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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.

The general goal of this paper is to help educators understand the importance of MOOC training to school teachers and their hypothetical value for predicting the use of teaching strategies in the face-to face-classroom teaching. With this purpose, the study is guided by two research questions: (1) Are there different patterns of preferences in teaching strategies among school teachers when they participate in MOOC training? (2) To what extent the attributes selected from the data set to visualize patterns are suitable for the formation of models?

Peer instruction (PI) and think-pair-share (TPS) strategies might bring positive outcome during classroom teaching. When introduced properly to school teachers, these strategies help students see reason beyond the answers by sharing with other students their response and thus learning from each other. This study aims to use educational data mining (EDM) techniques to visualize patterns and propose models based on the teaching strategies training to be used in face-to-face classroom teaching. The data set includes five attributes extracted from school teachers' Massive Open Online Courses (MOOC) training interaction data. All analysis and visualization were performed using Python, and the models were evaluated using fivefold cross-validation. The modeling performance of three different algorithms (decision tree, random forest and K-means) was tested on the data set. The results of model accuracy were presented as a confusion matrix. The experimental results indicate that the random forest (RF) algorithm outperforms decision tree (DT) and K-means algorithms with an accuracy of 96.4%.

This visualization information on the grouping of school teachers based on the teaching strategies serves as an essential reference for school teachers choosing between the two types of strategies within their face-to-face classroom settings. Teachers may use the finding obtained for an initial understanding of which strategies will fit well on their classroom teaching based on their subject majors. Moreover, the classification accuracy rates of DT and RF algorithms were the highest and considered highly significant to allow developing predictive models for similar EDM cases and provide a positive effect on the learning environment.

This visualization information on the grouping of school teachers based on the teaching strategies serves as an essential reference for school teachers choosing between the two types of strategies within their face-to-face classroom settings. Teachers may use the finding obtained for an initial understanding of which strategies will fit well on their classroom teaching based on their subject majors. Unlike predicting different patterns of preferences in teaching strategies among school teachers when they participate in MOOC training, using visualization was found much more comfortable, less complicated and more time-efficient for small data sets. Moreover, the classification accuracy rates of decision tree and random forest algorithms were the highest and considered highly significant to allow developing predictive models for similar educational data mining cases and provide a positive effect on the learning environment.

DT classifier in this study ranks first before model optimization, but second after model optimization in terms of accuracy. Therefore, the goodness of the indicators needs to be further studied to devise a reasonable intervention.

A different group of school teachers attending training on teaching strategies in a different online platform is required in future research to cross-validate these study findings.

The authors declare that this submission is their own work and to the best of their knowledge it contains no materials previously published or written by another person, or substantial proportions of material that have been accepted for the award of any other degree at any other educational institution.

This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines.

This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data.

The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) “jump-jump strategy”/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions.

The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching.

The results of this study can serve as a reference on how to support and strengthen MG instruction.

This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.

An investigation of how secondary history teacher education candidates implemented research-based instructional practices for instruction is described as a model of pre-service teacher preparation for social studies teachers. Cohorts of candidates participated in a five-year project while enrolled in a discipline-specific capstone senior methods course and subsequent student teaching experiences. Candidates were surveyed and interviewed concerning their use of, and feelings about, twelve instructional strategies developed with a focus on authentic history pedagogy. Surveys were administered three times: before the secondary social studies methods course, after the methods course, and after student teaching. A variation on the Concerns-Based Adoption Model was used to measure the levels of use and stages of concern of the candidates. Artifacts of practice, including lesson plans from a model unit plan and actual student teaching, also were analyzed to document use of the strategies. Results indicate an increasingly high level of implementation of and comfort with the strategies, as well as the developmental nature of the process. Implications and recommendations for pre-service activities in history teacher education are presented.

Management educators are criticized for not maximizing the use of students' work experiences in the classroom. This paper aims to demonstrate how knowledge gained from work experiences can be organized into a teaching taxonomy and transformed into teaching strategies. The exemplar of learning to think strategically is used to illustrate the process.

The paper reframes how teaching taxonomies can be developed and how teaching strategies that use work experiences can be created.

The paper finds that knowledge gained from work experiences and the associated learning methods that created that knowledge, can be matched to required domain knowledge to form a teaching taxonomy and to develop teaching strategies.

The paper presents a way to develop a teaching taxonomy that assists management educators in selecting teaching strategies that both use students' work experiences and are specific to the content to be learned.

The paper offers a new framework and process for using workplace experiences in classroom teaching.

Until relatively recently, science teaching was based on conveying theoretical concepts. Nevertheless, in the last few years we have gradually understood the importance of building mental models that represent scientific reality. Model-based science teaching has been used at a school level with satisfactory results. However, only a few studies have been published so far on science modelling in higher education.

The present thematic review analyses the concept of model in science and the works published in recent years on models in physics education.

Throughout these years, special importance has been given to the acquisition of student learning models. These models can either be introduced in the teaching process or acquired by students in their learning process using specific teaching tools. As a conclusion of this review, the authors say that although such strategies are increasingly used in the teaching of science at a school level, few works delve into the importance of acquiring models in higher education. More specifically, there are few research works published in the context of teaching physics in university courses.

This study review and analyses works published on this issue and aims to provide knowledge as a starting point for future research.

The aim of this scoping review was to identify key characteristics related to strategies and approaches for delivering sustainable training and professional development (PD) of graduate teaching assistants (GTAs), teaching assistants (TAs), and tutors. While the continuous, coherent and responsive programmes for such training and PD may address needs that are congruent with the needs of other sessional teachers, the literature has not focussed on GTA training and PD that support the longer-term retention of GTAs as sessional teachers.

In this scoping review, we devised a search strategy to identify literature relating to the key characteristics of strategies and approaches for delivering sustainable GTA training and professional development in higher education settings. We were guided by the frameworks for such reviews developed by Arksey and O’Malley (2005), Levac et al. (2010) and Westphaln et al. (2021). We used PRISMA guidelines to guide our reporting processes, and used thematic analysis practice (Braun and Clarke, 2022) as our analytical approach in order to identify and discuss the key themes.

We identified that strategies and approaches for delivering sustainable GTA training and PD frame GTAs as future academics and leaders in teaching; provide institutional support and investment in teaching; deliver departmental training; facilitate peer support; provide pedagogical training; implement training strategies; and support the teacher identity of GTAs.

These findings add to the body of research that explores how strategies and approaches for delivering sustainable GTA training and PD address and meet the needs common to all sessional teachers constrained by the precarity of the part-time faculty/academia. While our findings indicate such training and PD enhance the quality of teaching available to university students, this effect is dependent on institutional support and facilitation of peer and faculty networks.

This study aims to investigate the role of professors as gatekeepers for sustainable development competencies (SDC) in disciplinary study programs. It aims to understand which factors are crucial for professors to integrate SDC into their teaching, their basic understanding of SDC, the actual degree of SDC integration and how suitable they perceive student-centered teaching strategies for teaching SDC.

The results are based on the qualitative content analysis of interviews with 16 professors after they participated in a didactic training program focused on combining student-centered teaching strategies with SDC.

Psychological factors, like the attribution of responsibility, value orientations and cost-benefit considerations, are not the only reasons for integrating SDC into a course, as disciplinary requirements play their role. When teaching SDC, professors focus on systems-thinking, strategic and normative competencies. They consider student-centered teaching strategies especially suitable to teach systems-thinking and interpersonal competencies.

Promoting changes toward teaching SDC may best be done by supporting professors’ intrinsic motivations: by fulfilling the need for growth in teaching skills, activating values and creating an environment in which everybody feels responsible for teaching SDC.

Teaching SDC with student-centered teaching strategies is relevant even in study programs that show little relation to sustainability issues. professors are experts in their field, but not necessarily in the field of sustainability. Understanding how such professors might include sustainable development competency development in their syllabi can widen the influence of SDC on higher education.

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.