Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices
High-quality, equitable, and inclusive education is essential for both individual and societal advancement. Educators play a crucial role in enhancing educational standards through effective pedagogical practices. This study investigates the influence of learning theories on educators' pedagogi...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | Societal Impacts |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2949697724000560 |
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| author | Rosmawijah Jawawi Jainatul Halida Jaidin Roslinawati Roslan Sheikh Lukman Sheikh Abd Hamid Daniel Asamoah Masitah Shahrill |
| author_facet | Rosmawijah Jawawi Jainatul Halida Jaidin Roslinawati Roslan Sheikh Lukman Sheikh Abd Hamid Daniel Asamoah Masitah Shahrill |
| author_sort | Rosmawijah Jawawi |
| collection | DOAJ |
| description | High-quality, equitable, and inclusive education is essential for both individual and societal advancement. Educators play a crucial role in enhancing educational standards through effective pedagogical practices. This study investigates the influence of learning theories on educators' pedagogical strategies. A survey was conducted with 1845 educators from various educational levels in Brunei Darussalam. While educators demonstrated an understanding of behaviorism and cognitive theories, the results revealed a pronounced preference for constructivism. This approach allows educators to relate prior learning experiences, foster collaborative engagement, and provide constructive feedback. Furthermore, the results indicated that demographic factors, including gender, age, subject area, and administrative duties, affected educators’ pedagogical beliefs. The results emphasize the need for tailored, inclusive, and subject-specific professional development for educators to improve educational standards and promote inclusivity. |
| format | Article |
| id | doaj-art-9eec3d7b49154d7ebf27cf6ebdc3a334 |
| institution | Kabale University |
| issn | 2949-6977 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Societal Impacts |
| spelling | doaj-art-9eec3d7b49154d7ebf27cf6ebdc3a3342024-12-13T11:09:23ZengElsevierSocietal Impacts2949-69772024-12-014100091Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practicesRosmawijah Jawawi0Jainatul Halida Jaidin1Roslinawati Roslan2Sheikh Lukman Sheikh Abd Hamid3Daniel Asamoah4Masitah Shahrill5Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei DarussalamSultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei DarussalamSultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei DarussalamMinistry of Education, Bandar Seri Begawan, Brunei DarussalamDepartment of English and Mathematics, Basingstoke College of Technology, Worting Road, Basingstoke, Hampshire RG21 8TN, United Kingdom; Corresponding author.Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan, Brunei DarussalamHigh-quality, equitable, and inclusive education is essential for both individual and societal advancement. Educators play a crucial role in enhancing educational standards through effective pedagogical practices. This study investigates the influence of learning theories on educators' pedagogical strategies. A survey was conducted with 1845 educators from various educational levels in Brunei Darussalam. While educators demonstrated an understanding of behaviorism and cognitive theories, the results revealed a pronounced preference for constructivism. This approach allows educators to relate prior learning experiences, foster collaborative engagement, and provide constructive feedback. Furthermore, the results indicated that demographic factors, including gender, age, subject area, and administrative duties, affected educators’ pedagogical beliefs. The results emphasize the need for tailored, inclusive, and subject-specific professional development for educators to improve educational standards and promote inclusivity.http://www.sciencedirect.com/science/article/pii/S2949697724000560Learning theoriesPedagogical practicesSDG 4Educators |
| spellingShingle | Rosmawijah Jawawi Jainatul Halida Jaidin Roslinawati Roslan Sheikh Lukman Sheikh Abd Hamid Daniel Asamoah Masitah Shahrill Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices Societal Impacts Learning theories Pedagogical practices SDG 4 Educators |
| title | Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices |
| title_full | Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices |
| title_fullStr | Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices |
| title_full_unstemmed | Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices |
| title_short | Equitable education and social impacts: Examining the learning theories that influence educators' pedagogical practices |
| title_sort | equitable education and social impacts examining the learning theories that influence educators pedagogical practices |
| topic | Learning theories Pedagogical practices SDG 4 Educators |
| url | http://www.sciencedirect.com/science/article/pii/S2949697724000560 |
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