Keyword: pedagogy

ABSTRACT: The rapid integration of artificial intelligence (AI) into higher education is reshaping how future educators are prepared for multilingual, multicultural, and ethically complex environments. This study employed a mixed-methods sequential explanatory design to investigate how educators and students in Luxembourg and Ukraine perceive and adopt AI in teacher preparation. In Luxembourg, AI was largely framed as a tool to extend inclusive, multilingual practices and institutional innovation, whereas in Ukraine, it was often adopted out of necessity under conditions of crisis and infrastructural disruption. Quantitative analyses demonstrated that perceived benefits of AI were positively correlated with readiness for instructional integration (r = 0.61, p < .001), while ethical concerns were negatively correlated with willingness to adopt AI (r = –0.45, p < .001). No significant group differences were observed in overall reported levels of ethical concern (t(140) = 1.25, p = .21), though qualitative findings revealed striking contrasts in the nature of these concerns. Luxembourgish participants expressed preventative concerns about quality and pedagogy, while Ukrainian participants described immediate ethical dilemmas shaped by wartime conditions, including studying in bomb shelters and balancing personal safety with academic integrity. Findings highlight that while AI can enhance instructional innovation, it simultaneously amplifies inequalities through language bias and access gaps. The study contributes by linking empirical insights to instructional design frameworks (ADDIE, TPACK) and multicultural education theory, offering concrete guidance for teacher preparation in both stable and crisis-affected contexts.

ABSTRACT: “Filmic pedagogies” describes the increasing use of film, media, and cultural products for teaching, learning, and assessment across a diverse range of academic undergraduate programs. Focusing on a UK-based undergraduate Education Studies degree program, this article considers film reviews as a way to explore issues around youth. Based on focus group interviews with 24 final-year undergraduates, the article considers students’ experiences and perceptions of the process of engaging with films in learning, teaching, and assessment. Offering insights into how film reviews motivate students’ engagement in assignments, this article considers students’ perceptions of the contribution that film reviews can make to graduate outcomes and key labor market skills, expanding professional knowledge bases and developing critical media literacy. In doing so, the article discusses the value and challenges of designing learning, teaching, and assessment techniques that are relevant and relatable to students and offer autonomy and choice, across a range of cultures and countries.

ABSTRACT: This study investigates the impact of imaginative pedagogy on the cognitive and perceptual abilities of elementary school students aged 7–8, using a case comparison approach. Focusing on a Waldorf school as a case for imaginative education and a mainstream Greek school, the research examines abilities including Spatial, Linguistic, Kinesthetic, Naturalistic, Mathematical, and Musical. The study utilized a mixed method consisting of playful assessment activities and classroom observations to evaluate these abilities comprehensively. The findings reveal that students in the Waldorf school demonstrate significant advantages in the Spatial, Linguistic, Kinesthetic, and Naturalistic areas, attributed to the school’s imaginative teaching methods. More specifically, imaginative pedagogy is shown to resonate well with competences related to physical activities, language processing, understanding of the natural world, and visual-spatial reasoning. In contrast, there are no significant differences in Math-Logic and Musical abilities between the two school types, despite the traditional emphasis on language and mathematics in mainstream Greek schools. The study highlights the potential benefits of imaginative pedagogy for holistic cognitive development, suggesting its applicability in mainstream education.

ABSTRACT: Student evaluation of teaching surveys (SETS) is one of the most controversial tools used in higher education, globally. Recently the impact that SETS had on innovation in pedagogy has been raised as a potential problem. The teaching team experienced a gap between the SETS results generated for a final-year undergraduate class that utilized flipped learning as the innovation and an empirical research project using the same cohort of students that investigated the effectiveness of that pedagogy. Accordingly, from 2014, we established this crosssectional sequential study over seven semesters to understand how students used the SETS after experiencing this innovation. We conducted a thematic analysis on the 588 SETS results from a final-year undergraduate class studying at an Australian university and found resisting students used the SETS as a weapon with adoption of the innovation of the prime casualty. We recommend SETS be tailored for use where students experience innovation in pedagogy as the use of SETS by students may undermine the adoption of otherwise effective pedagogy and impact the willingness of faculty to pursue innovation in pedagogy.

ABSTRACT: This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification’s benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.