Jul 2026· The EFFORTS, Journal of Education and Research· Vol 7, pp. 150-164· 0 citations· 22 references
Abstract
This study examines the synthesis of collaborative learning within the traditional Gurukul education framework through a constructivist perspective. While the ancestral Gurukul paradigm faces contemporary pressures to adopt modern, interactive practices, this research investigates how constructivist frameworks can restructure legacy praxis to foster autonomous, peer-led knowledge production without compromising core cultural and institutional tenets for synergogical effect. Using a qualitative research approach, empirical data were collected through classroom observations, and semi-structured interviews with ten Gurus and thirty Shishyas. The findings demonstrate that integrating peer-led dialogues, cooperative projects, and structured reflection shifts learners from passive receivers to active critical thinkers. Fundamentally, this cognitive development reinforces the learners' cultural and spiritual alignment, proving that indigenous values and modern constructivist theories are mutually reinforcing. Finally, this study provides a sustainable, learner-centered paradigm for traditional institutions, facilitating holistic student growth aligned with Vasudhaiva Kutumbakam, the ideal of the world as one family.
Learning strategies that are focused not just on academic success but also on the development of social attitudes—particularly tolerance in the setting of a heterogeneous society—are required by inclusive education. The purpose of this study is to examine how collaborative learning in inclusive education helps students at the Pondok Modern Darussalam Gontordevelop attitudes of tolerance. This study combined a case study design with a qualitative methodology. Students, instructors, and caregivers at Islamic boarding schools participated in semi-structured interviews, participant observation, and documentation to gather data. Thematic analysis approaches were used to analyze the data. The study's findings show that regular use of collaborative learning techniques fosters an inclusive and engaging environment for social interaction in both the Islamic boarding school's formal and informal learning activities. Through processes of positive interdependence within groups, open discourse, collaborative reflection, and institutional support for the inclusion concept, students develop tolerance attitudes. Students can observe firsthand how to manage conflict, appreciate diversity, and develop empathy in the Islamic boarding school's communal life through collaborative learning. By supporting collaborative learning as an educational approach that contributes to the development of emotive and social values, this study makes a theoretical contribution. The study's practical conclusions suggest that enhancing collaborative learning is essential to creating inclusive Islamic boarding school-based instruction.
This study examines how teaching practices in Islamic higher education in Indonesia are shaped at the intersection of faith-based educational values and global pedagogical approaches. Using a qualitative multiple-case design, data were collected from 24 lecturers through interviews, classroom observations, and document analysis. The findings reveal that pedagogy is strongly grounded in faith, with teaching viewed as a moral and purposeful activity aimed at students’ holistic development. At the same time, global approaches such as student-centered learning are selectively adopted, resulting in hybrid practices that combine interaction and participation with continued lecturer guidance. However, this integration remains partial and uneven. Key tensions emerge between authority and autonomy, critical thinking and respect for tradition, and institutional expectations and classroom realities. The study also finds that while institutional policies promote contemporary pedagogies but offer limited guidance on integrating them with value-based educational frameworks, leading to inconsistent implementation. Drawing on a negotiative-integrative perspective, the study argues that teaching is a dynamic and context-dependent process shaped by ongoing negotiation between religious commitments and pedagogical innovation. By illuminating how lecturers actively mediate these competing influences, the study contributes a nuanced understanding of pedagogical adaptation in Islamic higher education highlights the need for clearer pedagogical frameworks, targeted professional development, and stronger institutional support to enable more coherent and meaningful integration.
Saprin Saprin, Achruch Achruch, M. Rapi et al.· International Journal of Lea...· 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
This study describes the transformation of the Islamic Religious Education (PAI) learning model through a constructivist approach at SMP Negeri 1 Pekalongan. The study departs from the persistence of lecture-oriented, memorization-based PAI learning, which often limits students' opportunities to construct meaning, discuss religious values, and connect Islamic teachings to daily life as Gen Alpha learners. A qualitative case study design was used, with two PAI teachers as the only informants, purposively selected because they directly design and implement PAI learning. Empirical data were enriched through in-depth interviews with the two teachers, classroom observations, and documentation of teaching modules, learning activities, and student learning products. The data were analyzed using Miles and Huberman's interactive model through data condensation, data display, and conclusion drawing, while validity was strengthened through technique triangulation, member checking, and peer discussion. The findings show three main forms of transformation: a gradual shift from teacher-centered explanations to guided, student-centered learning; the use of cooperative, project-based, and problem-based learning, as well as inquiry, in selected PAI materials; and stronger student participation, collaboration, and reflective understanding of Islamic values. The implementation remains constrained by limited time, heterogeneous student readiness, classroom management demands, and the need for more consistent reflective assessment. This study confirms that constructivism is relevant for contextual and value-oriented PAI learning when guided by clear Islamic educational objectives.
Mohammad Syaifuddin, Moh. Muslih, Arif Chasanul Muna et al.· Journal of Islamicjerusalem...· 0 citations
The rapid infusion of modern technology into educational environments has irreversibly
reconfigured the nature of classroom discourse, reshaping how knowledge is produced,
negotiated, and validated in higher education settings. This qualitative study examines the
discursive patterns that emerge when instructors and students engage with innovative digital tools
including generative artificial intelligence (AI) platforms, immersive extended reality (XR)
environments, and adaptive learning management systems (LMS), within university classrooms.
Grounded in a critical discourse analysis (CDA) framework and informed by sociocultural theory,
the study draws on multi-site ethnographic observations, semi-structured interviews, and
documentary analysis conducted across five Nigerian universities over an eight-month period.
Findings reveal four thematic discourse formations: (1) techno-epistemic repositioning, wherein
digital tools disrupt traditional authority structures; (2) collaborative innovation talk,
characterized by emergent peer-to-peer knowledge co-construction; (3) resistance and
negotiation discourse, reflecting tensions between institutional norms and technological
affordances; and (4) reflective meta-discourse, wherein learners and instructors interrogate the
implications of AI-mediated knowledge. The study contributes to a growing body of literature on
technology-mediated pedagogy by revealing how innovation discourse in classrooms is
simultaneously emancipatory and constraining, offering practitioners, policymakers, and
educational technologists a nuanced understanding of the sociolinguistic dynamics underpinning
twenty-first-century learning.
I. Nkopuruk· WORLD JOURNAL OF INNOVATION...· 0 citations
Collaborative learning has been widely recognized as an effective pedagogical approach for enhancing student engagement, critical thinking, and academic achievement. However, its effectiveness may vary across cultural contexts. This study examines the effectiveness of collaborative learning in Thai classrooms through a cultural psychology perspective. Drawing on sociocultural theory and cultural dimensions, the study explores how collectivist values, power distance, and interpersonal norms influence students’ participation, interaction, and learning outcomes in group-based learning environments. A mixed-method approach was employed, combining survey data from 280 secondary and undergraduate students with classroom observations and interviews. The findings indicate that collaborative learning is generally effective in promoting engagement and social cohesion, but its impact on critical thinking and individual accountability is moderated by cultural factors. Students tend to prioritize harmony and group consensus, which may limit open disagreement and deep cognitive conflict. The study contributes to the literature by contextualizing collaborative learning within Southeast Asian cultural settings and offers practical implications for designing culturally responsive pedagogy.
Abdulhafiz Hile· Advances in Psychological Sc...· 0 citations