Engaging ICT-Supported Learning Activities to Achieve ELT Curriculum Goals

Teachers’ Strategies for Implementing Integrated Learning in First Grade at Public Elementary Schools

This study aims to describe teachers’ strategies for implementing integrated learning in first grade at SD N 2 Tlogotirto. The study employed a descriptive qualitative approach using interview and observation data as the primary source. The data were collected through teacher interviews, classroom observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The findings show that integrated learning is understood by the teacher as “pendekatan yg menggabungkan berbagai mata pelajaran ke dalam satu tema sentral.” The teacher’s strategies include mapping basic competencies or indicators, selecting relevant themes, preparing lesson plans or teaching modules, applying student-centered learning, using play-based learning, employing flexible instructional media, and conducting authentic assessment. The teacher also used visual, audio, concrete, technology-based media, and student worksheets to support students’ understanding. The main challenges included students’ limited attention span, difficulty in connecting several subjects into one theme, limited time, curriculum load, and the complexity of planning. The study concludes that integrated learning in first grade can be implemented effectively when the teacher creates active, interactive, meaningful, and enjoyable learning activities

Exploring the Implementation of Project-Based Learning in Primary English Classrooms: Insights from Teachers’ and Students’ Perspectives

The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation

Bridging languages and cultures. Project-based learning in english teacher training

Digital Teaching Skills in Inclusive Classrooms: Evidence from Teachers in Qasabat Al Salt

This study examined the degree to which teachers in inclusive education schools in Qasabat Al‑Salt possess digital teaching skills. A descriptive survey design was used with an intentional sample comprising the full population of eligible government‑school teachers (N=16) during the first semester of 2023/2024. Data were collected via a questionnaire targeting three domains of digital teaching: planning, implementation, and evaluation. Results indicated a moderate overall level of digital teaching skills in the context of inclusive education. Based on these findings, the study proposes a targeted professional development plan emphasizing: (a) lesson planning that integrates accessible digital resources and universal design for learning principles; (b) technology‑supported delivery (e.g., assistive tools, platform fluency, classroom management in blended settings); and (c) assessment practices that leverage digital tools for differentiation and feedback. Practical implications for educational leaders include allocating resources for school‑level technologies, scheduling sustained, practice‑embedded training, and aligning supervision standards with digital‑inclusion competencies. Limitations include the small, single‑district sample and self‑report measures; future research should employ larger, multi‑site samples, include classroom observations, and examine student outcomes to validate skill–impact links. Overall, the evidence supports systematic capacity‑building to strengthen teachers’ digital readiness for inclusive classrooms.

THE PROBLEMATIC NATURE OF ENGLISH TEACHERS’ WEEKNESS TO IMPROVE STUDENT ACHIEVEMENT

This study aimed to identify the problems faced by English teachers in improving student’ achievement at MTS Raudlatul Falah. This research employed a qualitative descriptive design to explore teachers’ readiness and the challenges encountered in the teaching ang learning process. The study was conducted at MTS Raudlatul Falah involving two English teachers and several eighth-grade students selected through purposive sampling. Data were collected through interviews, classroom observations, and documentation, and were analyzed using the interactive model of miles, Huberman, and Saldana, including data collection, data condensation, data display, and conclusion drawing. The findings showed that English teachers had generally prepared learning materials based on the curriculum, syllabus, lesson plans, and textbooks; however, the development of contextual and authentic materials remained limited. In terms of teaching methods, teachers employed lectures, question and answer sessions, assignment, discussions, and simple conversation practices, yet teacher centered instruction was still dominant. The use of learning media was also limited, with teachers relying mostly on textbooks and basic classroom facilities. These conditions effected students’ motivation, participation, vocabulary mastery, pronunciation practice, and in summary English learning achievement.  

Embracing Every Learner: Exploring Strategies and Support Systems for Inclusive Education

This study aimed to explore the implementation of inclusive education for students with disabilities at Waukegan High School in Waukegan, Illinois, focusing on teachers’ lived experiences, instructional strategies, perceived effectiveness, and institutional support systems that shaped inclusive practices in the 2025 – 2026 academic period. A qualitative research design was employed using Braun and Clarke’s Reflexive Thematic Analysis (RTA) as the analytic framework, and the study systematically followed its six-step process, which included data familiarization through repeated reading of interview transcripts, generating initial codes from meaningful data segments, searching for patterns to develop preliminary themes, reviewing and refining themes for coherence, defining and naming final themes, and producing the final analytic narrative that integrated all findings into a coherent interpretation of inclusive education practices. Data were collected through semi-structured interviews with nine special education teachers who were selected through purposive sampling based on their direct experience in implementing inclusive education. The findings revealed that teachers employed differentiated instruction, co-teaching, scaffolding, assistive technologies, accommodations, and modifications aligned with Individualized Education Programs (IEPs) to support diverse learners, which contributed to improved student engagement, participation, and academic progress; however, implementation was hindered by limited planning time, large class sizes, behavioral challenges, and inadequate resources. Institutional support systems, particularly professional development, collaborative practices, and clear inclusion policies, were found to be critical in sustaining effective implementation. The study concluded that inclusive education was a dynamic and context-dependent process requiring continuous adaptation, collaboration, and systemic support, and an Inclusive Learning Structured Improvement Framework (ILSIF) was proposed to strengthen implementation and address identified gaps.