2026· International journal of research and innovation in social science· Vol 10, pp. 12314-12334· 0 citations
Abstract
This study explores the experiences of Social Studies teachers in using Project Based Learning (PBL) in higher education institutions during Academic Year 2023–2024 as a basis for developing an instructional guide. Guided by an interpretative qualitative research approach, the study sought to answer two central concerns: (1) the stories teachers tell about how they use PBL in teaching Social Studies, and (2) the similarities and differences observed in PBL teaching among Social Studies teachers. Data were gathered through semi structured interviews with six Social Studies teachers from the College of Arts and Sciences at the University of the Visayas and were analyzed using thematic analysis. Findings revealed that teachers commonly use PBL to bridge theory and society, promote active participation and collaboration, and implement instruction through intentional planning and reflective practice. While teachers shared a common pedagogical foundation grounded in student centered and real world learning, differences in implementation emerged due to personal teaching pathways and contextual factors such as class size, subject matter, student readiness, institutional support, and available resources. Despite these variations, strong departmental alignment and shared curricular expectations contributed to consistency in PBL practices across the institution. The study concludes that Project Based Learning in Social Studies is both a shared and adaptive instructional practice anchored in common principles yet responsive to diverse teaching contexts. Based on these findings, the study recommends sustained professional development, strengthened institutional support, and the development of a flexible instructional guide that builds on teachers’ lived experiences. Future research may extend this inquiry by examining students’ perspectives and the long term impacts of PBL on learning outcomes in higher education.
The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation
Ni Made Arini Sasmita, L. Artini, Putu Suarcaya· International Journal of Edu...· 0 citations
This phenomenological study explored the lived experiences of higher education teachers in adopting blended learning in private higher education institutions in Bacolod City. Specifically, it examined their experiences, perceived benefits and challenges, the influence of blended learning on their teaching practices, and insights for improving its implementation. A qualitative phenomenological research design was employed, involving eight faculty members 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 teachers experienced blended learning as a process of transition, adaptation, and continuous professional growth. Eight themes emerged, highlighting teachers' adjustment to digital teaching, resilience, instructional flexibility, technological and instructional challenges, pedagogical transformation, professional commitment, institutional support, and lifelong learning. Although participants encountered difficulties related to technology, connectivity, workload, and student engagement, they recognized blended learning as an effective approach for promoting instructional flexibility, innovation, and continuous learning. The findings emphasize the importance of teacher adaptability, institutional support, and ongoing professional development in the successful implementation of blended learning. The results may serve as a basis for strengthening institutional policies, faculty development programs, and support systems that promote the effective and sustainable implementation of blended learning in higher education.
Unknown authors· International journal of res...· 0 citations
The increasing reliance on non-specialist English teachers in various educational settings has raised concerns regarding instructional quality and classroom effectiveness. Professional development (PD) has been widely recognized as a key mechanism for supporting teachers who teach outside their field of expertise. This study investigates how professional development shapes the teaching strategies of non-specialist English teachers at Sekolah Indonesia Kota Kinabalu (SIKK), an Indonesian overseas school in Malaysia. Employing a descriptive qualitative approach with a narrative inquiry design, data were collected through semi-structured interviews, classroom observations, and document analysis involving non-specialist English teachers. The data were analyzed using thematic analysis to identify patterns in teachers’ instructional practices and the influence of professional learning experiences on classroom implementation. The findings reveal that professional development, primarily through self-directed learning, peer collaboration, and participation in external workshops, contributed to the diversification and adaptation of teaching strategies. Teachers demonstrated the implementation of Project-Based Learning (PBL), differentiated instruction, Task-Based Language Teaching (TBLT), role-play activities, gamification techniques, and Simple Jigsaw strategies to address students’ vocational learning needs. Professional development also encouraged teachers to integrate more student-centered approaches, contextualized learning activities, and interactive classroom practices. These instructional transformations enabled teachers to move beyond traditional textbook-oriented instruction and create more engaging learning environments. The study concludes that sustained and collaborative professional development plays a significant role in enhancing the pedagogical capacity of non-specialist English teachers and supports the effective adaptation of teaching strategies in vocational English classrooms. The findings contribute to the growing body of literature on out-of-field teaching and highlight the importance of providing continuous professional learning opportunities for non-specialist educators.
Shahrunif Binti Edi, Muhammad Hasbi, Riola Haya Nur· International Journal of Lan...· 0 citations
This paper presents an analysis of the Integrative Project course in the Mathematics Education program at IFPI, focusing particularly on the contextualization of knowledge. It seeks to highlight how this curricular component contributes to teacher education and to the teaching and learning of mathematical content by linking academic knowledge to everyday knowledge from a dialogic, reflective, and participatory perspective. The study draws on the work of authors such as D’Ambrósio (2012), Freire (1994; 1996), and Mendes (2009), based on the idea that alternative teaching methods must be developed so that the content becomes meaningful to students and leads to meaningful learning. The methodology employed included a literature review, observation, and analysis of the students’ work produced for the course. It is concluded that the Integrative Project course brought students closer to the practical and contextualized application of mathematics, fostering meaningful learning by connecting academic content with social reality, and that the use of an inquiry-based methodology—which values students’ prior knowledge and active participation—proved effective for the teaching and learning of mathematics.
Veríssimo Docarmo Neto· Revista de Estudos Interdisc...· 0 citations
Purpose: The development of digital technology in primary education presents a paradox in instructional leadership. Although schools are increasingly providing learning technologies, the transformation of instructional practices has not yet fully occurred. This study aims to analyze how teacher learning communities construct collective digital instructional leadership through reflection, collaboration, and the distribution of agency among teachers. Methods: This study employed a qualitative approach with a case study design focusing on the Kombel Ganesha teacher learning community in Yogyakarta. The participants consisted of one head of the learning community, two community administrators, and one school supervisor, who were selected purposively. Data were collected through in-depth interviews and document analysis, and were analyzed using Braun and Clarke’s thematic analysis with the assistance of ATLAS.ti. Findings: The findings revealed five major themes: agency and instructional leadership, data-based planning and assessment, technology integration and innovation, collaboration within teacher learning communities, and quality assurance and teacher role modeling. The findings indicate that teacher learning communities function as collaborative spaces for professional reflection, shared problem-solving, and instructional improvement. Collective digital instructional leadership develops through collaboration, technology integration, and institutional support, enabling teachers to address the gap between digital learning demands and pedagogical readiness. Research Implications: Teacher learning communities can serve as strategic platforms for strengthening collective digital instructional leadership and supporting sustainable pedagogical transformation in primary education. Originality: This study proposes collective digital instructional leadership as a collaborative approach to bridging the gap between digital learning demands and pedagogical readiness through teacher learning communities.
Edo Agustian, Enung Hasanah, Achadi Budi Santosa· Jurnal Pendidikan Terapan· 0 citations
Blended learning has become an essential instructional approach that combines face-to-face and online learning to promote continuity and flexibility in education. While numerous studies have examined blended learning, limited qualitative research has explored teachers' leadership experiences and instructional strategies within private learning institutions in Zamboanga City. This study explored leadership experiences, instructional strategies, challenges, and intervention needs of teachers implementing blended learning at Sarang Bangun Learning Center and High School. This study employed a qualitative phenomenological research design to understand the lived experiences of teachers implementing blended learning. Five female teachers with more than five years of teaching experience participated in the study through purposive sampling. Semi-structured interviews lasting approximately 10–15 minutes were conducted following permission from the school administration and informed consent from the participants. The interview data were transcribed verbatim and analyzed using thematic analysis to identify recurring themes. The findings revealed that blended learning enhanced teachers' leadership adaptability, flexibility, and professional growth through continuous technology integration and learner-centered instructional practices. Teachers implemented various strategies including the use of Google Classroom, Google Meet, Quizizz, Kahoot, Canva, collaborative learning, project-based activities, and interactive assessments to improve learner engagement. However, participants also experienced challenges related to unstable internet connectivity, inadequate technological resources, learner participation, and classroom management during online instruction. Teachers emphasized the need for continuous ICT training, institutional support, and improved technological infrastructure to strengthen blended learning implementation. The study concludes that effective teacher leadership in blended learning requires continuous professional development, institutional support, and access to adequate technological resources. The findings contribute to the growing body of knowledge on teacher leadership and provide practical insights for educational leaders in strengthening blended learning implementation.
Unknown authors· International Journal of Res...· 0 citations
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