peer support, and reflective practice. The study argues that a well-structured community of Practice Theory (CoP) provides an effective framework for aligning technology, pedagogy, and professional collaboration to ensure scalability and long-term sustainability. The study recommends that higher education institutions provide ongoing institutional support, dedicated funding, and strategic engagement mechanisms to strengthen CoP as a vehicle for digital transformation.
S. Bhebhe, O. Z. Mukwawaya, M. Maepa et al.· International Journal of Stu...· 0 citations
Student engagement and ownership are persistent challenges in higher education (HE), particularly in small, vocationally led institutions. This study investigates how curriculum co-creation can address these challenges within a United Kingdom (UK) micro higher education institution (HEI) specialising in live events education. The institution has a diverse student body, comprising a high proportion of neurodivergent and non-traditional learners. Students reported limited influence over curriculum decisions and a sense of tokenism in existing feedback mechanisms.Eleven undergraduate students participated in semi-structured interviews, analysed using Braun and Clarke’s (2022) reflexive thematic analysis. Findings revealed a strong interest in co-creation, with students identifying benefits such as increased motivation, confidence and a sense of community. Participants also highlighted the need for clear structures, scaffolding and inclusivity, alongside concerns about academic standards and readiness.The study emphasises the importance of staged implementation, dialogue-based feedback and harnessing relational strengths in small cohorts. It contributes to the literature by providing insights from a vocational micro HEI – an under-represented context – and offers practical recommendations for institutions seeking to move from consultation to genuine partnership in curriculum design.
Jennifer Snart· Compass: Journal of Learning...· 0 citations