Editorial Comments: Arts Education, Inclusive Education, Mathematics and Science Education, Mobile and Online Learning, and Teaching Strategies

Resumo

In this issue, we focus on arts education, inclusive education, mathematics education, mobile and online learning, teaching strategies, and several additional topics. We begin with two articles on arts education, including the pedagogical foundations and contextual relevance of theatre directing education within teacher education programs, and the effectiveness of blended learning strategies in skill acquisition for Chinese classical dance among university students. Then, we present two articles on inclusive education: one on teacher competency in inclusive education and the other on the challenges faced by inclusive elementary school teachers in developing a traditional games application to enhance psychomotor and cognitive skills. We then share three articles on mathematics and science education, including the extent to which ethnomathematics-based learning improves students’ mathematical representation abilities, the impact of translating cyclic mathematical representations on students’ learning outcomes and cognitive processes in solving covariation problems, and a program evaluation of the Ontario Internationally Educated Nurses Course Consortium Competency-Bridging Program of Study. Then, we present three articles on mobile and online learning, including the impact of mobile-assisted language learning on the English proficiency of English language teaching students, a comparative study of the terms of service and data risks associated with two online classroom platforms, and school students’ continuance intention to use m-learning. We then share five articles on teaching strategies, including the impact of combining the snowballing technique with a flipped classroom framework in an undergraduate elective electronics engineering course, evaluation of a multi-interaction-based project-based learning model to enhance design thinking skills, using an index-card match model to foster group cooperation, mutual appreciation, and learning correction in accounting subjects, challenges, and expectations of lecturers and students regarding hybrid learning in Islamic education, and higher education graduates’ feedback on how teaching and learning methods enhance competencies. Additional articles are then presented on the effect of the types of family on learner drug abuse in selected high schools, the effects of children’s metacognitive awareness, critical thinking tendencies, and demographic characteristics on their academic achievement, the effectiveness of reflection-based CPD in enhancing teacher professionalism, teachers’ experiences with and follow-up on large-scale diagnostic assessments, and the research landscape on English literacy difficulties and interventions among primary school students with dyslexia. This issue includes a dialogue and commentary article on inclusive and accessible syllabi, concluding with one book review.

Dados da obra

Tipo

Artigo

Periódico

Journal of Teaching and Learning, v. 20, n. 2

Editora

University of Windsor

Ano

2026

Idioma

en

Palavras-chave

Arts Education; Inclusive Education; Mathematics Education; Science Education; Mobile; Online Learning

Temas

Avaliação, Etnomatemática, Formação de Professores de Matemática, Inclusão, Tecnologias Digitais

DOI

10.22329/jtl.v20i2.11143

ISSN

1911-8279

Acesso

Acesso aberto

Fontes

DOAJ — Directory of Open Access Journals

Na Biblioteca desde

01/10/2026 · verificada em 03/10/2026