Search Results (21)

Preparing learners for participation in global communication requires alignment with broader curricular frameworks, yet meaningful learning also depends on engagement with students’ sociocultural and ecological contexts. Balancing these dimensions constitutes a central challenge for secondary EFL curriculum design. Drawing on Experiential Learning theory and Local Critical Pedagogy, this study explores how a place-based and experiential approach can contribute to reframing the secondary EFL curriculum through the integration of outdoor and community-based learning practices. The study pursued three objectives: (a) to explore the pedagogical potential of an interdisciplinary and non-formal approach to EFL instruction; (b) to design and implement a locally grounded curricular module aligned with national requirements; and (c) to analyse the contribution of experiential and outdoor practices to the enrichment of the formal English curriculum. Adopting a qualitative, exploratory and interpretative design, the study involved 20 tenth-grade students and consisted of the curricular reconfiguration of a 10th-grade module developed in collaboration with a local environmental education project (Bioescola). Following Orion’s outdoor learning model, the intervention unfolded in three stages: preparatory classroom work, an interdisciplinary outdoor learning experience, and a structured reflective session. Data were collected through questionnaires, semi-structured interviews, and field notes. Findings suggest increased student engagement in oral interaction and greater communicative confidence, alongside stronger engagement with local ecological contexts. The study concludes that the integration of place-based and ecologically oriented practices into EFL teaching can meaningfully enrich the formal curriculum. While limited in scope and sample size, the research highlights the transformative potential of locally embedded experiential language education in upper secondary schooling. Full article

The digital transformation has intensified demands for university teachers to develop technology-enhanced teaching competence, especially under China’s High-Quality Course initiative for blended learning excellence. While existing well-recognized frameworks (e.g., TPACK, DigCompEdu) provide valuable foundational guidance, they inadequately capture the dynamic, ecological processes through which teachers systematically reconstruct curricula and professional identities in blended contexts. This study addresses this gap by proposing an ecological model of competence development, building on the strengths of existing frameworks while capturing the dynamic interplay between teachers, technology, and blended environments. Using a qualitative multiple-case design, we conducted semi-structured interviews with six national recognized exemplary university English teachers. Data were analyzed via Braun & Clarke’s six-phase thematic analysis in MaxQDA. Findings reveal that technology-enhanced teaching competence comprises five co-evolving dimensions: Curriculum Empowerment (systematic course redesign), Role Transformation (shifting from lecturer to learning designer), Environment Integration (orchestrating online-offline spaces), Technology Application (selective tool use), and Competence Spanning (transferring expertise across contexts). These dimensions form an ecological system: when teachers redesign curricula, they simultaneously rethink their professional identities; when they adopt technologies, they reshape classroom environments; and when all four dimensions align, higher-order spanning competence emerges naturally. Theoretically, this ecological model advances beyond technology addition by illuminating relational mechanisms and emergent properties of competence. Practically, it informs a shift from fragmented tool-training to systemic faculty support architectures that honor the complexity of blended teaching transformation. Full article

Intergenerational memories, migration histories, and the lasting influence of colonial linguistic systems profoundly shape heritage language maintenance in Afro-descendant communities of Central America. This study examines how genealogy functions as a pedagogical tool for sustaining English-based Creole languages among Afro-descendant populations in Costa Rica, Panama, and Belize, three nations linked by Afro-Caribbean migration yet shaped by distinct colonial and educational systems. Drawing on scholarship documenting oral histories, family narratives, and community-based linguistic practices, the study advances a genealogy-as-pedagogy framework to explain how families transmit language, identity, and belonging across generations through ancestral memory, positioning family-based knowledge transmission as curriculum. In Costa Rica and Panama, where Spanish colonial and post-independence language ideologies marginalize English-based Creole varieties, genealogical practices operate as primary mechanisms of linguistic continuity in the absence of sustained institutional support. In Belize, by contrast, British colonial legacies and the national recognition of Belizean Kriol create a distinct sociolinguistic environment in which state institutions, the media, and educational policy reinforce genealogical memory. Through comparative analysis, the study argues for integrating genealogical knowledge into multilingual education, community revitalization initiatives, and heritage language policy to strengthen Afro-descendant linguistic continuity in Costa Rica, Panama, and Belize. Full article

This article reports findings from a series of learning episodes in the form of case studies from inside English teaching classrooms that use music and literary extracts to make English Language and its possible applications and interpretations alive to students. Central to this exploration is the concept of artistry, characterised here as a nuanced practice involving four interrelated elements: the possession of an idea worth expressing, the imaginative ability to conceive its expression, the technical skill to work with materials, and the sensibilities required to make delicate, evocative adjustments. For the tens of thousands of young people in the Further Adult, Vocational and Education (FAVE) sector in England retaking GCSE English every year, artistry is an often neglected but vital concept that is routinely overshadowed by more pragmatic and reductive interpretations of the English Language curriculum. Low national achievement rates for re-sitting students do little to incentivize institutions and teachers in experimenting with their curriculum. Moreover, many re-sitting students become demotivated and disengaged due to numerous previously failed attempts to achieve a pass grade. This small-scale, qualitative research study explores and proposes new possibilities regarding how the FAVE GCSE English curriculum can be realised in engaging and meaningful ways. Concepts of artistry are put to work with students in the FAVE GCSE English classroom to bring to the fore how these ideas in the GCSE English Language curriculum might be brought to life in ways which develop understanding and foster interest in the study of English Language. Full article

Advancing toward sustainable higher education requires simultaneously addressing United Nations Sustainability Goals 4 (quality education) and 5 (gender equality). This mixed-methods case study analyzes how cultural stereotypes and gender expectations influence career choices in the field of computer science, which is highly masculinized in Chile. As a contextual and comparative contrast, the feminization of disciplines such as nursing is considered, illustrating the gender polarization across areas of knowledge. This comparison is not random, since in Chile the health sector stands at the opposite end of the spectrum from technology, as demonstrated by the study’s figures. As a theoretical basis, a simple systematic review of the literature published between 2013 and 2024 (in English and Spanish) was carried out, drawing on Scopus, Web of Science, SciELO, and ERIC databases, following some steps of the PRISMA protocol. Thematic analysis allowed mapping research by region, discipline, and type of intervention. The results confirm the persistence of stereotyped beliefs about skills and professional roles, even in contexts with formal equity policies. Strategies that foster empathy, belonging, and intercultural communication, implemented through mentoring, outreach activities, or curriculum redesign, emerge as key catalysts for more inclusive environments. The study presents a practical case applied to first-year computer engineering students at the Universidad de La Frontera (Chile), in which gendered perceptions embedded in vocational choice processes were identified. By situating this study in Chile’s context, we identify how local structures—school sector, regional labor markets, and gender norms—shape women’s participation in computing. Based on this experience, practical recommendations are proposed for integrating a gender perspective into technology education, including pedagogical strategies, gender-sensitive vocational guidance, and the visibility of role models. Full article

To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail to capture students’ fine-grained cognitive differences and provide limited guidance for individualized teaching. Based on cognitive diagnostic theory, this study analyzes large-scale empirical data to construct a progression framework reflecting both the sequencing of cognitive skill development and the hierarchical structure of reading abilities. A Q-matrix was calibrated through expert consensus. A hybrid cognitive diagnostic model was used to infer students’ knowledge states, followed by cluster analysis and item response theory to define progression levels, which were mapped to national curriculum standards. The findings reveal that students’ mastery of cognitive attributes follows a stepwise developmental pattern, with dominant learning trajectories. The constructed learning progression aligns well with curriculum-based academic quality levels, while uncovering potential misalignments in the positioning of some skill levels. Students with identical scores also showed significant variation in cognitive structures. The proposed model provides a data-informed foundation for adaptive instruction and offers new tools for personalized learning in English reading comprehension. Full article

This study investigates the pedagogical potential of artificial intelligence (AI)-supported multimodal writing instruction to foster both English language proficiency and sustainability awareness among middle school learners. Adopting a qualitative case study design, this research was conducted over an eight-week period in a public middle school in northern Turkey. A total of 42 seventh-grade students participated in weekly English writing sessions that incorporated AI tools as well as multimodal materials including infographics, videos, and observation logs. The instructional design was grounded in Task-Based Language Teaching (TBLT) principles and included topics aligned with the United Nations Sustainable Development Goals (SDGs). Data were collected through pre- and post-intervention written reflections and classroom observations and analyzed thematically using MAXQDA 2020. The findings revealed three key developmental shifts: (1) stronger learner engagement and intrinsic motivation in writing tasks, (2) more strategic and reflective use of AI tools across the writing process, and (3) enhanced global and ecological awareness expressed through student writing. The findings hold implications for curriculum designers, language educators, and policymakers seeking to align language education with the broader goals of sustainable development and 21st-century skill formation. Full article

In 2021, the National Centre for Religious Studies in New Zealand published the new religious education curriculum for Catholic schools in Aotearoa New Zealand. While in many ways, very like other religious education curricula, from its naming in Māori before English, Tō Tātou Whakapono Our Faith shines a light on the role of culture and language in the transmission and expression of faith. This paper is written in two parts. Part 1 of this paper provides an examination of the key curriculum documents and website to find that Tō Tātou Whakapono Our Faith is unique in three ways. First, it enjoys a level of security in the dominant presence of Catholics in the Catholic school, guaranteed by the Integration Act of 1975. Second, it offers flexibility in approach, necessary for a curriculum with national status, and finally, it demonstrates an extraordinary commitment to the inclusion of Māori culture and language. Part 2 of this paper takes up the inclusion of Māori culture and language to offer a response to the call that Māori need to be allowed to develop a theology from within their own culture and language. It proposes that the introduction of a new hermeneutical lens in the study of scripture, one that would replicate the practice of the Bible authors who drew freely on their own experience and language to speak of God, could provide a simple but effective way of developing such a theology. It is in Part 2 that the significance of the subtitle of this paper will become apparent. Full article

Pre-service teachers today face challenges and opportunities in increasingly linguistically diverse Swedish schools. The present study aims to understand how pre-service English teachers of Years 4–6 (ages 10–12) plan lessons while considering this linguistic diversity. The focus is on pre-service teachers studying a course, English Language Learning and Teaching, with an analysis of their lesson unit assignments, spotlighting multilingual perspectives in their planning. Language orientations (language-as-right, language-as-problem, and language-as-resource) form the theoretical foundation of this study. An ecological perspective is also utilized, focusing on how potential affordances for lesson planning found in contextual layers (e.g., the national curriculum or course materials) may affect their planning. The findings indicate that pre-service teachers generally employ a multilingual stance in their lesson unit planning, revealing a clear language-as-resource orientation across the cohorts studied. Furthermore, micro-level factors, such as course literature, have a more immediate impact than macro-level influences, such as the Swedish Language Act. New knowledge of how and why pre-service teachers understand multilingualism, as well as how they then plan lessons for English as a foreign language in the linguistically diverse classrooms of today, can be of value to all teacher educators. Full article

Global surveys show that young people are concerned about sustainability and climate change and how it will affect their future. Education for Sustainability is seen as a key approach that can equip young people with the knowledge, skills, and competencies to act for climate justice. Despite much policy attention on Education for Sustainable Development (ESD), this paper argues that current educational approaches inadequately prepare young people to understand and engage with climate change and sustainability issues. Drawing on a unique survey of 1655 young people in England, this study identifies significant knowledge gaps in understandings of sustainability concepts and a strong demand for educational reforms. Quantitative data reveal variations in sustainability understandings across age, gender, and income, while qualitative insights uncover young people’s feelings about the gaps in their education, exposing their fears, anger, powerlessness, and hopes for change. This study highlights the dominance of consumer choice in young people’s perceptions of sustainability, emphasizing the need to shift from individualistic to collective actions. This paper concludes with a call to integrate sustainability education into the English National Curriculum to promote holistic and action-oriented learning and create opportunities for nurturing hope through transformative education. Full article

Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is important for effective communication. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate a second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US, either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships, nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of the steps taken in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students. Full article

This study examines English textbooks used in Taiwanese junior high schools (Grades 7 to 9) from the perspective of English as a lingua franca (ELF) and with regard to the national English curriculum. In this study, English textbooks that are currently used in junior high schools in Taiwan were examined based on an analysis framework featuring ELF attributes. These ELF attributes were proposed and enumerated in light of previous studies on the analysis of English textbooks and the national English curriculum. This study revealed that the examined textbooks partially reflected an ELF perspective with the manifestation of the ELF attributes to a different extent. Moreover, it demonstrated that the ELF-oriented content was displayed in various forms of activities and exercises (e.g., listening, reading, writing, and discussion) and that the subject matter of the units covered a wide range of topics. In light of the research results, the author provides suggestions for the design of ELF-oriented textbooks at the junior high school level, such as promoting learners’ awareness of ELF, encouraging the development of intercultural communication strategies in learners, considering learners’ experiences in the learning of English, and entailing meaningful learning of English for learners. Full article

This article builds on a study set within the Swedish educational system and focuses on lower secondary teachers’ use of national test results when awarding final grades of English as a foreign language (EFL). In Sweden, teachers are entrusted with the responsibility of assessing their own students’ competences as well as assigning grades. To support them, there are compulsory national tests to be used as important advisory tools; however, they are not exams in a strict decisive sense. After a brief contextualization and conceptualization regarding language education in Sweden, including the assessment, teachers’ somewhat contradictory perceptions and use of results from the national EFL test for 11–12-year-olds are described and discussed. Data emanate from large-scale teacher questionnaires conducted for three years (2013, 2016 and 2019), which are analyzed from quantitative as well as qualitative angles. Results indicate that a number of teachers struggle with factors related to the language construct as well as to the educational context and consequences at individual, pedagogical and structural levels. This is discussed from various angles, linked not least to the policy, curriculum and other frame factors. Furthermore, the need for further research in direct collaboration with teachers is emphasized. Full article

Cultural competence is a phenomenon that straddles many disciplines and fields of study. There is no settled definition of the term, and it is argued that this is not necessary to explore or discuss the phenomenon as it is context-dependent across diverse societies. Explorations of cultural competence in clinical education and training are well-established, but there has been less attention towards its expression in the field of developing healthcare leaders. There is a debate about whether cultural competence is best achieved primarily through training-based educational inputs or by being infused in all areas of curriculum development. Using an exploration of selected literature followed by the case of an ambitious set of leadership development programmes in the English National Health Service, this paper explores the balance and interdependencies of cultural competence in healthcare leadership development as knowledge, skills and attitudes. The paper concludes that it is important for educators in this field to provide space for reflection, develop skills of reflexivity and facilitate sensitive discussions of sometimes contested ideas and concepts. A further evaluation of the impact of teaching and learning interventions, while mapping developments in perceptions of knowledge, skill and attitudes would be an area ripe for future research. Full article

This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers. Full article