International Journal of Education and Pedagogy (IJEP)
The International Journal of Education and Pedagogy (IJEP) is widely recognized as a valuable resource for advancing knowledge and innovation in the field of education. At International Journal of Education and Pedagogy (IJEP), we foster an environment that promotes intellectual growth and innovative teaching approaches. Our platform serves as a hub for educators, researchers, and practitioners to come together, share insights, and make meaningful contributions to the field of education. This journal adheres to the policies and ethical standards prescribed by the UGC-CARE. As a respected and well-regarded publication, International Journal of Education and Pedagogy (IJEP) offers cutting-edge research, thought-provoking analysis, and engaging discussions on a wide range of topics related to education and pedagogy. With a strong emphasis on innovative teaching methods and the impact of technology in education, this journal offers a comprehensive and thought-provoking perspective on the challenges and opportunities faced by educators in the modern era. With a commitment to maintaining high standards and a rigorous double-blind peer review process, journal ensures that only top-notch research and scholarly work is showcased in its publications. Through its platform, International Journal of Education and Pedagogy (IJEP) facilitates the sharing of research and fosters meaningful discussions among scholars and experts. This contributes significantly to shaping the future of education and pedagogy worldwide. In the grand scheme of things, the International Journal of Education and Pedagogy (IJEP) goes beyond being a mere publication. It offers a way to explore fresh ideas, unique perspectives, and deep insights. Join us in our mission to foster creativity, foster collaboration, and inspire change in the field of education. Title International Journal of Education and Pedagogy (IJEP) Frequency Quarterly ISSN (Online) 3108-1800 ISSN (Print) 3139-454X Publisher Eduschool Academic Research and Publishers Chief Editor Dr. Renjisha R Copyright Eduschool Academic Research and Publishers Starting Year 2025 Subject Education Language English Publication Format Online Phone No 0484-2929383 Email Id ijep@eduresearchpublication.com, info@eduresearchpublication.com Website www.eduresearchpublication.com Address Eduschool Academic Research and Publishers Airport Road, Nayathode Kavala, Angamaly-683572, Kerala, India Submission Link www.eduresearchjournal.com/index.php/ijep/sub
Eduschool Academic Research and Publishers
Parental Involvement, Academic Motivation, and Academic Achievement among Secondary School Students: A Correlational Study
Parental involvement is widely regarded as an important influence on students' learning, yet the mechanisms through which it operates at the secondary level are not fully understood. This study examined the relationships among parental involvement, academic motivation, and academic achievement among secondary school students in Kerala, India, and assessed the extent to which parental involvement and motivation jointly predict achievement. A descriptive correlational design was employed with a sample of 320 ninth- and tenth-grade students selected through stratified random sampling from eight secondary schools. Parental involvement was measured with a validated multidimensional scale, academic motivation with an established motivation inventory, and achievement was indexed by students' aggregate marks in the most recent term examination. Data were analysed using Pearson product-moment correlation and multiple linear regression. Results revealed significant positive correlations between parental involvement and achievement, between academic motivation and achievement, and between parental involvement and motivation. Multiple regression indicated that parental involvement and academic motivation together explained a substantial proportion of the variance in achievement, with motivation emerging as the stronger predictor. The findings suggest that parental involvement supports achievement partly by fostering students' academic motivation. The study recommends structured school-family partnership programmes and motivational support strategies, and discusses implications for teachers, parents, school leaders, and education policy in the Indian context.
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
Cognitive and Compensation Language Learning Strategies as Predictors of Academic Performance of the ESL Learners at graduation level
An exploration of the ways in which such motivations of learners are mediated in English for Academic purposes classrooms at tertiary level is important to explain differences in academic achievement between ESL learners at the undergraduate university level. Although language-learning strategies have been extensively researched, empirical data concerning the predictive validity of individual-strategy type categories in tertiary educational settings are still scarce. The current study explores the association between cognitive language learning strategy and compensation language learning strategy, and English achievement of undergraduate students as well. Quantitative, cross-sectional correlational design was used and data were from 87 undergraduate ESL learners through an adapted version of the Strategy Inventory for Language Learning, with academic achievement being reflected by their institutional English subject marks. Associations and predictive patterns were analyzed using Pearson correlation/ regression analyses. Results suggest that practising-related cognitive strategies, and intelligent guess as a compensatory strategy are significantly positively related to academic performance, not other STRATEGY components. Demographic factors have only marginal explanatory power as compared with strategic language use. The results indicate selective and context-dependent nature of language learning strategies, and the efficacy of targeted strategic involvement in contributing to academic performance on English. The findings provide context-specific insight to LLS (Language Learning Strategy) research and have implications for strategy-conscious pedagogy in undergraduate ESL.
Copyright (c) 2026 Joby Cyriac (Author) https://creativecommons.org/licenses/by/4.0
The forthcoming issue of the International Journal of Education and Pedagogy (IJEP) brings together a diverse set of scholarly contributions that collectively explore the foundational elements influencing student learning, equity, and holistic development. Drawing upon empirical investigations, large-scale datasets, and mixed-methods approaches, the articles in this issue address critical dimensions of contemporary education ranging from teacher quality to ethical reasoning.
Philosophy Education and the Development of Ethical Reasoning: An Empirical Investigation of Pedagogical Approaches and Moral Judgment
This mixed methods study investigates the impact of philosophy education on the development of ethical reasoning abilities among secondary and undergraduate students. The research examined 1,672 students across 32 educational institutions, comparing students enrolled in philosophy and ethics courses with matched comparison groups over two academic years. Ethical reasoning was assessed using multiple measures including the Defining Issues Test, scenario-based moral judgment tasks, and qualitative analysis of written ethical arguments. The study evaluated different pedagogical approaches including Socratic dialogue, case-based reasoning, and philosophical text analysis, examining which methods most effectively promoted ethical reasoning development. Findings reveal that philosophy instruction significantly enhanced ethical reasoning compared to comparison groups, with effect sizes of 0.51 standard deviations on principled moral reasoning measures. Socratic dialogue and collaborative ethical deliberation emerged as particularly effective pedagogical approaches. The research identifies intellectual humility, perspective-taking capacity, and argument analysis skills as key competencies mediating philosophy education's effects on ethical reasoning. Results demonstrate that gains in ethical reasoning transferred to novel moral scenarios and real-world ethical decision-making contexts. The study contributes to understanding how philosophy education cultivates ethical reasoning and offers implications for curriculum design in ethics education across educational levels.
Technology Integration and Student Learning Outcomes in K-12 Education
The rapid integration of digital technologies into K-12 classrooms has fundamentally altered how teaching and learning occur in contemporary educational settings. This study employs a secondary data analysis framework to examine the relationship between technology integration and student learning outcomes across primary and secondary school levels. Drawing upon peer-reviewed databases, national educational surveys, Programme for International Student Assessment (PISA) datasets, and reports published by the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Organisation for Economic Co-operation and Development (OECD), and the National Center for Education Statistics (NCES), the present research synthesizes empirical evidence spanning from 2015 to 2024. The findings reveal that structured, pedagogically guided technology integration correlates with statistically significant gains in student achievement in literacy, mathematics, and science. However, equity-related disparities — particularly the digital divide — moderate these outcomes considerably across socioeconomic and geographic lines. The paper concludes by offering evidence-based recommendations for policymakers, school administrators, and curriculum designers committed to harnessing technology equitably and effectively to improve student outcomes on a global scale.
School Climate, Social-Emotional Learning, and Student Academic Achievement and Well-Being in K-12 Education
School climate and social-emotional learning (SEL) have garnered increasing attention from educational researchers and policymakers as fundamental determinants of student academic achievement, psychological well-being, and long-term life outcomes. Despite this growing recognition, the empirical evidence base linking school climate and SEL to measurable academic and developmental outcomes has not been comprehensively synthesized within a unified secondary data analysis framework. This study employs secondary data analysis to systematically examine how school climate dimensions — including safety, academic support, peer relationships, and institutional belonging — and structured SEL programs influence student academic performance, behavioral outcomes, mental health, and educational attainment across the K-12 spectrum. Drawing upon data from the School Survey on Crime and Safety (SSOCS), the National Survey of Children's Health (NSCH), the Centers for Disease Control and Prevention's Youth Risk Behavior Surveillance System (YRBSS), Collaborative for Academic, Social, and Emotional Learning (CASEL) program evaluations, PISA 2018, and peer-reviewed meta-analyses and longitudinal studies published between 2010 and 2024, this analysis synthesizes findings across primary and secondary school contexts in the United States and internationally. The findings demonstrate that positive school climate is significantly associated with higher academic achievement, reduced absenteeism, and lower rates of bullying and behavioral incidents, while implementation of evidence-based SEL programs yields an average effect size of 0.57 on academic achievement alongside substantial improvements in social-emotional competencies and reductions in behavioral problems. The study identifies equity and implementation fidelity as critical moderating factors and concludes with targeted recommendations for building schools that simultaneously develop children's cognitive and social-emotional capacities.
Parental Involvement and Student Academic Achievement in K-12 Education
Parental involvement has long been regarded as one of the most influential non-school factors shaping children's academic trajectories. This study employs a secondary data analysis methodology to examine the nature, dimensions, and magnitude of the relationship between parental involvement and student academic achievement across K-12 education. Drawing upon large-scale longitudinal datasets and reports from the National Center for Education Statistics (NCES), the National Assessment of Educational Progress (NAEP), the Programme for International Student Assessment (PISA), the Early Childhood Longitudinal Study (ECLS), and an extensive corpus of peer-reviewed meta-analyses and systematic reviews published between 2010 and 2024, this article synthesizes empirical evidence across diverse national, socioeconomic, racial, and cultural contexts. The findings demonstrate that parental involvement encompassing home-based practices such as academic support and literacy activities, school-based engagement such as attendance at events and communication with teachers, and cognitive stimulation through parent-child discourse is positively and significantly associated with student achievement in literacy, mathematics, and science, as well as with broader educational outcomes including school attendance, academic motivation, and secondary school completion. The strength and form of this relationship is shown to vary systematically by the type of involvement, child age and grade level, family socioeconomic status, and cultural context. The study concludes with evidence-based recommendations for schools, policymakers, and community organizations committed to fostering equitable and culturally responsive parental engagement as a lever for improving student outcomes.
Early Childhood Education and Long-Term Academic and Socioeconomic Outcomes
Early childhood education (ECE) has long been recognized as a foundational investment in human capital, with substantial evidence suggesting that high-quality programs during the first eight years of life generate long-lasting benefits across cognitive, social-emotional, and economic dimensions. This study employs a secondary data analysis methodology to systematically examine the relationship between participation in early childhood education programs and long-term academic achievement, educational attainment, and socioeconomic outcomes. Drawing on longitudinal datasets and reports from authoritative sources including the National Institute for Early Education Research (NIEER), the OECD, the World Bank, UNESCO, the Perry Preschool Project, the Abecedarian Project, the Head Start Impact Study, and numerous peer-reviewed meta-analyses, this article synthesizes evidence spanning six decades of research. Findings indicate that participation in high-quality ECE programs is robustly associated with improved school readiness, higher rates of high school completion and tertiary enrollment, lower rates of grade retention and special education placement, and greater adult earnings. The quality differential — distinguishing high-quality ECE from custodial or low-quality care arrangements — is identified as the critical moderating variable determining the magnitude and durability of these outcomes. The study concludes by offering recommendations for expanding access to high-quality ECE, particularly for children from disadvantaged backgrounds, as a high-return public investment in educational equity and economic development.
Inclusive Education, Students with Disabilities, and Academic and Social Outcomes in K-12 Education
Inclusive education the practice of educating students with disabilities alongside their non-disabled peers in general education settings with appropriate supports and services represents one of the most significant and contested paradigmshifts in modern educational policy. Since the enactment of landmark legislation including the Individuals with Disabilities Education Act (IDEA) in the United States and the adoption of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) internationally, inclusive education has been progressively embedded as both a legal mandate and a moral imperative in educational systems worldwide. Despite this broad policy consensus, the empirical evidence base regarding the academic, social, and long-term outcomes of inclusive education for students with disabilities and for their non-disabled peers remains complex, contested, and incompletely synthesized. This study employs secondary data analysis to systematically examine the relationship between inclusive educational placement and academic achievement, social outcomes, post-secondary transition, and quality of life for students with disabilities across K-12 grade levels. Drawing upon data from the Office of Special Education Programs (OSEP) Annual Reports to Congress, the National Longitudinal Transition Study-2 (NLTS-2) and NLTS-2012, the National Center for Education Statistics Digest of Education Statistics, the UNESCO Global Education Monitoring Reports, the OECD Education at a Glance series, and peer-reviewed meta-analyses and systematic reviews published between 2010 and 2024, this article synthesizes evidence across disability categories, grade levels, and national contexts. The findings indicate that well-implemented inclusive education is significantly associated with improved academic achievement, social skill development, and post-secondary outcomes for students with disabilities, while generating neutral to moderately positive effects for non-disabled peers. The quality and intensity of support services, teacher preparation for inclusive instruction, and the degree of genuine curricular access rather than mere physical co-location emerge as the critical determinants of inclusive education outcomes. Persistent equity concerns regarding disproportionate identification and placement of minority students in restrictive settings are examined, and evidence-based recommendations are offered for policymakers, special educators, general educators, and school administrators committed to realizing the transformative potential of genuinely inclusive schooling.
Inclusive Education Practices for Diverse Learners: Examining Teacher Competencies, Classroom Strategies, and Academic Outcomes
This mixed methods study investigates inclusive education practices across diverse educational settings, examining teacher competencies, classroom strategies, and academic outcomes for students with varying learning needs. The research was conducted across 42 schools encompassing elementary, middle, and secondary levels, involving 312 teachers and 4,850 students including those with identified disabilities, English language learners, and students from diverse cultural backgrounds. Quantitative data from classroom observations, teacher self-efficacy surveys, and student achievement measures were complemented by qualitative data from teacher interviews and focus groups. Findings reveal that successful inclusive practices depend upon teachers' self-efficacy beliefs, knowledge of differentiated instruction, and collaborative support systems. Schools demonstrating high-quality inclusive practices showed significantly better outcomes for students with disabilities and no negative effects on peers without identified needs. The study identifies critical barriers to inclusion including inadequate preparation, insufficient support personnel, and restrictive curriculum mandates. Implications for teacher preparation, school organization, and policy development are discussed.
The Impact of Technology Integration on Student Learning Outcomes in Contemporary Educational Settings
This study investigates the multifaceted impact of technology integration on student learning outcomes across primary and secondary educational settings. Employing a mixed methods research design, data were collected from 842 students and 156 teachers across twelve schools in diverse socioeconomic contexts. The research utilized standardized assessment scores, classroom observations, student surveys, and semi-structured interviews to examine the relationship between technology use and academic achievement. Findings reveal a statistically significant positive correlation between structured technology integration and improved learning outcomes, particularly in mathematics and science disciplines. However, the study also identifies critical mediating factors including teacher digital competency, infrastructure reliability, and pedagogical alignment that substantially influence the effectiveness of technology-enhanced instruction. The results contribute to the growing body of literature on educational technology and offer practical implications for policy makers, administrators, and practitioners seeking to optimize digital learning environments.
Teacher Professional Development and Its Impact on Educational Quality: A Longitudinal Analysis of Practice Transformation and Student Outcomes
This longitudinal study examines the relationship between teacher professional development programs and educational quality, investigating both teacher practice transformation and student learning outcomes over a four-year period. The research tracked 238 teachers across 34 schools participating in a comprehensive professional development initiative emphasizing content knowledge deepening, pedagogical skill development, and collaborative learning structures. Using a quasi-experimental design with propensity score matching, the study compared participating teachers and their students with comparison groups receiving traditional professional development. Data sources included classroom observations using validated protocols, teacher surveys and interviews, and student achievement measures. Results indicate that sustained, content-focused professional development produces significant improvements in instructional quality, with participating teachers demonstrating enhanced content knowledge, more sophisticated questioning practices, and increased use of formative assessment strategies. Student achievement analyses revealed statistically significant gains in schools with high professional development implementation fidelity compared to comparison schools. The study identifies key program features associated with effectiveness and discusses implications for professional development design and educational policy.
Constructivist Pedagogical Approaches in Contemporary Classroom Settings: A Qualitative Investigation of Teacher Practices and Student Experiences
This qualitative study examines the implementation of constructivist pedagogical approaches in contemporary classroom settings, focusing on teacher practices and student learning experiences. Through ethnographic observation and in-depth interviews conducted across six secondary schools over an eighteen-month period, the research explores how teachers translate constructivist principles into daily instructional practice and how students experience and respond to these learning environments. Findings reveal substantial variation in constructivist implementation, ranging from surface-level adoption of specific techniques to deep pedagogical transformation characterized by student-centered inquiry and collaborative knowledge construction. The study identifies key enablers of successful constructivist practice including teacher beliefs, professional collaboration, administrative support, and curriculum flexibility. Student data indicate that well-implemented constructivist approaches enhance engagement, critical thinking, and transfer of learning, though students also report initial adjustment challenges when transitioning from traditional instruction. The research contributes practical insights for educators seeking to implement constructivist pedagogy and identifies areas requiring further investigation.
Formative Assessment Strategies and Their Role in Enhancing Student Achievement: A Systematic Investigation of Classroom Practices and Learning Outcomes
This systematic research investigation examines the implementation and impact of formative assessment strategies on student achievement across elementary and secondary educational contexts. The study employed a cluster randomized controlled trial design involving 56 schools randomly assigned to treatment or control conditions, with 423 teachers and 8,764 students participating over two academic years. Treatment schools implemented a comprehensive formative assessment professional development program emphasizing learning intentions, success criteria, questioning techniques, feedback practices, and student self-assessment. Data collection included classroom observations, student achievement assessments, teacher surveys, and student perception measures. Results demonstrate that systematic implementation of formative assessment practices produced statistically significant improvements in student achievement with an overall effect size of 0.40 standard deviations. The largest effects were observed in classrooms where teachers consistently shared learning intentions, provided actionable feedback, and engaged students in self-assessment processes. The study identifies implementation challenges and professional development features associated with effective adoption of formative assessment practices. Findings have important implications for classroom practice, teacher professional development, and educational assessment policy.
The International Journal of Education and Pedagogy is pleased to present its latest issue, bringing together a collection of research that reflects the rapidly evolving landscape of teaching, learning, and educational innovation. The articles in this volume explore how modern pedagogy is reshaped by neuroscience, technology, emotional development, and new learning models revealing the complexity and promise of contemporary education systems.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Technology-Enhanced Learning in Medical Education: Latest Developments
The integration of technology-enhanced learning (TEL) in medical education has undergone substantial transformation, driven by advances in digital infrastructure, pedagogical innovation, and evolving healthcare demands. This paper examines latest developments in TEL within medical education, analyzing emerging technologies, pedagogical frameworks, implementation strategies, and educational outcomes. Through comprehensive review of current literature, this analysis identifies key trends including virtual reality simulation, artificial intelligence-powered adaptive learning, mobile health applications, and collaborative digital platforms. The research question guiding this investigation is: What are the most significant recent developments in technology-enhanced learning for medical education, and how do these innovations impact learning outcomes, clinical competency development, and pedagogical practice? Employing a theoretical framework synthesizing constructivist learning theory with technology acceptance models, this paper critically evaluates the effectiveness, challenges, and future trajectories of TEL in medical education. Findings suggest that while TEL demonstrates significant potential for enhancing medical education through personalized learning experiences, improved accessibility, and realistic clinical simulation, successful implementation requires careful consideration of pedagogical design, technological infrastructure, faculty development, and assessment strategies. The implications extend beyond immediate educational outcomes to encompass broader transformations in clinical training paradigms, competency-based education, and preparation of healthcare professionals for technology-intensive practice environments.
The Emotional Intelligence Curriculum: Measuring SEL's Impact on Academic Achievement and Life Outcomes
Social-emotional learning (SEL) has emerged as a critical educational intervention designed to develop students' emotional intelligence, interpersonal skills, and psychological well-being. This paper examines the empirical evidence linking SEL programs to academic achievement and long-term life outcomes through a comprehensive analysis of meta-analytic studies, longitudinal research, and randomized controlled trials. Using a mixed-methods approach, this review synthesizes quantitative data on academic performance metrics and qualitative insights into mechanisms of impact. Findings indicate that well-implemented SEL interventions produce statistically significant improvements in academic achievement (effect size d = 0.27-0.33), alongside enhanced social competencies, reduced behavioral problems, and improved mental health outcomes. Longitudinal studies reveal persistent benefits extending into adulthood, including higher educational attainment, employment rates, and reduced criminal justice involvement. However, implementation fidelity, cultural adaptation, and systemic support structures critically moderate these effects. This paper argues that SEL represents not merely a supplementary educational program but a foundational framework for developing the competencies necessary for academic success and adaptive functioning across the lifespan. Implications for educational policy, teacher training, and future research directions are discussed.
Mastery Reimagined: Competency-Based Frameworks That Transform Student Agency and Outcomes
Competency-based education (CBE) represents a paradigmatic shift from traditional time-based learning models to mastery-oriented frameworks that prioritize demonstrated proficiency over seat time. This theoretical paper examines how CBE frameworks transform student agency and learning outcomes through personalized pacing, transparent learning progressions, and mastery-oriented assessment systems. Drawing from constructivist learning theory, self-determination theory, and contemporary educational research, this analysis explores the theoretical mechanisms through which competency-based approaches enhance learner autonomy, metacognitive development, and achievement. The paper critically evaluates empirical evidence regarding CBE implementation across K-12 and higher education contexts, identifying conditions under which these frameworks optimize student engagement and performance. Key findings suggest that effective CBE systems integrate clear competency articulation, formative assessment practices, flexible learning pathways, and robust support structures. However, implementation challenges including technological infrastructure requirements, faculty development needs, and equity considerations complicate widespread adoption. This paper argues that when thoughtfully designed and systematically implemented, competency-based frameworks offer transformative potential for developing self-directed learners capable of demonstrating authentic mastery while addressing persistent achievement gaps in traditional educational systems.
Trauma-Informed Teaching in the Digital Age: Building Resilient Learning Communities
The integration of trauma-informed pedagogical approaches within digital learning environments represents a critical intersection of educational psychology, technology, and social justice. This theoretical analysis examines how trauma-informed teaching practices can be effectively implemented in digital educational contexts to foster resilient learning communities. Drawing from neuroscientific research on trauma's impact on learning, attachment theory, and digital pedagogy literature, this paper argues that digital platforms, when thoughtfully designed and implemented, can enhance rather than hinder trauma-informed educational practices. The analysis reveals that successful trauma-informed digital teaching requires careful attention to safety, trustworthiness, collaboration, choice, and cultural humility within technological frameworks. Key findings suggest that digital environments can provide unique opportunities for creating safe spaces, offering multiple pathways for engagement, and supporting individualized learning approaches that are essential for trauma-affected learners. However, implementation challenges include digital equity concerns, the need for educator training, and the importance of maintaining human connection within digital spaces. The paper concludes with implications for educational policy, teacher preparation programs, and future research directions in trauma-informed digital pedagogy.
The International Journal of Education and Pedagogy (IJEP) proudly present its latest issue, which encapsulates the evolving intersections between technology, neuroscience, and pedagogy in contemporary education. The selected articles collectively underscore a paradigm shift from traditional instruction toward evidence-based, technology-empowered, and learner-centered approaches that redefine how knowledge is constructed, delivered, and experienced.
Teacher Quality, Professional Development, and Student Academic Achievement in K-12 Education
Teacher quality is widely regarded as the most powerful school-based determinant of student academic achievement, yet robust empirical measurement of teacher effectiveness and its relationship to student outcomes remains a complex and contested undertaking. This study employs secondary data analysis to examine the multidimensional construct of teacher quality encompassing subject matter knowledge, pedagogical skill, instructional effectiveness, professional experience, and ongoing professional development and its documented impact on student academic achievement across K-12 grade levels. Drawing upon large-scale national and international datasets including the National Center for Education Statistics' Schools and Staffing Survey (SASS) and its successor the National Teacher and Principal Survey (NTPS), the Teaching and Learning International Survey (TALIS) 2018, the Programme for International Student Assessment (PISA) 2018, the Measures of Effective Teaching (MET) longitudinal database, value-added modeling studies, and peer-reviewed meta-analyses and systematic reviews published between 2010 and 2024, this article synthesizes evidence regarding the differential effects of teacher quality dimensions on student learning. The findings confirm that teacher effectiveness as measured by value-added contributions to student learning growth varies substantially across teachers and that being assigned to a high-effectiveness teacher versus a low-effectiveness teacher represents a difference of approximately one full academic year of learning over a single school year. Subject matter knowledge, instructional practice quality, and participation in high-quality, sustained professional development emerge as the most consistently significant predictors of teacher effectiveness. Critical equity concerns are identified in the systematic maldistribution of effective teachers, with students from low-income and minority backgrounds disproportionately assigned to less experienced and less effective teachers. The study concludes with evidence-based recommendations for teacher recruitment, preparation, evaluation, professional development, and retention policies designed to raise the overall quality of teaching while addressing its inequitable distribution.
Microlearning Moments: The Science of Knowledge Retention in Bite-Sized Educational Experiences
This paper examines the scientific foundations of microlearning and its effectiveness in promoting knowledge retention through bite-sized educational experiences. Drawing from cognitive psychology, educational neuroscience, and contemporary learning analytics research, this study synthesizes current evidence on how brief, focused learning interventions impact memory consolidation and skill acquisition. The analysis reveals that microlearning leverages fundamental cognitive principles including the spacing effect, cognitive load theory, and retrieval practice to enhance learning outcomes. Through systematic review of empirical studies and meta-analyses, this research demonstrates that microlearning interventions of 5-15 minutes duration can significantly improve retention rates compared to traditional extended learning sessions. The findings suggest that optimal microlearning design incorporates spaced repetition, active recall, and multimedia principles while addressing individual learner preferences and contextual factors. Implications for educational practice include the integration of microlearning modules in formal curricula, professional development programs, and just-in-time learning applications. Future research directions encompass personalized microlearning algorithms, neurological correlates of micro-session learning, and long-term retention studies across diverse populations.
Seamless Learning Ecosystems: Integrating Mobile Technology across Formal and Informal Learning Spaces
The proliferation of mobile technologies has fundamentally transformed educational landscapes, creating unprecedented opportunities for learning that transcends traditional boundaries between formal and informal educational spaces. This paper examines how mobile technology can be strategically integrated to create seamless learning ecosystems that bridge classroom instruction with authentic, real-world learning experiences. Through a theoretical framework grounded in constructivist learning theory, connectivism, and contextual learning principles, this analysis explores the pedagogical affordances of mobile technologies in facilitating continuous, contextually-relevant learning experiences. The paper argues that effective integration requires careful consideration of technological infrastructure, pedagogical design, learner agency, and institutional support structures. Key findings suggest that seamless learning ecosystems can enhance learner engagement, promote authentic learning experiences, and support personalized learning pathways when implemented with appropriate theoretical grounding and practical considerations. The implications for educational practice include the need for redesigned curricula, transformed teacher roles, and institutional policies that support flexible learning arrangements. This research contributes to educational technology discourse by providing a comprehensive framework for understanding and implementing mobile-mediated seamless learning environments.
Neuroplasticity-Informed Teaching: Mapping Cognitive Development to Instructional Design
This paper examines the integration of neuroplasticity research into instructional design frameworks to optimize cognitive development and learning outcomes. Through systematic analysis of neuroscientific findings and educational theory, this study proposes a comprehensive model for neuroplasticity-informed teaching that bridges brain science and pedagogical practice. The theoretical framework synthesizes critical periods research, synaptic plasticity mechanisms, and cognitive load theory to establish evidence-based principles for instructional design. Analysis reveals that effective integration requires understanding timing-dependent plasticity, environmental enrichment factors, and individual variability in neural adaptation. The proposed model demonstrates how neuroplasticity principles can inform scaffolding strategies, multimodal instruction, and assessment design. Critical evaluation identifies both promising applications and methodological limitations in translating neuroscientific findings to classroom practice. Implications suggest that neuroplasticity-informed approaches can enhance learning efficiency, support diverse learners, and provide objective measures for instructional effectiveness. This synthesis contributes to the emerging field of educational neuroscience by providing a systematic framework for evidence-based instructional design grounded in brain science.
Design Thinking in Education: Student-Created Solutions to Real-World Problems
This paper examines the integration of design thinking methodologies in educational contexts, specifically focusing on how students create innovative solutions to real-world problems through structured design processes. The research question investigates: How does the implementation of design thinking frameworks in educational settings enhance student problem-solving capabilities and foster innovative solutions to authentic real-world challenges? Through a comprehensive literature review and theoretical analysis, this study explores the pedagogical foundations of design thinking in education, examines successful implementation models, and evaluates the impact on student learning outcomes. The analysis reveals that design thinking pedagogy significantly enhances students' creative problem-solving abilities, promotes empathy and user-centered thinking, and develops critical 21st-century skills including collaboration, critical thinking, and adaptability. The paper argues that design thinking represents a transformative pedagogical approach that bridges the gap between theoretical knowledge and practical application, enabling students to become active agents of change in addressing societal challenges. Implications for educational practice include the need for comprehensive teacher training, institutional support for interdisciplinary collaboration, and the development of assessment frameworks that capture the multifaceted nature of design thinking outcomes.
Beyond Algorithms: How AI-Driven Formative Assessment Transforms Teacher-Student Relationships
The integration of artificial intelligence (AI) in formative assessment represents a paradigmatic shift in educational practice that extends far beyond computational efficiency. This paper examines how AI-driven formative assessment systems fundamentally transform the relational dynamics between teachers and students, moving from traditional evaluative hierarchies toward collaborative, data-informed partnerships. Through theoretical analysis of emerging pedagogical frameworks and examination of empirical evidence, this study argues that AI-mediated assessment facilitates three primary relational transformations: The democratization of feedback through real-time, personalized responses The evolution of teachers from assessors to learning facilitators and interpreters of algorithmic insights The empowerment of students as active partners in their learning trajectory through enhanced metacognitive awareness. The findings suggest that while AI algorithms provide the technical infrastructure for continuous assessment, the transformative potential lies in how these systems reshape the fundamental social contract of classroom relationships, fostering more equitable, responsive, and collaborative learning environments. Implications for teacher preparation, professional development, and educational policy are discussed.
The Impact of AI-Assisted Personalized Learning on Student Achievement Gaps
This paper examines the potential of artificial intelligence (AI)-assisted personalized learning systems to address persistent achievement gaps in education. Drawing on recent empirical studies and theoretical frameworks from educational technology and learning sciences, we investigate how AI-driven adaptive learning platforms can provide differentiated instruction that responds to individual student needs. The analysis reveals that while AI-assisted personalized learning demonstrates promising outcomes in improving academic performance across diverse student populations, its effectiveness depends significantly on implementation factors, including teacher training, technological infrastructure, and culturally responsive design. Results indicate that under optimal conditions, these systems can reduce achievement gaps by providing targeted support for traditionally underserved students, though they may introduce new forms of inequity when implemented without attention to existing structural disparities. This research contributes to understanding how educational technology can be leveraged to create more equitable learning environments while highlighting the importance of human oversight and context-sensitive implementation.
Copyright (c) 2025 Jaina Paul, R. Jeyanthi (Author) https://creativecommons.org/licenses/by/4.0
We are pleased to present the second issue of the International Journal of Education and Pedagogy (IJEP), a collection that reflects the dynamic and evolving landscape of global educational research and practice. This issue brings together a diverse set of scholarly contributions that engage deeply with the pressing challenges and innovative strategies shaping contemporary education
The Neuroscience of Adolescent Learning: Implications for Secondary Education Pedagogy
This paper examines the neurobiological underpinnings of adolescent cognitive development and their implications for secondary education pedagogy. Recent advances in neuroimaging and cognitive neuroscience have revealed significant structural and functional brain changes during adolescence, particularly in the prefrontal cortex and limbic system. This research investigates how these neurodevelopmental processes influence learning capabilities, risk-taking behaviors, and emotional regulation in adolescents aged 12-18. Employing an interdisciplinary methodological framework that synthesizes findings from developmental neuroscience, educational psychology, and classroom-based research, this study identifies specific pedagogical approaches that align with adolescent neurological development. Results indicate that teaching strategies incorporating social interaction, emotional engagement, metacognitive skill development, and appropriately calibrated challenge are neurobiologically optimal for adolescent learners. The paper concludes with recommendations for evidence-based teaching practices that capitalize on the unique neuroplasticity of the adolescent brain while accommodating its developmental vulnerabilities, thereby enhancing educational outcomes in secondary school settings.
Evidence-Based Approaches to Teaching Critical Media Literacy in the Age of Misinformation
This paper examines evidence-based pedagogical approaches for developing critical media literacy skills in contemporary educational contexts characterized by pervasive misinformation. Through a systematic review of theoretical frameworks and empirical studies, this research addresses the question: How can evidence-based pedagogical approaches effectively develop critical media literacy skills among students in the current misinformation landscape? The analysis reveals four primary evidence-based approaches that demonstrate efficacy: (1) cognitive inoculation techniques, (2) guided inquiry and problem-based learning, (3) multimodal production-centered pedagogies, and (4) scaffolded social media analysis frameworks. These approaches collectively foster students' abilities to identify, evaluate, and respond to misinformation while promoting authentic content creation. The paper concludes that effective critical media literacy education requires interconnected competencies development, authentic learning experiences, and adaptable frameworks that respond to evolving media landscapes. Implications for educational policy, teacher preparation, and curriculum development are discussed, highlighting the need for sustained, integrated approaches rather than isolated interventions.