European Journal of Teaching and Education https://dpublication.com/journal/EJTE <p>The European Journal of Teaching and Education (EJTE) is an online open-access international journal, which publishes scholarly articles on a wide variety of topics within the field of education, including, but not limited to, education theory and practice, policy and administration, e-learning, child and family education, lifelong learning, and others. Each study published by EJTE undergoes a rigorous double-blind peer-review process.<br />The research studies published by EJTE serve the goal of facilitating and enhancing the public discussion on the topics that are essential to the future of teaching and education. The themes explored throughout the publication set the foundation of our global and national approach to education within the frameworks of academia, practices, policies, and research. As such, EJTE strives to present its readers with a rich selection of perspectives and topics by bringing together experts from a range of clinical and research disciplines, along with policymakers and private institutions in education.</p> Mokslinės Leidybos Deimantas (Diamond Scientific Publishing) en-US European Journal of Teaching and Education 2669-0667 Teacher Perceptions of Benefits and Constraints of Active Learning in the Primary School Context https://dpublication.com/journal/EJTE/article/view/1242 <p>While some teachers enthusiastically embrace active learning as an effective means of engaging students in the classroom, many still prefer to stick to traditional teaching methods. Many teachers are reluctant to introduce active learning techniques, mainly because they are concerned about their practicality, especially when students have limited prior knowledge of the subject. They believe that active learning requires a high level of commitment from teachers and students and that implementing these modern teaching methods is hindered by institutional constraints. This scenario is particularly evident in Kosovo, where implementing the necessary changes is a major challenge, even though the current curriculum based on competencies favors this, making the required changes presents a major problem. This study aimed to understand how teachers perceive the benefits and barriers of using active learning methods with primary school students. Overall, respondents tended to rate the benefits of active learning more favorably than its constraints. However, there are differences between respondents in terms of effectiveness and feasibility, which emphasizes the nuanced nature of active learning, where benefits are recognized alongside the challenges.</p> Syzane Merovci Biljana CVETKOVA DIMOV Copyright (c) 2024 Syzane Merovci, Biljana CVETKOVA DIMOV https://creativecommons.org/licenses/by/4.0 2024-08-26 2024-08-26 6 3 1 15 10.33422/ejte.v6i3.1242 Learning and Study Skills in Students at a Small Liberal Arts College https://dpublication.com/journal/EJTE/article/view/1256 <p>Despite a large body of literature on the various study skills that predict academic performance in college students, there is no consensus on which specific study skills contribute the most toward college success. Additionally, the emphasis in the literature is primarily on large public universities and specialized groups such as chiropractic, medical, pharmacy, and vocational students, with little to no research focused on small liberal arts institutions. Finally, studies in the field typically assess all students, and use a wide range of GPAs in examining differences between high- and low-performing students. It is important to see if differences in study strategies exist even when only a small subset of students are tested – many of whom are on probation for already low academic performances. The present study assessed ten different learning and study skills via the Learning and Study Skills Inventory (LASSI) in 41 students enrolled in a general studies class at a small liberal arts college. Academic achievement was assessed via cumulative GPA for each student. There were significant correlations between individual scores on the motivation subscale and GPA, and between utilizing academic resources and GPA. Both motivation and utilizing academic resources were found to also significantly predict GPA. Theoretical and practical implications of these findings are discussed, in the context of enhancing student success via early and proactive interventions.</p> Sangeeta Gupta Casey Chamberlin Copyright (c) 2024 Sangeeta Gupta, Casey Chamberlin https://creativecommons.org/licenses/by/4.0 2024-08-26 2024-08-26 6 3 16 29 10.33422/ejte.v6i3.1256 Analyzing the Effectiveness of Project-Based Learning and Information Literacy Instruction at a Liberal Arts College https://dpublication.com/journal/EJTE/article/view/1252 <p>Project-based learning engages students in the collaborative design of generating and seeking answers to questions. Students work independently and creatively, to plan, execute, and make necessary adjustments to produce high-quality work, while developing competent twenty-first-century skills. These skills include critical thinking, collaboration, creativity/innovation, and communication. This work presents a unique partnership between a physics faculty member, a librarian, and a physician in a project-based ultrasound course at a primarily undergraduate institution. Implementing project-based learning, students actively engaged with real-world and personally, meaningful problems. Information literacy skills, such as evaluating and synthesizing information, were also naturally incorporated throughout the completion of student projects. Students responded to general surveys, self-evaluations, peer evaluations, metacognitive surveys, reflections, and attitude tests to help instructors improve, calibrate, and assess the teaching method. Key findings indicate a 9% growth in students’ information literacy skills and increased engagement. Additionally, results suggest that students prefer project-based learning compared to traditional teaching. This article highlights the course approach, assessment tools, and student engagement and perception.</p> Arbin Thapaliya Jessica M Mahoney Gaston Dana Copyright (c) 2024 Arbin Thapaliya, Jessica M Mahoney, Gaston Dana https://creativecommons.org/licenses/by/4.0 2024-08-26 2024-08-26 6 3 30 56 10.33422/ejte.v6i3.1252 Power and Privilege: Mapping Imagined Communities in Japan’s English Medium International Schools https://dpublication.com/journal/EJTE/article/view/1265 <p>This paper explores the commodification of education and the reinforcement of hegemony through international English Medium schools in Japan, positioning them as gatekeepers to imagined communities of global elitism. Over the past decade, Japan has seen a surge in international schools, driven by the global dominance of the English language. The institutions, which were initially established for expatriate elites, now cater to affluent Japanese and Asian families. This paper examines the high costs, selective admissions, and marketing strategies of these schools to illustrate how they commercialize education, perpetuate class divisions, and uphold cultural dominance. The literature suggests that English Medium U.K. and US model international schools in Japan symbolize access to elite Western power structures, reinforcing social stratification and the marginalization of those within Japan unable to afford such education. This study employs theoretical frameworks of imagined communities, hegemony, and cultural capital to analyze the broader societal implications of these schools. A systematic review of relevant academic literature, complemented by a comparative analysis of tuition fees, was conducted to deepen the understanding of the relationship between education, power, and social identity in contemporary Japan. By doing so, it aims to foster a more inclusive and equitable educational environment.</p> Palmer Attias Copyright (c) 2024 Palmer Attias https://creativecommons.org/licenses/by/4.0 2024-08-26 2024-08-26 6 3 57 68 10.33422/ejte.v6i3.1265 Enhancing Self-Regulated Learning through Flipped Classroom and Gamification in Applied Computer for Business Courses https://dpublication.com/journal/EJTE/article/view/1295 <p>This study examined the impact of a flipped classroom with gamification on students' self-regulated learning (SRL) among students in the Applied Computer for Business course. Research questions addressed: (1) How does this approach affect students' SRL? (2) What are students' perceptions of this method? A mixed-methods approach was employed, using pre- and post-implementation questionnaires, open-ended questions, and interviews. Results indicated a significant increase in SRL across all dimensions, with the mean SRL score improving significantly (p &lt; 0.05). The content analysis results showed that 85% of students were satisfied with the instruction, and 78% believed the approach enhanced their learning management skills. The findings suggested that the success of the flipped classroom with gamification depends on providing adaptation support, ensuring internet access, selecting suitable content and activities, and addressing individual differences. Instructors are advised to offer clear explanations, precise gamification planning, and utilize online platforms for real-time updates to enhance the effectiveness of this approach.</p> Janejira Arsarkij Copyright (c) 2024 Janejira Arsarkij https://creativecommons.org/licenses/by/4.0 2024-08-26 2024-08-26 6 3 69 81 10.33422/ejte.v6i3.1295