Jul 2026· Journal of Interdisciplinary Studies in Education· Vol 15, pp. 195-214· 0 citations
Abstract
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.
This study explored the pedagogical strategies and challenges experienced by Technical-Vocational-Livelihood (TVL) teachers in fostering 21st-century competencies among learners. Anchored on Constructivist Learning Theory, the study examined how teachers design and implement instructional activities, assessment practices, and learning experiences that promote critical thinking, communication, collaboration, creativity, and digital literacy. A qualitative descriptive research design was employed, involving seven TVL teachers from selected public secondary schools. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed that teachers employ a variety of learner-centered and industry-aligned pedagogical strategies, including experiential learning, scaffolded industry simulation, project-based activities, collaborative learning, and technology-supported instruction. These approaches enable students to engage in authentic workplace-related experiences while developing both technical and transferable competencies. The study further found that teachers implement differentiated instruction and competency-based assessment practices to accommodate diverse learner needs and evaluate both technical performance and workplace readiness skills. Despite these positive practices, teachers encountered several challenges, including limited instructional resources, insufficient laboratory equipment, varied levels of student readiness, technological skill disparities, administrative workload, and time constraints in balancing technical competencies with 21st-century skill development. Teachers nevertheless demonstrated adaptability and resilience in addressing these challenges through collaborative and contextualized instructional approaches. The study concluded that fostering 21st-century competencies in TVL education requires a holistic approach that integrates technical mastery, soft skills development, authentic learning experiences, and continuous teacher innovation. Strengthening institutional support, industry partnerships, resource provision, and professional development opportunities is essential to enhance the effective implementation of competency-based and learner-centered vocational education.
Julie Ann Bag-ao, Zenyam Baldesoto, Quedelyn Balo et al.· The International Review of...· 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
Pedagogical innovations are an essential element in improving teaching practices and responding to the demands of 21st-century education. They support the development of students’ competencies, including critical thinking, creativity, communication, and collaboration, while also enhancing the overall quality of learning. This study explores the role of pedagogical innovations in teaching development within the framework of educational reforms in Kosovo, focusing specifically on their implementation in primary education. The research employed a quantitative descriptive design based on an empirical approach. Data were collected through a structured questionnaire administered to 68 primary school teachers from different schools across Kosovo. The questionnaire consisted of closed-ended and semi-open questions aimed at examining the use of innovative teaching methods and their perceived impact on student motivation and engagement. The collected data were analyzed using descriptive statistical techniques, including frequencies and percentages. The findings reveal that the majority of teachers use innovative teaching practices, particularly group work and technology integration. These methods were perceived as effective in increasing student motivation, participation, and active engagement in the learning process. However, the results indicate that pedagogical innovations are not yet systematically implemented in all schools. Teachers identified several barriers, including limited professional development opportunities, insufficient teaching resources, and inadequate institutional support. Although the relatively small sample size limits the generalizability of the findings, the study provides valuable insights into current practices and challenges related to educational innovation in Kosovo. The results emphasize the importance of strengthening teacher training, improving access to educational resources, and promoting supportive policies. In conclusion, pedagogical innovations play a significant role in enhancing teaching and learning processes, but their successful implementation requires continuous professional development, strategic planning, and stronger institutional commitment.
Luljeta Shala, Bekimmo Morina, Mesibe Jashari -Shabani· Proceedings of The Internati...· 0 citations
This research is motivated by the demands of 21st-century education, which requires students to possess various essential skills, such as critical thinking, creativity, communication, and collaboration (4Cs). However, in reality, the learning process in elementary schools still tends to be teacher-centered, thus not being able to fully develop these competencies optimally. Therefore, the presence of the Independent Curriculum is a strategic effort to encourage more flexible, student-centered, and contextual learning according to student needs. The purpose of this study is to determine how the implementation of the Independent Curriculum improves the 21st-century competencies of elementary school students and to identify supporting and inhibiting factors in its implementation. This study uses a qualitative approach with a descriptive type. The research subjects included teachers and students in elementary schools that have implemented the Independent Curriculum. Data collection techniques were carried out through observation of learning activities, in-depth interviews with teachers, and documentation studies of learning materials. Data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the implementation of the Independent Curriculum has a significant impact on improving students' 21st-century competencies. In the learning process, teachers have begun to implement various innovative learning models such as Project-Based Learning (PjBL), problem-based learning, and differentiated learning tailored to student characteristics. This encourages students to be more active, independent, and directly involved in the learning process. Students demonstrate improvements in critical thinking skills through problem-solving activities, increased creativity through learning projects, communication skills through presentations of work results, and collaboration skills through group work. In addition, the Independent Curriculum also provides space for teachers to integrate real-life contexts and the surrounding environment into learning, so that learning becomes more meaningful and relevant for students. Implementation. The Pancasila Student Profile also helps strengthen the formation of student character that aligns with 21st-century competencies. However, this study also found several obstacles in the implementation of the Independent Curriculum, including teachers' limited understanding in designing and implementing project-based learning, limited supporting facilities and infrastructure, and the persistence of students who are not accustomed to learning patterns that require activeness and independence. In addition, the administrative burden on teachers and limited training are also inhibiting factors in optimizing the implementation of this curriculum. Based on the research results, it can be concluded that the implementation of the Merdeka Curriculum is effective in improving 21st-century competencies in elementary school students, particularly in critical thinking, creativity, communication, and collaboration. To support optimal success, teacher competency improvement is needed through ongoing training, adequate facilities and infrastructure, and support from various parties
Risma Hartati, Elisabeth Ruthana Lasmaria Sinaga, Enjel Monica Br Sinulingga et al.· Jurnal Ilmu Sosial dan Human...· 0 citations
The implementation of the Merdeka Curriculum requires the realization of student-centered learning (SCL), which promotes students’ active participation, independence, and collaboration. However, classroom practices in schools are still often dominated by teacher-centered approaches, highlighting the need for innovative learning media that support this educational transformation. This study aims to analyze the implementation of student-centered learning within the Merdeka Curriculum through the utilization of the Educaplay platform in Pancasila Education at the senior high school level. This research employed a descriptive qualitative approach with a case study design. Data were collected through participatory observation, expert validation of learning materials and instructional tools, and documentation. Data analysis was conducted qualitatively using the Miles and Huberman interactive model, while validation data were analyzed using feasibility percentages. The findings revealed that the developed instructional tools achieved an average validation score of 98.75%, categorized as excellent. The implementation of Educaplay features, including interactive slideshow, matching game, and froggy jumps, successfully increased students’ active engagement, fostered learning independence, strengthened collaboration and communication skills, created more meaningful and contextual learning experiences, and transformed the teacher’s role into that of a learning facilitator. These findings are further supported by a synthesis of the literature indicating that gamification and game-based learning effectively enhance students’ motivation, participation, and learning outcomes. Therefore, Educaplay functions not only as a digital learning medium but also as a pedagogical tool that supports the implementation of student-centered learning principles within the Merdeka Curriculum.
A. Malika, Sapriya, Rahmat et al.· Jurnal Pendidikan Ilmu Sosia...· 0 citations
This study focused on the integration of education, technology, and inclusion in pedagogical practices, considering their contribution to the development of more accessible and participatory learning environments. The research sought to answer how this integration strengthens teaching and promotes learning for all students. The objective was to analyze the scientific evidence regarding this relationship. The theoretical framework was based on studies addressing educational technologies, digital competencies, active learning methodologies, and inclusive education. An integrative literature review was conducted using national and international scientific databases, with studies selected and analyzed according to previously established criteria. The findings showed that the integration of technologies, teacher education, pedagogical planning, and accessibility expands opportunities for participation and learning. It is concluded that the purposeful use of technology, combined with inclusive practices, enhances the quality of education, contributes to teachers’ professional development, and provides support for improving educational policies.
Ednalva Menezes da Rocha, V. D. S. C. Coelho, Aline Castro Mesquita et al.· Revista de Estudos Interdisc...· 0 citations