Innovations in Pedagogy and Technology

Article Article ID: 100668 1–13

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

by David O’Neil, Abigail Dill

195 (Abstract) 105 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.67

Abstract: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, the paper examines whether the IDOE standards promote linguistically i... More >>

Article Article ID: 100881 14–23

Reinstatement of National Values in Primary Education in Nigeria: A Better Way to Attain National Integrity

by Iyanuoluwa Samuel Adelakun, Edith Oluwafunmilola Olorunsola

133 (Abstract) 102 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.309

Abstract:The continuous increase in moral decadence among Nigerian youths has raised serious concerns in recent times. Examination malpractice, internet fraud, money rituals, social vices, dishonesty, laziness, political and economic fraud are now the order of the day in some Nigerian primary schools. This is due to a lackadaisical attitude toward the teaching of national values in Nigerian primary schools... More >>

Article Article ID: 100807 24–37

Digital Citizenship Education for Good Governance: A Character-Based Approach Rooted in Local Wisdom

by Suriadi Ardiansyah, Yorman Yorman, Sultan Fakhrur Rassyi

529 (Abstract) 185 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.223

Abstract:The rapid digital revolution has reshaped civic life and governance, demanding transparency, participation, and ethical responsibility. Within this context, digital citizenship education (DCE) emerges as a crucial pedagogical framework for cultivating citizens who are technologically proficient, morally grounded, and culturally responsive. This study aims to construct a conceptual model of charact... More >>

Article Article ID: 100851 38–48

Student Partnership and Peer-Led Learning: Applying the Ketso Method in Public Health Education

by Natalie Quinn-Walker, Ana Mejia-Mejia

191 (Abstract) 91 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.279

Abstract:This study investigates the pedagogical impact of partnership work through implementing Ketso workshops in a Master of Public Health program. The research explores the experiences of facilitators and alums who return to co-lead interactive sessions focused on developing systematic review protocols. By engaging these past students in peer-led workshops, the project aims to understand how their role... More >>

Review Article ID: 100718 49–66

Assessing Perceived Nursing Competence of Final Year Students of Selected Nursing Colleges

by Lissa Peter, Usha Marath, Aalbina Thomas, Aiswarya Santhosh, Aleena Joy, Aneena Shaju, Annmariya Devis

383 (Abstract) 120 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.123

Abstract:Lack of clinical competence remains a significant concern in impacting the quality of nursing care. In today’s complex healthcare environment, the delivery of high-quality nursing care increasingly depends on the competence of nursing professionals. Recognizing this, the present study aimed to assess the perceived nursing competence of final-year undergraduate nursing students from selected nursin... More >>

Review Article ID: 100905 67–86

From Pedagogy to Heutagogy: A Systematic Scoping Review of Digitalization of Pedagogies to Foster Self-Determined Learning (2010–2024)

by Vathsala Wickramasinghe

239 (Abstract) 133 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.339

Abstract:The fourth industrial revolution technologies are primarily characterized by digitalization. Regardless of the underlying premise, i.e., pedagogical or andragogical, digitalization is the key to heutagogy. The present scoping review was conducted to 1) differentiate foundational learning paradigms of pedagogy, andragogy, and heutagogy as conceptualized in digital learning contexts, 2) classify dig... More >>

Article Article ID: 100916 87–100

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

by Eran Gusacov, Ilana Dror, Sharon Hardof-Jaffe

152 (Abstract) 122 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.351

Abstract: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), comprised of teacher educators, navigated the complexities of adopting this a... More >>

Article Article ID: 100754 101–111

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

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

188 (Abstract) 117 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.164

Abstract: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 aimed to compare student nurses' satisfaction levels with OSCE and TMC... More >>

Review Article ID: 100846 112–126

The Evolution of Islamic Education Research in Indonesia: A Bibliometric Analysis (1990–2025)

by Zafrullah Zafrullah, Muhammad Akbar Perdana Putra, Endang Wati, Vick Ainun Haq, Hasan Syukur, Anugrah Arya Bakti

199 (Abstract) 108 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.272

Abstract:This study examines the development of Islamic education research in Indonesia through a bibliometric approach, focusing on publication trends, keyword evolution, thematic clustering, and research innovation. Data were collected from the Scopus database and systematically filtered using the PRISMA method, resulting in 250 relevant documents selected from a larger corpus. Bibliometric analysis was ... More >>

Article Article ID: 100699 127–142

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

by Diego Bernaschina

151 (Abstract) 170 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.100

Abstract: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 between young students with intellectual disabilities and a teacher with h... More >>

Article Article ID: 100917 143–162

The Role of ICT in the Educational Inclusion of Children in Conflict: A Study in the Northern Provinces of Mozambique

by Bruno Miguel Ferreira Gonçalves, Nurdine Aiuba Daúda, Tácito Marques Tahane

232 (Abstract) 124 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.352

Abstract:This study examines the impact of Information and Communication Technologies (ICT) on the educational inclusion of children displaced by conflict in the northern provinces of Mozambique, analyzing how these technologies contribute to their learning. The research explores disparities in access to and use of ICT in schools, emphasizing the challenges faced by displaced children. Employing a mixed-me... More >>

Article Article ID: 100861 163–179

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

by Dionísio Ernesto Tomás, Nurdine Aiuba Daúda

619 (Abstract) 122 (Download) PDF

March 2026, DOI: 10.63385/ipt.v2i1.289

Abstract: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 were collected through semi-structured interviews with parents, teachers... More >>

2026 Vol.2 No.1