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"Teaching"

This paper discusses the transformative potential that liberal vocationalism, aligned with contemporary visions of lifelong and lifewide learning, presents for outdoor learning across institutional and industry settings. Utilising Bernstein’s sociological theory, the paper explores this transformation through an illustrative case study of the relations, knowledges and identities of post-Year10 Outdoor Education in Western Australia (WA). The case study highlights how Outdoor Education in WA has been organised through distinct classificatory relations that exist between government, regulatory bodies and individual industry providers that serve to distinguish Outdoor Education from outdoor learning that is ongoing and able to be pursued by people of any age in many and varied learning contexts. These classificatory relations are shown to be reflected in established qualification and training structures, privileged knowledges and particular subject and learner identities. It is argued that consequently, current post-Year10 Outdoor Education provision has a generated a vision of outdoor learning and vocationalism that constrains learners’ access to and engagement with lifelong and lifewide experiences that can enhance their own and others’ lives. In response, three foci are presented that constitute a heuristic framework via which transformative possibilities can be progressed. The first focus calls for progressive relations between institutional education, industry and community stakeholders in the creative re-design of qualification structures and educational experiences. The second underlies the need for qualification and training structures to enable all learners equitable access to knowledges for lifelong and lifewide learning. The third argues for the construction of new therapeutic identities in Outdoor Education that enables learners to orientate towards an experience of outdoor learning that is autonomous and flexible in both theory and practice. The paper concludes by considering research and teaching directions that can facilitate the realisation of these possibilities. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

To promote gender equity in physics education, it is essential to understand the factors that influence how even pre-service teachers perceive, interpret and make decisions when gender inequities arise in the classroom. This means that we need to pay particular attention to teachers’ professional vision of gender-sensitive physics teaching. The following study examines pre-service teachers’ interest in gender-sensitive teaching and learning, as well as their learning opportunities and teaching experiences as potential predictors of their professional vision. A questionnaire and a vignette test were used for a cross-sectional survey of 586 pre-service teachers in Switzerland. Structural equation modeling (SEM) was used to analyse the predictors. The results contribute to the current research on gender-sensitive physics education, highlighting the importance of interest as the strongest predictor, followed by teaching experience and number of learning opportunities. The results are discussed in terms of their relevance for teacher training programs in gender-sensitive science education. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The primary objective of this study is to develop a comprehensive theoretical framework for the action-oriented teaching perspective, grounded in the German approach, widely adopted in German-speaking countries. The article proposes a process that teachers can use to design and implement action-oriented teaching to enhance students’ application of academic content in realistic professional situations and social contexts. This study follows a qualitative approach, employing systematic literature review, grounded theory, and thematic analysis methods. The findings reveal that action-oriented teaching has a strong psychological foundation. When analyzed in relation to cognitive and skills taxonomies, and empirical data from Germany and Vietnam, this concept demonstrates its capacity to foster learners’ complex competencies—particularly their ability to apply theoretical knowledge in professional and social contexts. Action-oriented teaching can be implemented through various methods, such as project-based learning, experimentation, design tasks, fabrication tasks, debates, role-plays, and case studies. A key aspect of this concept is that learners actively engage in comprehensive actions to create material (tangible) or verbal learning products, which result from situation-oriented learning tasks. This framework helps address key educational challenges, including student engagement, competency development, and the integration of theory and practice. Its interdisciplinary and cross-cultural relevance makes it valuable for educators, policymakers, and researchers across vocational, general, and higher education contexts. © (2026), (University of Windsor), All Rights Reserved.

The demand for creative and innovative problem-solvers in industry has encouraged educators to integrate STEM (Science, Technology, Engineering, and Mathematics) with practical technological tools such as Computer Numerical Control (CNC) into the learning environment. This article presents a learning-centered CNC-based STEM course designed to enhance students' creative and innovative skills through project-based learning and student-centered pedagogies. The method employed in this study uses a mixed-method approach to comprehensively understand the impact of CNC-integrated STEM learning on students' creativity and innovation. The article provides a nuanced view of how CNC-STEM learning influences student outcomes. The project-based (PBL), student-centered learning model empowers students to design, build, and critically evaluate original CNC projects. Improving creativity and innovative skills with STEM-based CNC education includes: using PBL in CNC education gives students the opportunity to work on real-world projects, which stimulates their critical and creative thinking. Students gain creative thinking and imaginative problem-solving skills by creating and producing their own items. Collaborative learning using STEM-based CNC instruction promotes student cooperation. When students work in groups, they exchange ideas, solve issues together, and gain knowledge from one another, which develops their innovative and creative thinking, and using STEM to support teaching factory. © 2026 by the authors; licensee Asian Online Journal Publishing Group. This work is licensed under a Creative Commons Attribution 4.0 License

Visual art education for students with gifts and talents is a topic rarely explored by researchers. Many researchers examined how giftedness is defined in different cultures, but few studied the differences in services provided for students identified with gifts and talents. A comparison of visual art education in China and the United States highlighted how different cultures emphasized different aspects of visual art ability and developed different systems to cultivate artistic talent. This study explored the differences and similarities in visual art teaching in both countries, focusing on key skills that Chinese art teachers prioritize, ways that Chinese high schools support talented students, and the roles of art teachers in both countries. Using content analysis, this study examined the art curriculum standards, national policy documents on visual arts, authoritative analyses, and the official websites of five representative art universities and high schools. The findings highlighted China's emphasis on technical proficiency in art education, contrasting with the United States' focus on self-awareness and creative expression. These differences shaped art education provided for students with gifts and talents in visual arts and the students’ development in both countries, offering valuable insights for educators and policymakers. © The Author(s) 2025

Language courses in heterogeneous classes present frequent and complex teaching challenges throughout universities. To remedy these teaching-learning situations, which are complicated for both the teacher and the learner, a blended learning system aimed at developing student autonomy has been devised. This approach provides instruction tailored to individual needs while maintaining the class cohesion necessary for successful course delivery. The blended learning model, which is based on project-based teaching, autonomous learning and differentiated teaching, calls on a wide range of transversal competencies to ensure that it works properly. The aim of this article is to summarise our theoretical framework, describe the system, illustrate the chosen research methodology, and provide the results of our study. While previous studies based on a three-stage action research process have demonstrated the system's effectiveness in addressing heterogeneity, the findings also reveal that learners perceive the system as enabling the simultaneous development of several transversal competencies, including curiosity, creativity, collaboration, communication, confidence, and digital literacy. The findings of this study provide concrete insights for practitioners seeking to implement differentiated pedagogical approaches in heterogeneous contexts, while also highlighting promising avenues for researchers exploring the impact of transversal competencies in language learning. © 2026 the author(s), published by Walter de Gruyter GmbH, Berlin/Boston.

This study evaluates whether physics electronic teaching materials integrated with local wisdom and implemented through a STEM water purification project improve high school students’ problem-solving skills. A quasi-experimental two-group pretest–posttest design compared an experimental class receiving physics electronic teaching materials (PETM)-based STEM instruction with a control class following conventional lessons, using an assessment aligned to the Osborn-Parnes framework. The experimental class achieved significantly higher gains across all indicators and a consistently high effect size. The intervention is effective because PETM contextualizes abstract static-fluid concepts, weaves indigenous knowledge into meaningful tasks, structures inquiry through project-based STEM cycles, and provides guided reflection that turns ideas into feasible solutions. The approach advances 21st-century competencies, supports clean water literacy, and offers a scalable design for physics teaching aligned with sustainable development goals. The trial occurred in one school; future studies should broaden contexts and topics while retaining the local wisdom–infused, project-centred design. © School of Engineering, Taylor’s University.

This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

The study was conducted to investigate the effectiveness of problem-based learning (PBL) on the achievements of Form one science students in Klang. Malaysia’s low ranking in scientific knowledge, as highlighted by the Programme for International Student Assessment (PISA), underscores the need for innovative teaching methods. Therefore, this study investigates the impact of PBL intervention on science subjects among 60 Form one students consisting of 30 treatment group and 30 control group students. The research instruments used were pre-test and post-test designed by the researcher. The pre-test was conducted using both treatment and control group students. The treatment group was exposed to PBL intervention for eight weeks before post-tests were given to both groups. Data was analyzed by using the independent t-test and paired t-test for pre-test and post-test. The research findings showed that the treatment group demonstrated significantly higher post-test scores than the control group. The findings suggest that the PBL approach positively impacts students’ learning achievements. Therefore, the study supports the adoption of PBL to enhance science education among Form one students. © 2026 Institute of Advanced Engineering and Science. All rights reserved.

This research identifies key success factors of integrated internship models for prospective Islamic Religious Education (PAI) teachers using exploratory factor analysis (EFA), addressing critical gaps where empirical evidence in religious teacher preparation remains limited. Analyzing 218 PAI students across four Yogyakarta universities through mixed-methods design, EFA revealed a four-factor structure explaining 63.4% variance: observation competence (28.7%), microteaching (13.8%), teaching practice (11.2%), and spiritual reflection (9.7%). The identification of spiritual reflection as an independent factor represents a novel contribution not documented in international teacher education literature, empirically validating integration of spiritual competencies within professional preparation frameworks. The internship component assessment scale (ICAS) demonstrates strong psychometric properties (CVI=0.87, α=0.84), providing the first culturally responsive instrument for Islamic education contexts. This study proposes the integrated internship spiral model (IISM) emphasizing cyclical reinforcement rather than linear progression, challenging conventional designs. Educational implications include redesigning PAI teacher professional education curriculum with proportional resource allocation, implementing mentor training for assessing spiritual-pedagogical dimensions, and embedding technology integration across internship phases. Future research should pursue longitudinal validation, cross-contextual studies in other religious education settings, instrument development strengthening spiritual factor reliability, and comparative effectiveness studies. This research demonstrates that culturally responsive teacher preparation can honor religious authenticity while advancing professional excellence, contributing to holistic transformation of PAI internship programs with potential global application. © 2026 Institute of Advanced Engineering and Science. All rights reserved.