Jun 2026· Sodobna pedagogika· Vol 77, pp. 140-165· 0 citations
Abstract
The dialectical relationship between body and mind in learning requires a re-examination of both teaching practices and the broader aims of education. Although studies have consistently demonstrated the benefits of embodied approaches for deeper and more sustainable learning, these approaches remain insufficiently integrated into educational practice. This gap highlights the need to consider how future pedagogues (and teachers) can be supported in developing these approaches during their initial education. The aim of this study was to gain insight into how students double majoring in pedagogy understand embodied learning within the context of initial teacher and pedagogue education in Croatia. Three methods were employed: analysis of study programmes, a student-led classroom tour, and a focus group with eight undergraduate students double majoring in pedagogy. Data sources included recordings, notes, and photographs from the tour, as well as transcriptions of the focus group discussion, all of which were subjected to thematic analysis. The findings revealed that students recognised embodied learning as valuable but continued to perceive the classroom space as sedentary. The study also identified challenges related to students’ bodily self-perception in relation to learning and movement, which may influence their ability to apply embodied learning approaches in practice. Particular attention should therefore be given to preparing future pedagogues and teachers through experiential learning situated within their sociocultural context as a necessary foundation for meaningful changes in practice.
This study explores the experiences of Social Studies teachers in using Project Based Learning (PBL) in higher education institutions during Academic Year 2023–2024 as a basis for developing an instructional guide. Guided by an interpretative qualitative research approach, the study sought to answer two central concerns: (1) the stories teachers tell about how they use PBL in teaching Social Studies, and (2) the similarities and differences observed in PBL teaching among Social Studies teachers. Data were gathered through semi structured interviews with six Social Studies teachers from the College of Arts and Sciences at the University of the Visayas and were analyzed using thematic analysis. Findings revealed that teachers commonly use PBL to bridge theory and society, promote active participation and collaboration, and implement instruction through intentional planning and reflective practice. While teachers shared a common pedagogical foundation grounded in student centered and real world learning, differences in implementation emerged due to personal teaching pathways and contextual factors such as class size, subject matter, student readiness, institutional support, and available resources. Despite these variations, strong departmental alignment and shared curricular expectations contributed to consistency in PBL practices across the institution. The study concludes that Project Based Learning in Social Studies is both a shared and adaptive instructional practice anchored in common principles yet responsive to diverse teaching contexts. Based on these findings, the study recommends sustained professional development, strengthened institutional support, and the development of a flexible instructional guide that builds on teachers’ lived experiences. Future research may extend this inquiry by examining students’ perspectives and the long term impacts of PBL on learning outcomes in higher education.
Karen M. Dilao· International journal of res...· 0 citations
This study examines teachers’ and students’ perceptions of digital pedagogy in Kazakhstan, focusing on how technology is shaping contemporary teaching and learning practices. Using a qualitative research design, semi-structured interviews were conducted with 20 teachers and 20 students to provide in-depth insights into their experiences with digital learning environments. The research was conducted in educational institutions in Kazakhstan during the 2025–2026 academic term. The findings suggest that teachers perceive technology as a supportive tool that enhances their role as facilitators, enabling them to guide students toward broader knowledge and more flexible learning opportunities. Students describe digital learning as interactive, motivating, and aligned with their identity as digital natives. Together, these perspectives highlight the importance of integrating digital tools thoughtfully and systematically into educational practice. The results also underscore the need for ongoing professional development, improved digital infrastructure, and curriculum innovation to strengthen digital pedagogy in Kazakhstan. This study contributes to the understanding of the evolving dynamics of teacher–student interaction in technology-rich settings. It provides a foundation for future research with larger, more diverse samples across various educational contexts.
Cite this article as: Kuanysheva, S., & Doğan, M. (2026). Metaphors of digital pedagogy: insights from the case of Kazakhstan. HAYEF: Journal of Education, 23, 0136, doi: 10.5152/ hayer.2026.25136.
Sabina Kuanysheva, M. Doğan· HAYEF Journal of Education· 0 citations
Educational philosophy plays a crucial role in shaping the aims, processes, and quality of learning, particularly at the primary education level, which forms the foundation of students’ holistic development. However, previous studies indicate a persistent gap between philosophical discourse and its practical application in classroom learning. This study aims to examine the urgency of educational philosophy as a foundation for designing meaningful learning in primary education. Using a qualitative literature review approach, this study analyzes selected empirical and theoretical studies related to constructivism, humanism, and progressivism in primary school learning contexts.The findings reveal that these philosophical perspectives contribute significantly to the development of student-centered, contextual, and reflective learning designs. Constructivism supports active knowledge construction, humanism emphasizes emotional well-being and personal development, while progressivism promotes experiential and problem-based learning connected to real-life contexts. The analysis further shows that the integration of these philosophical principles aligns with the implementation of the Merdeka Curriculum, particularly in promoting differentiated instruction, project-based learning, and the development of the Pancasila Student Profile. However, the literature also indicates that limited philosophical literacy among teachers often results in procedural and administrative-oriented teaching practices. This study concludes that strengthening teachers’ understanding of educational philosophy is essential to ensure the effective design of meaningful learning in primary education. By grounding instructional practices in philosophical reflection, educational processes can move beyond administrative compliance toward more holistic and transformative learning experiences.
Nurbaiti Nurbaiti, Afdhal Ilahi· IJORER : International Journ...· 0 citations
This study contributes to the professional development of English language teacher candidates by enabling them to experience micro-teaching lesson study cycles implemented within a metaverse environment. The collaborative teacher development model, which has been practiced in schools for some time, was integrated with micro-teaching practices and structurally adapted to suit the dynamics of a virtual metaverse setting. Employing a case study design as part of qualitative research methodology, the study involved five English language teacher education students enrolled at a public university in Türkiye. Data were collected through semi-structured interviews, observation notes, and group discussions, and were analysed qualitatively; the emerging themes and codes were interpreted by the researcher. The findings indicate that the pre-service teachers gained teaching experience within the metaverse environment and enhanced their awareness of online instruction by discovering creative ways of delivering lessons unique to the virtual space. In addition, participants articulated the strengths and weaknesses of transferring distance education into the metaverse and demonstrated a critical perspective toward its improvement. Furthermore, the results of the study offer a more comprehensive model for distance education as an alternative to current AI-driven approaches, pointing to a more feasible option in response to existing critiques of online education in the literature.
Tolga Citak, Gülden İlin· IBAD Sosyal Bilimler Dergisi· 0 citations
Contemporary education is shaped by the need for more inclusive, flexible, and student-centered learning environments. As educational systems respond to social, cultural, and technological changes, new pedagogical approaches have become increasingly important in supporting learner engagement, classroom equity, and practical competence. In this context, inclusive pedagogy, active learning models, and technology-supported instruction offer valuable perspectives for modern educational research. The chapters in this volume examine selected issues in teaching and learning from different but complementary perspectives. The first chapter discusses the decolonization of the classroom and proposes a more inclusive pedagogical framework. The second chapter focuses on the flipped classroom model and evaluates its evidence-based outcomes across disciplines. The third chapter explores the role of computer laboratory facilities and self-efficacy in enhancing students’ statistical practicum competence through a stimulus–organism–response perspective. By bringing together these studies, this volume highlights the importance of rethinking classroom practices in line with contemporary educational needs. The chapters demonstrate how inclusive frameworks, active learning models, digital facilities, and learner self-efficacy can contribute to more effective and adaptive educational environments. It is hoped that this book will serve as a useful academic resource for researchers, educators, students, and professionals interested in educational sciences, pedagogy, classroom innovation, digital learning environments, and student competence. We extend our sincere appreciation to all contributing authors for their valuable scholarly efforts.
F. B. Dhaou, M. Trigui, Amal Ayedi et al.· 0 citations
This paper aims at sharing possibilities for pedagogizing the professionalism of teacher educators working from within institutional contexts and whose challenging experiences are less represented in the published literature. Professionalism of university-based teacher educators has attracted scholarly interest in the Global North country and cross-country contexts. Notions such as becoming and pedagogies of enactment are some of the useful concepts developed and mobilized to understand teacher educators' professionalism in such contexts. These constructs are employed in this study within the frameworks of the experiences of a teacher educator who does research in a less-represented teacher education community in Eritrea. This article is based on qualitative data sets generated from a self-study research on embedding reflective teaching practices among a group of experienced teachers during the implementation of a teacher education program. Data from a self-reflective journal entries, post-lesson debriefs, & focused discussions with groups of critical friends were employed while analyzing teaching milestones and turning points. These experiences included recognition of tensions in assuming roles while teaching reflection; developing forms of proactive collegiality; and ethical tensions as frames for developing professionalism. The concept of proactive collegiality is highlighted as a pedagogic possibility for strengthening professionalism in similar settings.
K. Idris, Anikó Kálmán· The Hungarian Educational Re...· 0 citations