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11 articles
ArticleOpen AccessPublished: 30 March 2026

Effectiveness of an Interprofessional Education Module among Health Professions Students: A Pre–Post Evaluation Study

Monica Bianchi, Emiliano Soldini, Angela Lisi, Cinzia Gradellini

Innovations in Pedagogy and Technology · 166–177 · 10.63385/ipt.v2i2.415

The World Health Organization recommends the implementation of interprofessional healthcare teams to address the increasing complexity of patient populations. Interprofessional Education (IPE) is recognised as a key educational strategy for preparing healthcare professionals to work effectively in such teams, as it is fundamenta

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ArticleOpen AccessPublished: 11 December 2025

Grammar and Writing Instruction in Indiana Public Schools: An Evaluation of the IDOE ELA Academic Standards (6–12)

Abigail Dill, David O’Neil

Innovations in Pedagogy and Technology · 1–13 · 10.63385/ipt.v2i1.67

This study evaluates the Indiana Department of Education’s (IDOE) English Language Arts (ELA) academic standards for grades 6–12 through a linguistic lens to determine their alignment with current research on grammar and writing instruction. Prompted by ongoing concerns about students’ writing performance and college readiness,

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ReviewOpen AccessPublished: 28 April 2026

A Scoping Review of Grading Practices in Health Professions Education

Karmen Chenoweth, Eric Walradth, Alexis Carpenter, Kasey Edwardson

Innovations in Pedagogy and Technology · 1–18 · 10.63385/ipt.v2i3.367

Health sciences, or health professions, education aims to develop students into competent professionals. This responsibility necessitates examination of the training and assessment of these future professionals to improve programs and patient care. However, grading can be fraught with issues, leading to misunderstanding, and gra

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ArticleOpen AccessPublished: 28 October 2026

Contemporary Challenges in Education: A Study on School–Family Interaction in the Primary Education Context of Malema-Sede, Mozambique

Dionísio Ernesto Tomás, Nurdine Aiuba Daúda

Innovations in Pedagogy and Technology · 166-182 · 10.63385/ipt.v2i4.100861

This article examines family–school interaction and its impact on the cognitive performance of students at Malema-Sede Primary School, Mozambique. A mixed-methods approach, combining qualitative and quantitative strategies, was employed to provide a comprehensive and contextually grounded understanding of the phenomenon. Data we

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ArticleOpen AccessPublished: 12 October 2026

Barriers and Bridges: L2 English Research Challenges and Pedagogical Interventions

Abdelhamid M. Ahmed, Lameya M. Rezk, Nasser F. Al-Dosari

Innovations in Pedagogy and Technology · 96-117 · 10.63385/ipt.v2i4.100679

Grounded in a socio‑cultural perspective, this mixed‑methods study examines the barriers that inhibit L2 English university students in Qatar from engaging effectively in academic research. We surveyed 87 students and conducted 20 semi-structured interviews, identifying four interrelated challenging domains: affective and psycho

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ArticleOpen AccessPublished: 8 October 2026

Integrating Local Wisdom and Creative Economy through an Online Collaborative Curriculum in Rural English Education

Ranta Butarbutar, Angla Florensi Sauhenda, Novi Indriyani, Dian Agustina Wakerkwa

Innovations in Pedagogy and Technology · 79-95 · 10.63385/ipt.v2i4.100775

Online Collaborative Curriculum (OCC) is an innovative pedagogical model that integrates local wisdom and the creative economy into English language education in rural areas. This study explored teachers' perceptions and the impact of OCC in business and economics courses. Data were collected through interviews, observations, fo

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ArticleOpen AccessPublished: 16 September 2026

Design and Implementation of an Online Training Course on Moodle Using the ADDIE Model: Focus on Communication Tools

Ouariach Fatima Zahra, Nejjari Amel, Khaldi Mohamed

Innovations in Pedagogy and Technology · 37-52 · 10.63385/ipt.v2i4.100828

This article presents a case study on the design and implementation of an online training course hosted on the Moodle platform, structured according to the ADDIE instructional design model (Analysis, Design, Development, and Implementation). The course was developed for second-year Master’s students in Digital Communication Stra

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ArticleOpen AccessPublished: 30 July 2026

Curriculum Reform and Competency-Based Education in the Medical Surgery Subject

Agussalim

Innovations in Pedagogy and Technology · 160–172 · 10.63385/ipt.v2i3.100740

Recent advances in medical education emphasize competency-based education (CBE) as a strategic response to the limitations of traditional time-based curricula. This is particularly relevant in surgical education, where mastery of procedural skills, clinical reasoning, and intraoperative decision-making are essential for patient

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ArticleOpen AccessPublished: 7 July 2026

Beyond Deterministic Design: Engineering Education for AI-Enabled Heterogeneous Systems

Ilya Levin, Aharon Gero

Innovations in Pedagogy and Technology · 80–99 · 10.63385/ipt.v2i3.101068

As generative artificial intelligence (AI) automates engineering design, a fundamental reconceptualization of engineering education becomes necessary. This constructive position paper proposes the “vibe-designer”—a new professional paradigm that strategically compresses the traditional middle phase of the engineering curriculum

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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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