THE EMPTY CLASSROOM: A PHENOMENOLOGICAL READING OF THE SCHOOL SPACE

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

Embodied Reality of Learning: Student’ Experiences with Multimodal Artifacts in Abstract Concepts

The phenomenological study thus explored the lived experiences of students at one private Higher Education Institution in Rwanda regarding the integration of multimodal and material artifacts during the acquisition of complex, abstract concepts. Grounded in the theoretical groundwork of embodied cognition, which posits that the mind is not merely housed in the brain but rather distributed through the body and its environment, this research aimed to understand how students subjectively make sense of learning in a resource-conscious, post-conflict developmental context. Specifically, the phenomenon under investigation was the intentional utilization of physical objects, gestures, and digital tools (multimodal artifacts) as mediators of abstract thought. To this end, using a hermeneutic phenomenological approach, data were gathered through in-depth, semi-structured interviews with 15 purposively selected students across STEM disciplines. Accordingly, the findings reveal three essential themes: (a) The Scaffolding Power of the Hands: Converting Abstract Anxiety into Tangible Structure; (b) The Dual Burden of English as a Medium of Instruction and Abstract Comprehension; and (c) The Invisible Pedagogy: Self-Initiated Multimodal Strategies Compensating for Teacher-Centered Practices. Importantly, the results highlighted that in in Higher Education Institution, where resources and infrastructure can be variable; students often develop sophisticated, personal, embodied learning strategies to bridge pedagogical gaps. Overall these findings challenge the traditional cognitive separation of mind and body in African higher education discourse and, therefore, offer recommendations for faculty development programs that align with the national commitment to student-centered, competence-based curricula

Embodied Reality of Learning: Students' Experiences with Multimodal Artifacts in Abstract Concepts

Psycholinguistic markers of a comfortable educational environment for students in the context of digital transformation

This study addresses the need to understand educational well-being in the context of digital transformation, where learning extends beyond conventional classroom formats. The social significance lies in identifying conditions that support students’ psychological comfort and engagement in both human- and technology-mediated settings. The aim is to reconstruct students’ subjective representations of a comfortable learning environment. The methodology combines qualitative content analysis with a psycholinguistic approach, focusing on markers of interaction (e.g., pronominal framing, modality). The empirical material consists of two corpora of essays describing an “ideal” and an “uncomfortable” lesson. Deductive and inductive coding procedures were applied, with particular attention to the parameter of reflected subjectness and the degree of dialogicity within student–teacher–AI configurations. The results indicate that the perception of an ideal lesson prioritizes psychological safety, predictability, dialogic interaction. In contrast, uncomfortable learning is associated with stress, threat of evaluation, disrupted group dynamics. Positive scenarios are characterized by inclusive pronouns (“we”) and permissive modality (“can”); negative scenarios imply individualization (“I”) and prohibitive expressions (“must,” “cannot”). The teacher seems a key regulator of both comfort and threat; despite being explicitly prompted in the task, references to AI-agents remain peripheral, suggesting that transition to a triadic “creative partnership” model is not yet fully internalized and continues to rely on the teacher as the primary source of psychological safety. The findings can be applied in developing supportive learning environments and pedagogical models of creative partnership. Psycholinguistic markers provide a sensitive instrument for diagnosing well-being in new learning formats, identifying the psychological and interactional conditions to make a shift from teacher-centered regulation to creative partnerships with AI psychologically viable.

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

The proposed framework demonstrates how drama pedagogy, integrated with the underlying social constructivist principles and VT routines, can stimulate collaboration, creative and reflective thinking and thus engagement amongst learners.

Using drama to teach French in secondary school: challenges, practices and teaching perspectives

This article examines the role of dramatisation in the teaching of French at secondary school level, considered both as a pedagogical approach and as a subject of didactic study. Drawing on a body of research in the didactics of French, theatre pedagogy and language sciences, this analysis begins with the observation that teaching is often centred on the written word and on detached textual analysis, to the detriment of a lived, embodied engagement with language and literature. By engaging the body, the voice, space and interaction, dramatisation creates a space in which pupils’ linguistic, discursive, literary and socio-emotional competences are developed simultaneously. The article first provides a theoretical framework for the concept of dramatisation and its psycho-pedagogical foundations, then discusses the specific challenges raised by its integration into French lessons in upper secondary schools. It goes on to present concrete practices and approaches — dramatised reading, dramatic play, staging of texts, guided improvisation — accompanied by a proposed lesson plan and assessment strategies. Finally, the limitations and resistance encountered in practice (time constraints, teacher training, class heterogeneity) are discussed, before outlining pedagogical perspectives for the reasoned and sustainable integration of theatre into the teaching of French at secondary school level. Keywords: dramatisation, French language teaching, upper secondary school, drama, language proficiency, public speaking, theatre pedagogy.     Received Date: June 19, 2026 Accepted Date: July 10, 2026 Published Date: August 01, 2026 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/842