INTEGRATING SOCIAL CONSTRUCTIVISM AND VISIBLE THINKING IN VIRTUAL DRAMA CLASSROOM: A CONCEPTUAL FRAMEWORK

Reforming Theological Pedagogy in Christian Religious Education in the Digital Era: A Theological-Didactic Analysis

This study examines the transformation of theological pedagogy within digital learning environments, focusing on the shift from a transmission-oriented model to a dialogical, reflective, and transformative paradigm. Employing a literature-based approach that engages theories of theological pedagogy, reflective didactics, and digital learning practices, the conceptual synthesis suggests that digital spaces foster new forms of active learner engagement in constructing theological meaning. The analysis identifies three core conceptual transformations: (1) a paradigmatic shift toward participatory learning; (2) a theological reinterpretation of presence and incarnation beyond physical proximity; and (3) the emergence of digital space as a legitimate locus theologicus for experiencing and articulating faith. The discussion further highlights the relevance of Groome’s shared praxis and Klafki’s reflective didactics as foundational frameworks for designing pedagogical models that are both contextually grounded and transformative. Overall, this study contributes to contemporary discussions on theological education by emphasizing the need to reconstruct pedagogical goals, processes, and relational dynamics for the digital age.

Triangulated Dialogic Space in Arts and Design’s Studio Pedagogy

Despite decades of research demonstrating the learning benefits of dialogic pedagogy, its implementation in K-12 classrooms remains rare. Three structural challenges account for the difficulties of initiating and sustaining dialogic space in classrooms: managing face-threatening conflicts, equalizing power relations, and accommodating the inherent unpredictability of genuine dialogue. These challenges are not incidental to dialogue; I argue that they are the same obstacles that prevent critical and creative thinking from taking root across educational settings. This paper examines how studio pedagogy addresses all three through project-based learning, drawing on ethnographic observations across four studio courses at a premier arts and design institution. I show how treating student projects as active participants in the learning interaction creates a triangulated dialogic space, a three-way relationship between teacher, student, and project, that redirects face-threatening conflict toward project-centered problem-solving, redistributes power without undermining teacher authority, and institutionalizes productive ambiguity as a pedagogical principle. These findings expand the theory of dialogic pedagogy by revealing how material objects can function as mediating actors in dialogue, and they offer practical implications for educators seeking to create sustainable conditions for critical and creative thinking across educational contexts.

Bridging Imagination and Reality in the Classroom: A Collaborative Autoethnographic Study of ‘Fiction to Fact’ Pedagogy

Educators in Nepalese higher education employ diverse pedagogical approaches to facilitate learning but often struggle to articulate their own signature pedagogy the distinctive teaching style they have developed through years of practice. This study explores the concept of 'fiction to fact' as a signature pedagogy and examines its alignment with Jerome Bruner's narrative constructivism and the sociocultural theories of Piaget and Vygotsky within Nepal's evolving higher education context. Here, fiction refers to imagination and mental planning, whereas fact denotes the realization of those plans in practice. The study demonstrates how this pedagogy transforms students' emotional and cognitive learning experiences by stimulating curiosity, encouraging active participation, and connecting imagination with real-world application. A collaborative autoethnographic reflection method was employed, integrating the researcher's classroom experiences with the practices of three community school teachers who implemented the 'fiction to fact' approach. Data were generated through classroom observation notes and critical self-reflections and analyzed thematically. The findings reveal that this signature pedagogy significantly enhanced students' engagement, understanding, and transformative learning. It effectively supported students in designing project plans, developing worksheets, visualizing prototypes, and refining their work until successful completion, thereby bridging imagination and reality. The study concludes that the 'fiction to fact' approach represents an innovative and effective signature pedagogy that can help educators identify, strengthen, and articulate their own pedagogical identity while improving classroom practice. It recommends integrating this approach into Nepal's teacher licensing curriculum and teacher education programs to equip teachers with innovative pedagogies required for 21st-century education.

THE CONTENTS OF PHYSICAL EDUCATION IN THE FIELD OF LANGUAGES FROM A SEMIOTIC-PRAGMATICIST PERSPECTIVE

Critical Pedagogy and Classroom Belonging: A Framework for Meaningful Learning

This conceptual paper proposes a framework explaining how critical pedagogy can foster students’ sense of belonging, essential for their meaningful learning. This paper argues that a sense of belonging in classrooms is a multidimensional construct that promotes physical engagement, emotional connectedness, and intellectual investment in the learning process. It further explains how, by implementing critical pedagogy, teachers can provide students with a positive experience that fosters a sense of belonging; without it, students feel alienated and unrecognized. Drawing on Freirean principles, the paper identifies five pedagogical pathways through which critical pedagogy promotes classroom belonging: dialogue, collaboration, problem-posing, shared authority, and student voice. These pathways foster respectful relationships, a sense of learning community, purpose, ownership of learning, and recognition of students’ identities, experiences, and perspectives. Together, these pathways provide a conceptual framework for understanding how critical pedagogy creates classroom conditions in which students experience belonging and, consequently, engage more meaningfully in learning. The paper concludes with implications for teachers and teacher educators seeking to design classrooms that intentionally cultivate belonging as a foundation for meaningful learning.

Understanding embodied learning: A qualitative study with pedagogy students in Croatia

The dialectical relationship between body and mind in learning requires a re-examination of both teaching practices and the broader aims of education. Although studies have consistently demonstrated the benefits of embodied approaches for deeper and more sustainable learning, these approaches remain insufficiently integrated into educational practice. This gap highlights the need to consider how future pedagogues (and teachers) can be supported in developing these approaches during their initial education. The aim of this study was to gain insight into how students double majoring in pedagogy understand embodied learning within the context of initial teacher and pedagogue education in Croatia. Three methods were employed: analysis of study programmes, a student-led classroom tour, and a focus group with eight undergraduate students double majoring in pedagogy. Data sources included recordings, notes, and photographs from the tour, as well as transcriptions of the focus group discussion, all of which were subjected to thematic analysis. The findings revealed that students recognised embodied learning as valuable but continued to perceive the classroom space as sedentary. The study also identified challenges related to students’ bodily self-perception in relation to learning and movement, which may influence their ability to apply embodied learning approaches in practice. Particular attention should therefore be given to preparing future pedagogues and teachers through experiential learning situated within their sociocultural context as a necessary foundation for meaningful changes in practice.