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ArticleOpen AccessPublished: 28 September 2026

Bridging Student Expectations and Instructor Capacity: Leveraging General Artificial Intelligence to Enhance Quality Online Learning

Nicole L. Weber, Kristen Gay

Innovations in Pedagogy and Technology · 64-78 · 10.63385/ipt.v2i4.100771

This study centers student perspectives on quality digital, blended, and online learning through a secondary qualitative analysis of panel data originally collected by the Online Learning Consortium and Every Learner Everywhere. Drawing on transcripts from four student panels featuring twelve learners from diverse academic and i

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ArticleOpen AccessPublished: 8 September 2026

Flipping the Flipped Classroom—Student Preferences and Pedagogical Practice Towards Recuperating the Lecture-Based University Teaching Methodology

David Christopher

Innovations in Pedagogy and Technology · 22-36 · 10.63385/ipt.v2i4.100684

Under the pedagogical conditions of the ‘flipped classroom,’ personal mastery of the content material presented in a course is nearly irrelevant. Often, the ‘flipped classroom’ in its absolute form does not require any instructor to be expert in their subject area, but rather only in pedagogy. While the introduction of the flipp

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ArticleOpen AccessPublished: 20 August 2026

The Phenomenology of the Heart in Sukhomlinsky’s Pedagogy

Yulia Andreeva

Innovations in Pedagogy and Technology · 1-11 · 10.63385/ipt.v2i4.100733

The article is a theoretical study based on philosophical analysis, phenomenological description, and pedagogical reconstruction: 1) the ideas of moral education related to insightful contemplation; 2) the ideas of learning related to its hidden function of cognition, which transforms into an emotional understanding and experien

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ArticleOpen AccessPublished: 16 July 2026

Critique of the Subject Advisor’s Contribution to the Poor Academic Performance of Learners in Selected Schools of Alfred Nzo West District

Jeremia Lepheana

Innovations in Pedagogy and Technology · 111–122 · 10.63385/ipt.v2i3.101075

The topic of Subject Education Specialists (SESs) to assist subject teachers in the Alfred Nzo West District (Maluti Circuit Management Center and Matatiele Circuit Management Center) is a cause for concern. This study aimed to investigate and elucidate the disparity between policy directives for teacher support and their actual

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ArticleOpen AccessPublished: 2 March 2026

Enhancing Students’ Critical Thinking and Ecoliteracy through Geo-Outdoor Contextual Problem-Based Learning

Suwarno, Muh. Sholeh, Edi Kurniawan, Andi Irwan Benardi

Innovations in Pedagogy and Technology · 59–75 · 10.63385/ipt.v2i2.331

Geography is one of the most strategic subjects for fostering knowledge, values, and environmental behavior in senior high schools. One learning model that can be applied in geography instruction is the outdoor study or fieldwork approach, which can be further combined with problem-based learning (PBL). Problem-based learning is

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ArticleOpen AccessPublished: 24 February 2026

Reimagining Educator Preparation through Innovative Programming and Partnerships

Maria Peterson-Ahmad, Randa Keeley, Juan Araujo, Javier Flores

Innovations in Pedagogy and Technology · 39–58 · 10.63385/ipt.v2i2.424

Across the United States, Pre-kindergarten through 12th-grade (Pre-K–12) classrooms are facing a certified educator shortage due to teacher attrition and/or individuals not pursuing a teacher education degree, particularly educators who provide direct instruction to students in special education, bilingual education, and English

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ArticleOpen AccessPublished: 23 February 2026

Technology Acceptance of 3D Technologies among Practical Nursing Students: A Mixed-Methods Study

Mika Alhonkoski, Marjaana Veermans, Hanna Nurmi, Sari Kotonen, Kalle Artukka, Leena Salminen

Innovations in Pedagogy and Technology · 25–38 · 10.63385/ipt.v2i2.329

In the future, health care education will face challenges to adapt to multiple technological tools in teaching and learning. The aim of this study was to describe practical nursing students’ technology acceptance and possible change therein after implementing three-dimensional (3D) technology during a first aid course in the lev

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ArticleOpen AccessPublished: 17 January 2026

Innovative Pedagogy and Technology in the Interaction between Students with Intellectual Disabilities and Inclusive Teachers in a Chilean Special School

Diego Bernaschina

Innovations in Pedagogy and Technology · 127–142 · 10.63385/ipt.v2i1.100

This article presents a new perspective on the integration of personalized teaching in the complementary subjects of art education and technological education, with the participation of an educational and vocational workshop (informal classroom) in a special school. The main objective is to analyze the inclusive interaction betw

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ArticleOpen AccessPublished: 13 January 2026

Comparing Student Nurses’ Satisfaction with OSCE and Traditional Clinical Skill Assessment Methods

Rincy T. Issac, Julia Jose, Jency Jose, Neethu Kunjumon

Innovations in Pedagogy and Technology · 101–111 · 10.63385/ipt.v2i1.164

Assessment of clinical skills is a crucial aspect of nursing education, ensuring that students acquire the necessary competencies to provide high-quality patient care. The Objective Structured Clinical Examination (OSCE) and the Traditional Method of Clinical Skill Assessment (TMCSA) are two commonly used approaches. This study

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ArticleOpen AccessPublished: 10 January 2026

Teacher Educators’ Challenges, Opportunities and Contemplations on Self-Determined Learning: Insights from a Qualitative-Constructivist Study

Sharon Hardof-Jaffe, Ilana Dror, Eran Gusacov

Innovations in Pedagogy and Technology · 87–100 · 10.63385/ipt.v2i1.351

Following the COVID-19 pandemic, teacher education has pivoted toward self-determined learning, or heutagogy, a paradigm shift that demands increased learner autonomy and a radical redistribution of pedagogical responsibility. This qualitative-constructivist study explores how two learning communities of practice (CoPs), compris

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