Evaluation of the Teaching Model Innovation and Inheritance Effectiveness of Arts and Crafts Skills Entering Schools under the Concept of Living Heritage
Aug 2026· Advanced Electromagnetics· Vol 15, pp. 6097-6102· 0 citations
Abstract
The integration of arts and crafts skills into school curricula faces challenges such as weak connection between teaching content and craft practice, insufficient teacher training, and lack of specialized pedagogical models. Under the concept of living heritage, this study examines 480 students from eight primary and secondary schools and implements a four-stage teaching model covering experience, immersion, innovation, and evaluation. The methods include school-based curriculum design for skill transmission, integration of teacher-apprentice co-creation with contextual learning, digital handcraft simulation and digital work-process archives, and quantitative assessment using inheritance ability questionnaires and work innovation scores. The results show that students in the experimental group achieve a 42.6% improvement in skill mastery, a 38.4% higher work innovation score than the control group, and a 36.7% increase in cultural understanding. Teacher-student interaction frequency and classroom satisfaction also improve significantly. The concept-driven teaching approach enhances student motivation, supports skill innovation, and promotes sustainable transmission of arts and crafts in educational settings, including textile-related craft education.
This study examines the impact of competency-based curricula (CBCs) and technology on teaching and learning literature in English among secondary schools in Arusha, Tanzania. Critical thinking, creativity and student participation were not much promoted in the traditional teacher-centered practices of Tanzania's education system. The introduction of CBC addressed this challenge by promoting a learner-centered approach emphasizing skills and competencies required in the twenty-first century. A mixed-methods approach was adopted in the present study to collect data from both instructors and students at various schools through surveys, interviews and classroom observations. The findings reveal that CBCs increases student engagement and participation in English literature by motivating students to develop critical analytical skills through active learning. Thereafter, technology integration including digital resources, online platforms and multimedia tools, significantly enhances the educational curriculum by providing diverse text material and encouraging an interactive learning atmosphere. The study also emphasizes the need for professional development of instructors and adequate technological infrastructure. Overall, the results of this study reveal that when a competency-based curriculum is integrated with technology, it makes the literature in English education more interesting, dynamic, resourceful and successful, preparing students for the globalized digital world.
G. Cheema, Mohd Aarif Rather, Vandana Aggarwal et al.· Journal of Interdisciplinary...· 0 citations
With the rapid development of digital technology, higher vocational English teaching needs to innovate its teaching model to meet personalized learning requirements and professional application needs. Based on the characteristics of vocational education, this study constructs a blended teaching model integrating multiple digital technologies. The model adopts a three-stage process of pre-class self-study, in-class in-depth interaction, and post-class extension and reinforcement, forming an organic combination of online and offline teaching. The study takes 156 students from three majors in a vocational college as research subjects. Questionnaires, pre- and post-tests, interviews, and learning platform data are used for data collection, followed by statistical analysis. Results show that students in the experimental group significantly improve in comprehensive English application ability, autonomous learning ability, and classroom participation. Differences between pre- and post-test scores are statistically significant, especially in productive skills such as speaking and writing. The study provides a feasible practical path and theoretical reference for the digital transformation of higher vocational English teaching.
Objectives: This study investigates the effectiveness of a digital arts-based teaching strategy in enhancing artistic production skills among ninth-grade students in Jordan. It aims to explore how digital tools and creative approaches can be integrated into art education to foster students’ functional, aesthetic, and evaluative skills.
Methods: The research employed a quasi-experimental design involving 56 ninth-grade students from the Pioneer Educational Schools in Jordan, divided into experimental and control groups. Data were collected using a specially designed achievement test and a 27-item evaluation rubric covering five key dimensions: the functional aspect, processing, aesthetic and structural foundations, structural system, and evaluation.
Results: Statistical analysis showed a significant improvement in the experimental group's performance compared to the control group, suggesting that the digital arts-based strategy had a notable impact on skill development.
Conclusions: The study concludes that incorporating digital arts into the curriculum significantly supports the advancement of students’ creative abilities and recommends its broader application in primary education.
Aeshah Samer Al-Mutairi, Suhair Abdallah Jaradat· Dirasat Human and Social Sci...· 0 citations
Changes in modern teacher education programs have made it necessary to search for effective models of training future teachers who can work in a digital and inclusive educational environment. This study aimed to compare the effectiveness of traditional and innovative models of training future teachers in developing their professional competencies. The study was conducted using a quasi-experimental design with pre- and post-testing. 176 students of pedagogical programs participated in it, who were divided into a control group (n = 88) and an experimental group (n = 88). The innovative training model consisted of the components of practice-oriented learning, the use of digital educational platforms, and AI-supported scaffolding. In results it si shown, that the largest intervention effect was determined for digital pedagogical competence (η² = 0.17) and inclusive pedagogical competence (η² = 0.13). . The results highlight the importance of integrating digital technologies and innovative pedagogical approaches into teacher education programs. The results of this study will be important for future teacher education curriculum updates.
Sabina Ivanchuk, Z. Bondarenko, A. Kryvorotko et al.· Journal of Education and Tra...· 0 citations
Against the background of ongoing basic education curriculum reform, coupled with the inherent limitations of traditional teacher teaching modes and the prominent dilemmas in cultivating high-quality maker-oriented pre-service teachers, this study carries out empirical lesson study research grounded in the maker learning model. By clarifying the core connotation of the “maker” and drawing on the theoretical framework of the self-efficacy theory, it explores feasible pathways to integrate maker thinking cultivation into classroom teaching activity design and strives to implement the integrated teaching idea into formal primary pre-service teacher education classrooms. Taking the undergraduate elective course Practice of Maker and Intelligent Manufacturing Tools offered at a comprehensive normal university as a particular research case, this paper elaborated in detail the overall design, practical arrangement and specific implementation process of curriculum maker activities. Data were retrieved from student learning portfolios, classroom video recordings, and representative student practical works. The results indicate that the course design can effectively stimulate pre-service teachers’ learning initiative and practical participation enthusiasm, and fully embodies the practicality, openness and innovation characteristics of modern maker education. This research offers valuable theoretical reference for the in-depth integration of maker education into pre-service teacher education systems, and bears important practical implications for fostering outstanding primary teachers adapted to the new demands of educational modernization and innovative talent training.
Di Yuan, Xinyi Zhao· Journal of International Edu...· 0 citations
The aim of this study was to examine the improvement of students' competence in independent curriculum and material development through the Technological Pedagogical Content Knowledge (TPACK) approach as a vital component of 21st-century education practices. This research is action research towards the fourth semester students of English language education. Observation and interview were employed to collect data. Meanwhile, descriptive qualitative data was executed to analyzed the collected data. The result of the research shows that the TPACK framework integrates technology, pedagogy, and content knowledge, providing a holistic strategy for creating effective and engaging educational experiences. Key strategies discussed include professional development for educators, the incorporation of TPACK into curriculum design, the promotion of collaborative learning, the encouragement of practical application through projects, reflective practices, regular assessment and feedback, and ensuring access to necessary technological resources. By implementing these strategies, the article highlights how TPACK can boost student engagement, deepen content understanding, and develop essential 21st-century skills. The challenges of limited technology access and resistance to change are addressed, emphasizing the need for institutional support and continuous professional development. Ultimately, utilizing the TPACK framework empowers students to independently create and manage curricula and learning materials, preparing them for the demands of the modern educational landscape.
S. Handayani, Hera Heru Sri Suryanti, Ayu Istianasari et al.· International journal of re...· 0 citations