Aug 2026· International Journal of Evaluation and Research in Education (IJERE)· Vol 15, pp. 2852· 0 citations
Abstract
This study provides a theoretical and conceptual evaluation of text as an integrative didactic resource essential for developing the professional readiness of future teachers. Addressing the need for structured didactic tools in competence-based teacher education, the research aims to theoretically substantiate and evaluate the didactic role of text in developing philological competence. The methodology adopts a theoretical evaluative approach, combining structural-functional text analysis with a systematic analysis of competence components. By utilizing literature analysis, content analysis, and interpretive analysis, the study evaluates the educational functions of text without empirical data collection from participants. The analytical findings indicate that text functions as a system-forming didactic factor, supporting the integrated development of linguistic, speech, textual, communicative, cultural, and reflective components. The evaluation suggests that diverse text practices, including popular science and case studies, provide conditions for facilitating critical thinking and productive writing skills through analysis, interpretation, and reconstruction. This study contributes a theoretically grounded “text→philological competence→professional readiness” model that evaluates how text-centric activity facilitates holistic professional readiness. The findings offer a transferable framework for informing curriculum design and supporting the development of text-centered instructional strategies in modern teacher education.
This research aimed to analyze the use of memes as a didactic resource to promote public opinion expression in the classroom, identifying their influence on learning. The study was developed using a quantitative approach, with a descriptive cross-sectional design, allowing us to understand students' perceptions of incorporating memes into the teaching-learning process. A structured survey with ten items organized into two dimensions was applied: memes as a didactic resource and memes as a means for expressing public opinion. The survey was used as the data collection technique, and a Likert-scale questionnaire was used as the instrument. The results showed a high acceptance of the use of memes as a pedagogical strategy, highlighting that the majority of students believe they foster interest in learning, energize classes, facilitate content comprehension, strengthen participation, and promote respectful debate and the free expression of opinions within the classroom. In conclusion, memes represent an innovative resource that contributes to meaningful learning and the development of communicative and critical thinking skills. It is recommended that this resource be incorporated in a planned manner into teachers' methodological strategies, accompanied by pedagogical guidelines that ensure its ethical and creative use, aligned with educational objectives, thus strengthening students' active participation and civic education.
Lilia Moncerrate Villacis Zambrano, Vera Fallain Sabrina Leonela, Cedeño Solórzano Romina Briyith et al.· ARACÊ· 0 citations
This study aimed to examine the concept and pedagogical significance of English for Specific Purposes (ESP) by analyzing its theoretical foundations, learner-centered orientation, and implications for contemporary English Language Teaching (ELT). The study presents an overview of the scope of ESP, highlighting its origin, major components, and expanding areas of application. It further discusses the emergence of ESP as a specialized approach to language teaching that evolved alongside the growing international role of English in scientific, technical, academic, and professional communication. The study employed a qualitative theoretical and review-based methodology, drawing upon established literature and major scholarly contributions in the field of ESP and ELT. The findings revealed that ESP is best understood as an approach rather than a product, emphasizing learner needs, contextualized language instruction, and active learner engagement through relevant pedagogical strategies. The paper also covers the basic approaches to ESP studies which comprise needs analysis (NA), register analysis (RA), discourse analysis (DA) and genre tradition (GT). This study contributes to the field of knowledge by synthesizing major theoretical perspectives on ESP and offering practical pedagogical insights for designing learner-centered and context-sensitive English language teaching practices.
G. Pandey· Journal of Practical Studies...· 0 citations
This study examines how active pedagogical methodologies contribute to students’ comprehensive development across cognitive, affective, social, ethical, and practical dimensions, extending the analysis beyond academic performance outcomes.
A qualitative integrative hermeneutic review was conducted using a corpus of 42 scholarly sources retrieved from Scopus, Web of Science, ERIC, SciELO, and Redalyc, supplemented by recognized theoretical monographs. The study followed a transparent documentary selection protocol—including contextual reading, thematic categorization, theoretical triangulation, interpretive synthesis, and qualitative appraisal—without claiming systematic-review compliance or meta-analytic status.
Analysis of the 42-source corpus identifies five interrelated developmental categories produced by active pedagogy: cognitive, affective, social, ethical, and practical. Methodologies including project-based learning, service-learning, cooperative learning, flipped classroom, and self-directed learning contribute to comprehensive student formation when sustained by pedagogical scaffolding, assessment coherence, teacher preparation, and institutional capacity. Effects are conditional rather than automatic, and implementation risks—including student anxiety, inequality reproduction, and institutional constraint—are documented across categories.
The study proposes an original five-category interpretive model that articulates dispersed theoretical and empirical contributions into a middle-range analytical framework for active pedagogy, integrating self-determination theory, experiential learning, transformative learning, and communities of practice within a single interpretive architecture.
The model offers an operational basis for curriculum design, teacher professional development, and institutional quality assessment in higher education. For Latin American and Ecuadorian contexts specifically, active pedagogy should be implemented as situated curricular design embedded in structures of equity, interculturality, and democratic participation—not as isolated classroom innovation.
Johan Manuel Méndez Reyes, Pedro González-Rivera, Hugo Fernando Iñiguez Magallanes et al.· Frontiers in Education· 0 citations
This study aims to evaluate the implementation of the Merdeka Curriculum in Arabic language learning at the Madrasah Tsanawiyah (MTs) level using a constructivist perspective, in order to identify the alignment between curricular concepts and classroom practices. This research employs a qualitative approach with a library research design. Data were collected from various scholarly sources, including books, journal articles, and relevant documents, and analyzed using content analysis techniques through stages of identification, classification, and interpretation. The validity of the findings was ensured through source triangulation. The results indicate that, conceptually, the Merdeka Curriculum is highly aligned with constructivist principles, particularly in terms of student-centered learning, flexible instructional planning, and the integration of assessment as an essential component of the learning process. In practice, Arabic language instruction demonstrates a shift toward student-centered learning through the application of active learning models, although teacher-centered approaches still dominate in certain aspects. Assessment practices have begun to adopt authentic and formative approaches, but their implementation remains suboptimal. Furthermore, several challenges persist, including limited teacher pedagogical competence, heterogeneous student abilities, and insufficient learning resources and facilities. Despite these constraints, the implementation of the Merdeka Curriculum has positively impacted students’ motivation, engagement, and communicative competence in Arabic language learning.
The objective of this study was to conceptually and theoretically analyze the transformation of school discipline from a mechanism of educational order into a power-oriented construct within school studies. This study was conducted using a qualitative, conceptual–theoretical, and descriptive–analytical design. The research was based on documentary and library-based inquiry rather than fieldwork with human participants. The analytical corpus consisted of selected classical and contemporary texts in sociology of education, philosophy of education, school studies, classroom management, critical pedagogy, and theories of power. Sources were selected purposefully according to their relevance to school discipline, educational order, normalization, social control, symbolic reproduction, educational justice, and participatory discipline. Data were collected through systematic review, conceptual note-taking, and thematic organization of theoretical materials. Data analysis was performed using a critical–analytical and interpretive approach, through which key concepts were extracted, compared, categorized, and interpreted within their historical, social, and theoretical contexts. The inferential findings indicated that school discipline cannot be reduced to a neutral tool for classroom management or behavioral regulation. The analysis showed that discipline has historically shifted from moral obedience and teacher-centered authority toward bureaucratic, institutional, and power-based mechanisms. The findings further revealed that disciplinary practices operate through surveillance, assessment, classification, regulation, and normalization, thereby contributing to the formation of compliant educational subjects. In addition, discipline was found to function as a mechanism of symbolic and ideological reproduction, especially when school rules privilege dominant cultural norms and marginalize students with different social or cultural backgrounds. However, the analysis also indicated that discipline can be reconstructed through democratic, dialogical, participatory, and dignity-centered approaches. The study concludes that school discipline is a multidimensional educational and social construct that simultaneously produces order, regulates behavior, reproduces power, and shapes student subjectivity. Therefore, educational policymakers, school administrators, and teachers should move beyond punitive and authoritarian models and adopt participatory approaches that promote self-regulation, educational justice, critical awareness, and human dignity.
Niloufar Parsafard, Ali Khalkhali, Zohreh Shakibaei· Assessment and Practice in E...· 0 citations
Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Contribution: This study offers a conceptual framework that integrates various dimensions of the teacher profile as a foundation for policy development, teacher competency improvement programs, and future empirical research.
Vin Rafin· Southeast Asian Journal of G...· 0 citations
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