International Journal of Curriculum and Instruction (World Council for Curriculum and Instruction - WCCI)
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Mathematics Teachers' Competencies in Designing Lessons that Fosters 21st-century Skills Acquisition among Secondary School Students in Kwimba District, Tanzania: Teachers’ Competencies in Designing Lessons that Foster 21st-Century Skills
No full textThis quantitative study examines the competencies of Mathematics teachers in Kwimba District, Tanzania, in designing and preparing lessons that promote 21st-century skills, including critical thinking, creativity, collaboration, communication, problem-solving and digital literacy. As education systems increasingly prioritize the development of these skills in students, effective lesson planning and instructional design by teachers become essential. Data were collected through a structured questionnaire administered to 100 Mathematics teachers. Descriptive statistics such as percentages, means, and standard deviations were used to analyze the data, while cross-tabulations explored the relationship between teachers’ qualifications and their competency levels. The findings indicate that although critical thinking and problem-solving skills were commonly integrated into lesson plans, other key skills such as creativity, collaboration, communication and digital literacy were less frequently addressed. The study recommends targeted professional development, curriculum revision, increased resource allocation and improved access to digital tools to support the effective integration of 21st-century skills into lesson planning and delivery.
Keywords: Mathematics teaching, teacher competencies, 21st-century skills, lesson planning
Between Curriculum Documents and Pedagogical Practice: A Review of Music Education in Indonesia: Music Education in Indonesia
No full textThe purpose of this study is to analyze the construction of pedagogy in Indonesian music education through the relationship of curriculum documents and teaching practice. More specifically, this study aims to understand the interpretation, implementation, and adjustment of music education curricula in the formal, non-formal, and informal learning contexts. Using an interpretative literature review method, this study reviews and synthesizes selected literature, mainly published between the years 2020 and 2025, related to curriculum and pedagogy, teaching practice, and the cultural aspects of music education in Indonesia. The study demonstrates the ongoing disjunction between the curriculum as policy and music education pedagogy as practice. Although the curriculum documents can be policy, structure, and level documents, in the practice of teaching music, a major part is determined by the teacher, the context, and the cultural activity. Participants in the study described the important role of non-formal education, extra-curricular activities, and cultural activities in implementing the curriculum, which is often beyond the guidelines of the curriculum document. The study suggests that the explicit description of the curriculum is not enough in teaching music. More is needed from a curriculum that demonstrates an understanding of the pedagogy involved, the variety of contexts, and the relationship of policy and practic
The Impact of Student Flexibility on Enhancing Classroom Engagement in a Tertiary-Level EFL Class : Student Flexibility on Enhancing Classroom Engagement
No full textThis study investigates the impact of student flexibility in enhancing classroom participation in a tertiary English as a Foreign Language (EFL) context. Defined as the ability to adapt to new tasks, roles and learning environments, student flexibility is increasingly seen as an important factor in promoting active participation, communication and critical thinking in modern educational environments. Adopting a mixed-methods approach, the study collected data through a survey administered to 40 students and semi-structured interviews with a smaller group (n=15). The survey provided an overview of students’ attitudes and self-perceptions regarding flexibility and participation, while the interviews provided deeper insight into individual experiences, emotions, and coping strategies when faced with dynamic classroom activities. Findings revealed that students with higher self-reported flexibility were more likely to be actively involved in tasks such as group work, role-playing, and open discussions. However, a subset of students expressed discomfort or anxiety, particularly in conversational or collaborative situations. While many appreciated the opportunity to try out new learning formats, others preferred more structured, predictable environments. These results highlight the important role that student flexibility plays in shaping engagement levels in EFL classrooms and the need for teaching approaches that both challenge and support students to become more adaptable. The study contributes to the growing body of research on learner-centered pedagogy by highlighting the importance of developing student flexibility as a pathway to improved engagement and language learning outcomes. 
The Impact of the Contextual Teaching and Learning (CTL) Model on Plant Awareness and Cognitive Learning Outcomes of Seventh Grade Students in Plant Classification Material: Contextual Teaching and Learning (CTL) Model on Plant Awareness and Cognitive Learning Outcomes
No full textThis study aims to evaluate the extent to which the implementation of the Contextual Teaching and Learning (CTL) model influences seventh-grade students’ level of plant awareness and cognitive learning outcomes on the topic of plant classification. A quasi-experimental design was employed, involving 60 students divided into two groups: an experimental group and a control group. The CTL model was applied to the experimental group, while the control group received conventional (lecture-based) instruction. Cognitive learning outcomes were measured using pre-tests and post-tests. A visual perception test, utilizing two stimulus images (one focusing on plants and the other on animals), was used to assess visual awareness of plants. The results showed that the CTL model significantly improved students’ cognitive learning outcomes, as indicated by a moderate N-Gain in the experimental group (0.56), compared to a low gain in the control group (0.24). Moreover, students in the experimental group demonstrated increased plant awareness, particularly in categorizing plants as living organisms and visually identifying plant parts. These findings suggest that the CTL model helps students connect scientific concepts to real-life experiences, thereby enhancing conceptual understanding and awareness of plants in their surroundings
The article has been removed from the issue due to some content errors.:
No full textThe article has been removed from the issue
Mapping Sociocultural Influences on Teacher Anxiety and Well-Being: Evidence from Turkish EFL Instructors: Teacher Anxiety and Well-Being
No full textIn recent years, scholars in applied linguistics have increasingly shifted their attention toward understanding teacher foreign language anxiety, yet the sociocultural dimensions shaping foreign language anxiety (FLA) in instructors remain inadequately investigated. This research investigates how institutional and interpersonal dynamics contributes to FLA among Turkish EFL instructors at foundation universities in Istanbul, Turkey. Research data collection was conducted through administering a modified Foreign Language Anxiety Scale (FLAS) to 70 EFL instructors. The scale demonstrated strong reliability (α = 84). Exploratory Factor Analysis produced a five-factor model- feedback, private speech, self-efficacy, peer interaction and scaffolding – accounting for 75.7% of the total variance. Among these factors, self-efficacy and feedback were identified as the strongest predictors of teacher FLA. Research findings about teacher FLA were explained through Vygotsky’s Sociocultural Theory and Seligman’s PERMA model of well-being, emphasizing the role of social mediation and well-being in teachers’ emotional experiences to deliver effective language instruction. The research integrates sociocultural and positive psychology perspectives to improve current understanding of teacher anxiety while developing practical solutions for training programs and institutional policies and future research directions. The study offers implications for teacher education, workplace policy, and future research directions in EFL contexts
Teachers’ Perception of the Impact of Assessment for Learning (AfL) on Students’ Metacognition in Ibadan, Nigeria: Impact of Assessment for Learning (AfL) on Students’ Metacognition
No full textstudy investigated secondary school teachers’ perceptions of the impact of Assessment for Learning (AfL) on students’ metacognition in Ibadan, Oyo State, Nigeria. It explored teachers’ awareness of AfL, the frequency and effectiveness of its application in classrooms, and how it contributes to metacognitive growth in students. To achieve the objectives of the study, a descriptive survey design was employed, and a simple random sampling technique was employed to select two hundred (200) teachers from public secondary schools in Ibadan metropolis who participated in the study. The instrument used by the researchers in data collection was a self-designed questionnaire titled “Teachers’ perception of the impact of assessment for learning on students' metacognition,” after the validity and reliability had been determined by experts. Data were descriptively analyzed, and the criterion norm for decision making was placed at 2.5. Findings indicate that most teachers in Ibadan are familiar with AfL and acknowledge its value in fostering student engagement, self-reflection, critical thinking, and independent learning. Teachers also reported that AfL helps students become more aware of their learning strategies and improve their academic performance through continuous feedback. Due to a limited sample size, it might be inappropriate to generalize findings. Researchers are therefore encouraged to test this proposition further in order to validate its findings more comprehensively. This paper highlights the need for teachers to be trained and guided with effective assessment strategies and practical application in enhancing students’ metacognition and improving learning outcomes
A Comprehensive Analysis of Trinity College London’s ISE Exams: History, Structure, Implementation and Scoring: Analysis of Trinity College London’s ISE Exams
No full textThis paper presents an extensive analysis of the Integrated Skills of English (ISE) exam conducted in Trinity College, London. This is done through providing a detailed investigation of its history, structure, implementation and discussing its advantages and limitations by referring to current literature and testing principles. Initially, a brief historical background of the college is introduced with the development of the ISE exam. Then, a comprehensive analysis of the exam's modular system from A1 to C2 is given along with detailed task descriptions for both digital and paper-based formats. In the next part, the evaluation and scoring process is explained thoroughly with a specific emphasis on CEFR alignment. Lastly, the exam’s negative and positive aspects are discussed objectively which is followed by suggesting an enhanced involvement of test-takers, teachers, exam designers and researchers.
Keywords: Trinity College London; ISE Exam; Integrated Skills Assessment; CEFR alignmen
Exploring Learners' Perceptions of the Relevance of Mathematical Topics and Technology Integration in Course Subject Mathematics in the Modern World: Relevance of Mathematical Topics and Technology Integration
No full textMathematics in the Modern World (MMW) is a foundational general education course aimed at equipping students with mathematical literacy applicable to real-life contexts. However, the perceived relevance of its topics and the effectiveness of integrating technology in its delivery remain underexplored. This study investigates learners’ perceptions of MMW topic relevance and their attitudes toward technology integration to inform instructional innovation. Using a descriptive quantitative research design, the study surveyed students at Wesleyan University Philippines, where the total population of 10,502 undergraduates enroll in the MMW course across different semesters. Stratified random sampling was employed to ensure representation. Data were collected through structured Likert-scale questionnaires and analyzed using mean scores and adjectival interpretation. Findings revealed that topics such as compound interest (???? = 3.78), stocks and bonds (???? = 3.75), and the Fibonacci Sequence (???? = 3.73) were rated as most relevant due to their perceived real-world applicability. Conversely, statistical topics like regression analysis (???? = 2.38) and correlation analysis (???? = 2.48) were viewed as least relevant. Students also expressed strong positive attitudes toward technology use in learning, with all items rated "Strongly Agree" (???? = 3.38–3.70). The study underscores the importance of aligning mathematical content with practical applications and leveraging technology to enhance comprehension. It recommends curriculum contextualization, pedagogical innovation, and institutional support to address perceptual gaps and improve learning engagement in mathematics education
Applicability of the Proposed Policy Guidelines on the Acceleration for Filipino Gifted Learners: Policy Guidelines on the Acceleration for Gifted Learners
No full textIn its relentless efforts to address the learning requirements of students in public schools, through the provision of quality basic education, the Philippine Department of Education (DepEd), has proposed a policy on acceleration for gifted learners. Through a mixed-method study design, 14 teachers, 14 principals, and 17 supervisors from various regions of the country were invited to participate. In effect, the focus group discussions (FGDs) gathered insights, suggestions, and recommendations for possible integration in the policy, while the quantitative aspect of the study yielded a composite mean of 2.315, thereby reflecting the view that, among the participants, the policy was deemed to be acceptable and beneficial. In addition, the stability of the participants’ responses concerning the policy’s acceptability is shown by the test statistic yielding a probability estimate of 0.24074, surpassing the 0.05 criterion for significance, which further demonstrates that the participants’ answers did not vary at a statistically significant level. While the participants are unanimous in their agreement relative to the proposed policy containing the essential components and standards, necessary for a successful implementation, it was also mentioned that the following enabling conditions would effectively enhance its feasibility: (1) capacity and capacity-building for field implementers; (2) clarification of the incentive system to strengthen advocacy and sustained support; (3) establishment of enabling mechanisms with clear operational guidelines, and (4) provision of instructional support, particularly through technical assistance and improved instructional delivery