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The purpose of this study is to examine the adoption of the active learning and teaching methods by university lecturers, taking into account the contribution of certain important factors, including trust, empowerment, thinking styles and emotional intelligence. In addition, this study further reveals the diverse nature of university lecturers with regards to their tendencies to adopt active teaching methods using the segmentation technique of marketing.

A structured survey was implemented with university lecturers in Hanoi (Vietnam), obtaining a sample of 218 respondents from six universities. Descriptive analysis was carried out to identify the extent of the adoption of these methods. In addition, cluster analysis and analysis of variance were computed to extract and define the segments of university lecturers.

The findings show that the lecturers, on average, had a tendency to apply active teaching methods. However, the extent of the application of these methods differed among four clusters: “conservatives,” “liberals,” “junior conservatives” and “junior liberals.” In addition, it was found that the degree to which active methods were applied may have been affected by the lecturers' trust in and their empowerment of the students. The application of active methods may also have been influenced by various covert characteristics of the lecturers, including thinking styles (cognition-based) and emotional intelligence (affect-based). The lecturers' overt characteristics, such as age, education and experience, may also have affected their application of active methods, while biological sex seems not to have been a significant factor.

The results of this study expand the literature by explaining the diversity of university lecturers from the perspective of the active teaching and learning methods. They also provide implications for the management of education reform based on the varied implementation of the said methods that has already taken place.

Given today’s pressing societal challenges, business schools are increasingly expected to incorporate sustainability in their curricula. Yet, while research on corporate sustainability is on the rise, there is less innovation in teaching methods as most institutions rely on traditional methods to teach sustainability in the classroom. This paper aims to present the case-based debate as an appropriate teaching method for exposing students to the complexity of business sustainability issues.

The pedagogical background of the traditional case method and the debate method have been analyzed to provide an integrated understanding of the benefits of combining the two in the case-based debate. Building on the authors’ experiences from using case-based debates in the classroom, the paper describes what a case-debate is and how it can be implemented.

The paper offers a practical tool that can be used to teach sustainability in business schools and other educational institutions. Case-based debates can elicit active participation, support the development of students’ critical thinking skills and improve reflexivity by compelling students to seriously and actively engage with opposing viewpoints on a given issue.

This paper presents a hybrid approach for sustainability teaching that combines the benefits of the traditional case method with those of an in-class debate. The case-based debate method has received little attention in educational research and business sustainability teaching practice but can serve multiple teaching objectives relevant to sustainability teaching.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.

The study aims to investigate the effect of the dialogue embedded synectics model of teaching on the creative thinking of students.

The research design of the study was a nonequivalent control group design of quasi experimental research. This study collected data from 80 students in the seventh grade from two different government schools in Bathinda, Punjab, India, which were selected using a random method. The subjects of experimental group were taught by the investigator using the dialogue embedded synectics model of teaching and the subjects of control group were taught by their teacher using the traditional teaching method, i.e. the Herbartian method. The data collections were done using the creative thinking test developed by Baqer Mehdi (1995). The data analysis techniques used t-test.

Key finding indicates that the dialogue embedded synectics model of teaching is effective in enhancing the creative thinking of students as compared to the traditional method.

The present work is unique in terms of development of an innovative pedagogy, i.e. the dialogue embedded synectics model of teaching, which has the potential to encourage students' creative thinking, a key concern for society in the 21st century. Therefore, it is suggested to conduct similar type of studies on this innovative pedagogy and this model of teaching may be used by teachers for enhancing creative thinking of seventh class students.

Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking.

A descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design.

The literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users.

The article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking.

The global prominence of languages and Saudi Arabia’s Vision 2030, which supports the necessity of German proficiency for the nation’s socioeconomic evolution, necessitate a deeper understanding of German teaching in Saudi international schools. This study delves into the influence of various teaching strategies on students' German writing skills. The research particularly focuses on traditional and innovative methods and considers the factors that drive these teaching approaches.

Data were collected from 304 students in Riyadh, Saudi Arabia, through a questionnaire. The relationships between teaching strategies and students' German writing abilities were analyzed using regression techniques.

The results indicate that both traditional and innovative teaching strategies positively influence students' writing skills. The regression analysis shows that the independent variables (traditional teaching strategies, innovative teaching strategies and factors influencing teaching strategies) collectively account for 68.9% of the variation in students' German writing skills. Even though a variety of techniques influence students' academic performance, the study’s findings indicate that several strategies – such as self-evaluation, pair work, oral feedback, grammar instruction and translation – have a major impact on students' German writing abilities.

This research brings unique insights into the German teaching realm of Saudi international schools, emphasizing the harmony between Vision 2030 goals and effective teaching methodologies. It elucidates the considerable influence of both traditional and innovative strategies on student writing outcomes. For educators in Saudi Arabia’s international educational environment, the study’s findings underline the importance of adopting student-centric approaches in the writing process, ensuring students evolve as proficient writers. Additionally, the research underscores the significant role of variables affecting teaching strategies, spotlighting their pivotal role in shaping student outcomes.

This study investigated the effect of cooperative learning on the performance of female college students enrolled in “writing and research” courses at Prince Mohammad Bin Fahd University (Al Khobar, Saudi Arabia). Cooperative learning (CL) activities were employed in place of traditional lectures and group activities. Two populations were compared, one with the CL methodology and one with traditional methodology. The results were assessed by final exam scores, final course grades, the number of students passing, pre and post-tests and a self-report survey. We found that this sample of Arab college students performed at a higher level in the CL classes than in the traditional classes. Findings suggest that CL is an effective method for teaching Arab college students.

This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

This study aimed at providing a systematic review of the research conducted on the application of the eclectic approach in language teaching since 2016.

The articles have been selected from seven renowned databases (i.e. EBSCO, Online Library, Scopus, ScienceDirect, Sage Journal Online, Education Resources Information Center, and Web of Science). The number of total articles identified in the initial research was 432, out of this number, only 47 articles were selected for the review using predefined inclusion criteria. The selected articles have been analyzed and coded into different categories: research design, location, context, level of education, learning outcomes and pedagogical implications.

The review analysis showed the major trends and outcomes in the eclectic approach topic. It also provided useful information for stakeholders regarding the application of the eclectic approach in language teaching.

The study contributes to some unaddressed points identified in the selected articles, and it recommends some points to be considered in future research.

The purpose of this study is to explore Swedish police education teachers’ informal workplace learning and its perceived value for their professional development. Two categories of teachers, police teachers and university teachers, with different professional knowledge and experience, work together at the police education unit.

The method used was in-depth interviews with teachers working at a Swedish police education unit.

Informal workplace learning was perceived by both teacher groups to be of great value for gaining knowledge about the local practice and for their professional development. Their learning emerged in discussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, the teachers’ informal workplace learning was socially and practice-oriented and learning emerged in a collaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in the teachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the local practice to become a professional teacher in this kind of education. Fourthly, an educational structure where academic knowledge and experience can be integrated with police knowledge and experience constitutes an important basis for teachers’ professional development in police education and training.

The study’s focus on police education and the professional development of teachers in this specific practice contributes to increased knowledge of the social, practice-oriented and embodied nature of informal workplace learning.