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Review Open access Jul 2026

Effect of Differentiated Learning Based on the Independent Curriculum on Instructional Media Usage at SMA Negeri 1 Pare

Differentiated learning, which is adapted to students’ levels of comprehension and individual learning needs, presents a considerable challenge for educators in selecting and tailoring instructional media at SMA Negeri 1 Pare, Kediri. By implementing this pedagogical approach, teachers can optimize media selection to enhance the effectiveness of Islamic Religious Education (PAI) classroom instruction. This quantitative study, employing a survey methodology, aimed to investigate and analyze the influence of differentiated learning on students’ utilization of PAI instructional media. Data were collected through observation and structured questionnaires administered to 21 respondents. Product-moment correlation analysis was utilized to examine the relationship between the independent and dependent variables. The findings revealed that differentiated learning exerts a substantial and significant influence, accounting for 70% of the variance in instructional media utilization. Specifically, the study established that: (1) teachers designed instruction with objectives and assessments explicitly aligned with student learning needs; (2) teachers employed diverse media to accommodate varying proficiency levels; (3) teachers provided systematic instructional scaffolding for both offline and online media use; and (4) differentiated learning successfully enhanced student motivation and autonomy in media engagement and task completion. The study concludes that differentiated learning, as operationalized within the framework of the Independent Curriculum, is demonstrably relevant and effective for optimizing PAI instruction at the senior high school level.

Dinil Abrar Sulthani, Tahir Tahir, S. Suprapto et al. · 0 citations
Review Open access Jul 2026

Pedagogical Practices in Higher Education

The demand for teaching excellence in higher education requires a renewed focus on the pedagogical practices (PPs) that shape student learning outcomes. This study investigated instructional strategies (IS), assessment literacy (AL), and reflective teaching (RT) among lecturers in a Nigerian Faculty of Education and examined the role of professional development (PD) and sociodemographic factors. A cross-sectional survey of seventy-nine lecturers was conducted using a validated questionnaire. While IS had eight items, AL and RT had four and five items, respectively. Data were collected over a four-week period. The authors obtained approval (ethical clearance number: SEM 2-2025-145) from their university. Data collected were analyzed through descriptive statistics, t-tests, analysis of variance (ANOVA), correlation, and regression. Results showed lecturers reported moderately high engagement across all domains, with IS rated the highest and AL the lowest. Although descriptive differences emerged across gender, rank, and teaching experience, none were statistically significant. PD participation exhibited a strong positive correlation with PPs (r = .776, p < .001) and was the only significant predictor, explaining 59% of the variance. Findings highlight PD as the decisive driver of pedagogical proficiency.

Chidubem Deborah Adamu, O. Awodiji · 0 citations
Open access Jul 2026

DESCRIBING THE PERSPECTIVES OF SPECIAL EDUCATION TEACHERS ON CURRICULUM EVOLUTION: A QUALITATIVE PROFILE OF IMPLEMENTATION

Curriculum change is recognized as a long and arduous process, requiring administrators and educators to navigate a complex landscape of national and state standards. As educational systems evolve to address the diverse needs of students, teachers are often required to modify their instructional approaches. This qualitative descriptive study sought to explore the firsthand experiences, classroom practices, coping mechanisms, and insights of ten Special Education (SPED) teachers as they navigated curriculum evolution within their respective schools. Data was collected through in-depth interviews. Analysis of the data revealed two major themes related to the teachers’ experiences: the need for clear guidance regarding instructional content and learning objectives, and the importance of simplifying curriculum content to make it more accessible and meaningful for learners with disabilities. To effectively respond to these challenges, teachers employed various coping mechanisms, including making necessary classroom adjustments, engaging in professional development, and committing to continuous upskilling and reskilling. The study concludes that, despite the difficulties associated with curriculum change, SPED teachers demonstrate resilience, adaptability, and a willingness to embrace educational reforms when they believe these changes will improve learning outcomes and overall development for learners with disabilities.

Elgrace S. Tana · 0 citations
Aug 2026

The impact of the teacher in the development of modern differentiated instruction

The aim of this study is to investigate the role of teachers' experience and qualifications in the implementation of differentiated instruction. It is focused on teacher efficacy as a way to explain teacher willingness to differentiate instruction. Teachers often struggle to provide all students access to specific learning activities that work best for them - and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a child's profile of strengths, interests, and styles. In their classroom, teachers around the world are confronted with a highly diverse student population that differs not only in performance and academic readiness, but also in their learning preferences, cultural backgrounds, language competence, learning styles, and motivation, as well as social, methodological, and self-regulatory competencies. Differentiated instruction stands as a cornerstone in modern pedagogical practices, aiming to cater to students' diverse needs and learning preferences

Daniela Pascaru · 0 citations
Jul 2026

Instructional Strategies of Special Needs Education Teachers

This study examined the instructional strategies used by Special Needs Education (SNED) teachers in Pangasinan Division I during the 2025–2026 school year. It evaluated the extent of strategy utilization in relation to teachers’ profiles, including age, sex, civil status, educational attainment, teaching experience, and training. The study also determined whether differences and relationships exist between these profiles and the use of instructional strategies. Data were analyzed using frequency counts, percentages, weighted means, ANOVA, and Pearson correlation to provide a clear interpretation of the results. The findings revealed that most respondents are female (96%), married (67%), and within the age range of 31–40 (47%), indicating a relatively stable and experienced teaching workforce. However, the sample underrepresents younger teachers and those with only a bachelor’s degree. Overall, the utilization of instructional strategies for learners with Autism Spectrum Disorder (ASD) is described as “very extensive,” with no significant differences observed across teacher profiles. This suggested that SNED teachers consistently apply effective instructional practices regardless of their demographic characteristics. The study concluded that while the sample’s lack of diversity may limit the results, SNED teachers demonstrated a high level of commitment and competence in implementing instructional strategies. Their consistent use of these strategies reflects a strong ability to support learners with special needs. The study recommended including more diverse participants in future research to improve generalizability. It also emphasized the importance of continuous professional development, along with regular assessment and feedback, to further enhance teaching practices and meet the evolving needs of learners.

Clarizze Jaine Nicolas, N. Rabara · 0 citations
Open access Jul 2026

The Time Crunch: Teachers’ Challenges on Enhanced Basic Education Curriculum in the Geographically Isolated and Disadvantaged Area Schools

The implementation of the MATATAG Curriculum in the Philippines introduced a standardized 45-minute instructional period to enhance curriculum efficiency and improve learning outcomes. However, the implications of this policy remain insufficiently explored, particularly in Geographically Isolated and Disadvantaged Areas (GIDA), where contextual and resource-related challenges substantially influence instructional delivery. This study explored the lived experiences of teachers implementing the 45-minute instructional period in GIDA schools in Sarangani Province, Philippines. Employing a qualitative phenomenological research design anchored in the interpretivist paradigm, the study examined how teachers experienced, interpreted, and responded to the instructional demands associated with shortened class periods. Ten licensed professional teachers teaching in Grade 4 and Grade 7 under the MATATAG Curriculum were selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Colaizzi's phenomenological method. The findings revealed that the 45-minute instructional period significantly influenced instructional pacing, classroom interaction, learner engagement, and teachers' ability to provide differentiated instruction. Participants identified challenges related to compressed instructional time, including reduced opportunities for experiential learning, collaborative activities, in-depth discussions, and individualized learner support. Despite these constraints, teachers demonstrated considerable pedagogical adaptability through strategic lesson planning, prioritization of essential learning competencies, technology integration, and the implementation of pre-class learning strategies. These adaptive practices enabled teachers to maintain instructional continuity and maximize available instructional time despite contextual limitations. The study further revealed that the 45-minute instructional period functioned simultaneously as a pedagogical constraint and a catalyst for instructional innovation. The findings underscore the importance of context-responsive, learner-centered, and flexible approaches to curriculum implementation in geographically disadvantaged settings. The study recommends strengthening teacher professional development, enhancing instructional flexibility, and improving access to digital and alternative learning resources to support effective curriculum implementation in GIDA schools. Future studies may investigate the long-term effects of shortened instructional periods on learner achievement, instructional quality, and teacher well-being across diverse educational contexts.

Lhynelle Fe Felix, Francisco M. Espinosa · 0 citations