Journal of Teaching Innovation and Reform
The Journal of Teaching Innovation and Reform is an international, peer-reviewed journal that publishes original research, case studies, reviews, and theoretical work on innovative and reformed approaches to teaching and learning. It serves as a platform for educators, researchers, and policymakers to share transformative practices and research on topics such as pedagogical innovation, curriculum development, technology integration, personalized learning, inclusive education, assessment reform, teacher training, and educational policy. The journal promotes interdisciplinary and global perspectives that connect theory with classroom practice.
Integrating Traditional Culture to Optimize Emerging Education Model of Schools in Sichuan: Case Exemplars from Successful Stories in Chinese Developed Regions
With the continuous development of new technology and the support of various local policies, emerging technologies have gradually entered every classroom. In Sichuan, a province that still has many backward and remote areas, although many primary and secondary schools in remote areas already have better facilities than big cities, many of them are still struggling with educational thinking traditions, insufficient teachers, and unclear goals. This qualitative study combines case analysis and thematic analysis, employing semi-structured interviews, classroom observations to collect empirical data from 16 participants in Sichuan’s remote ethnic minority areas. Case studies from Bozi Primary School in Shandong and Shalang Ethnic Experimental School in Yunnan were selected based on regional comparability. Findings confirm serious shortcomings in curriculum innovation and localization. An educational model integrating traditional culture and emerging technology is proposed and validated through expert evaluation and stakeholder feedback. The discussion critically compares findings with existing research on culturally responsive teaching and digital education, highlighting practical implications for educators, and administrators.
Artificial Intelligence in Teaching Chinese as A Target Second Foreign Language: A Scoping Review (2021–2026)
Artificial intelligence is reshaping language pedagogy, but Chinese as a target, second, or foreign language remains under-synthesised in high-indexed empirical literature. This PRISMA-ScR scoping review maps 33 Chinese-target AI-related empirical studies published in JCR 2023–2024 SSCI/SCIE Q1 or Q2 venues between 2021 and May 2026. A database search supplemented by four citation-chasing records identified 248 records, 206 after deduplication, and 61 records for full-text and venue verification. The final primary set shows a three-pillar evidence problem rather than simple scarcity. First, writing AI feedback (7/33, 21.2%) and teacher-facing or practitioner studies (9/33, 27.3%) are the largest clusters, while reading has one mediation-correlational study, Chinese character / handwriting acquisition has no Q1/Q2 entry, and no direct K-12 learner intervention survives venue verification. Second, design maturity is uneven: only one true RCT is identified, 19 of 33 studies use samples below 100, and the set contains no replication, pre-registered protocol, public de-identified dataset, or L2-Chinese latent-growth-curve analysis. Third, ethics, originality, and cognitive dependence remain under-consolidated: five studies treat these as primary outcomes, but they use different constructs and instruments. The review translates these gaps into a prioritised R1–R7 agenda for Chinese-target AI-supported pedagogical innovation.
Transforming Sustainable Construction Management Education through Artificial Intelligence: A Conceptual Pedagogical Framework for Chinese Higher Education
Artificial Intelligence (AI) is revolutionising teaching, curricula and the learning experience in higher education. In construction management education, the growth of sustainability, Building Information Modelling (BIM), digital twins and ‘smarter’ construction technologies necessitates that students be equipped to work effectively in Construction 4.0 environments. Little work has been done on how AI might facilitate pedagogic transformation and sustainable curriculum innovation in this sector, primarily in Chinese higher education. This study used integrative literature review and conceptual framework development methodology. Relevant literature was obtained from Scopus, WoS, ScienceDirect, SpringerLink and Google Scholar, augmented with theoretical and policy literature where required. The results suggest that AI-enabled and digital construction technologies may facilitate personalised learning, experiential learning, sustainability competency, digital literacy, interdisciplinary capacity and problem-solving. Issues remain around digital readiness of educators, academic integrity, algorithmic bias, inequality of infrastructure and over-reliance on output of these systems. To this end, “Artificial Intelligence Supported Construction Pedagogy Framework” is proposed to bring together AI technologies, constructivist learning, sustainability pedagogy and Construction 4.0 competencies.
Digital Safe Haven”: Exploring Conversational AI as an Emotionally Supportive Conversational Space for Rural Adolescent Girls in Sichuan, China
Background; Conventional sexuality education in rural China is constrained by institutional and cultural barriers, and adolescent girls lack psychologically safe spaces to engage with menstrual health information. Objective; This qualitative exploratory pilot study questions whether conversational AI can act as an emotionally safe, anonymous, non‑judgmental environment, a “Digital Safe Haven,” for rural adolescent girls. Method; Semi‑structured interviews and AI interaction sessions with 18 junior‑high school girls aged 12–15 in Rong County, Sichuan Province. Purposive sampling with principal nomination; recruitment ceasing at thematic saturation. Reflexive thematic analysis employed for analysis of data. Results; The girls in our study felt shame in relation to menstruation and actively hid it. When interacting with AI, most found affective barriers lessened and self‑disclosure easier, but negative responses (robotic answers, distrust, perfect preference for human support) were also accounted for. Conclusion; We cautiously suggest conversational AI may be a “Digital Safe Haven” for some girls, and propose a three‑pillar interpretive lens (Psychological Safety, Online Disinhibition, Affective Engagement) as a spade contextual lens for the time being. Our contribution is less about theorizing everything anew as it is about extending established concepts into an underexplored socio-cultural and educational context.
Process- vs. Product-Oriented Worked Examples: Effects on Knowledge Transfer and Cognitive Load in Financial Literacy Learning
Worked examples are widely used in mathematics instruction, yet the relative effectiveness of process-oriented versus product-oriented formats for supporting knowledge transfer and managing cognitive load remains underexplored in financial literacy contexts. This study compared the effects of these two formats on near transfer, far transfer, and self-rated cognitive load among Grade VII students learning financial literacy. Using a Posttest-Only Control Group Design, 62 seventh-grade students (mean age 13 years) were randomly assigned to either a process-oriented (n = 32) or product-oriented (n = 30) worked example condition. Results indicated no significant difference between formats for near transfer or cognitive load, suggesting that both formats impose comparable mental demands on novice learners. However, the process-oriented group significantly outperformed the product-oriented group on far transfer, indicating that explicit elaboration of solution reasoning supports the formation of flexible knowledge schemas applicable to novel financial problem-solving contexts. These findings suggest that instructional format selection should be guided by the intended transfer outcome, with process-oriented worked examples recommended when developing transferable financial reasoning competencies in junior secondary mathematics education.
Exploration of Online-Offline Blended Teaching Mode for Circuit Theory Course
In the traditional teaching of Circuit Theory, there exist such problems as limited teaching hours, the disconnection between theory and practice, the insufficient integration of digital technology and teaching design, and the difficulty in integrating ideological and political education. This paper proposes a blended online and offline teaching mode combining OBE concept based on the StudyLink platform. Relying on online platforms, it shares ideological and political resources, provides knowledge preview services, and answers students' questions; offline classes focus on the teaching of key and difficult points and the guidance of practical operations, giving full play to the coordinated advantages of online and offline teaching. Meanwhile, project design and virtual simulation technology are integrated into the entire teaching process, promoting the transformation from "indoctrination-oriented" teaching to "open inquiry-oriented" teaching, integrating the diversified assessment and evaluation model to form a closed loop of "teaching, improvement, evaluation". This mode can effectively stimulate students' learning initiative and help achieve the trinitarian teaching objectives of knowledge imparting, ability cultivation, and value guidance.
Flipped, Open Inquiry, and Demonstration Practicals Contrasted: Effects on High School Chemistry Learning Achievement and Intellectual Curiosity
Experimentation is rare in most West African high schools due to the absence of functional science laboratories. Chemistry teachers more often resort to demonstration, which may limit curiosity in science learners and negatively affect general learning outcomes. This study examines the effect of demonstration, guided inquiry, and flipped practical experimentation on the chemistry achievement scores, and intellectual curiosity of grade eleven students in Bong County, Liberia. The Non-equivalent control group design was used, with 340 students in six high schools constituting a cluster random sample. Multivariate Analysis of Covariance (MANCOVA) was used for inferential statistical analyses. Results showed that the three methods are unequally effective in enhancing conceptual understanding of chemistry; there was a significant difference in the effectiveness between the inquiry-based and the flipped experimentation, in favor of the flipped practical, which was also the most effective. Learners’ curiosity did not depend on experimental approach. The outcome of this study implies that the use of multimedia embedded experiments in teaching science needs to be implemented since it arouses learners’ curiosity.
Teaching Reform of "DSP Technology and Its Applications" Based on the OBE-SRT Synergy Mechanism
This study deeply integrates the concept of Outcome-Based Education (OBE) with Student Research Training (SRT) projects, systematically reconstructs the teaching system of "DSP (Digital Signal Processor) Technology and Its Applications", which is a core course for electronic information majors. While OBE and Project-based Learning (PBL) have been widely explored, a deep synergy mechanism that systematically maps SRT project tasks directly onto hierarchical OBE learning outcomes, supported by a data-driven intelligent evaluation feedback loop, was notably lacking in previous reforms. Guided by industrial demands and engineering education accreditation standards, the research reversely designs and refines three-level OBE learning objectives, decomposes SRT tasks, and organically integrates them into the course's theoretical teaching and practical links, and implements an intelligent multi-source evaluation system. The results show that after the reform, the average course score increased significantly by 10.37 points, and the excellent rate rose by 19 percentage points. Three innovative mechanisms were developed: a dynamic content adaptation mechanism, a trinity collaborative teaching model, and a learning analytics-driven evaluation system. To address challenges such as project integration depth and teacher workload, optimization strategies, including a hierarchical project library and a refined innovation evaluation model, are proposed. This study provides a replicable practical paradigm and theoretical reference for in-depth reform of core courses in electronic information majors in the background of engineering education accreditation.
DSP (Digital Signal Processor) technology
Teaching Research Proposal Writing in Nursing: A Step-by-Step Pedagogical Framework
Research proposal writing is a core competency in nursing education, equipping students to design, evaluate, and apply evidence, based inquiry in professional practice. This article reframes the process of developing a nursing research proposal as a pedagogical framework for advancing teaching innovation in nursing research education. Using a structured, step, by, step model, it demonstrates how proposal development can be embedded into research methods courses to strengthen students’ analytical reasoning, ethical awareness, and research literacy. The paper outlines strategies such as scaffolded assignments, peer collaboration, and simulation, based ethics training that transform proposal writing into an active and experiential learning process. By positioning proposal development as both a teaching tool and a curricular reform strategy, this approach enhances students’ ability to connect theory with application, fostering lifelong engagement with evidence, based practice and scholarly inquiry.
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Mobile-Powered Learning Media Platform using Digital Storytelling to Promote Educational Guidance in Thailand
The primary objective of this research is to study the awareness of information and capabilities of public relations derived from the development of the mobile-powered learning media platform using digital storytelling. Thereby, the said development is intended to enhance the quality of social services, particularly those related to education, which will change traditional instruction perspectives to rely more on digital online learning platforms that is said to promote real-time access and interaction. All of the aforementioned are aimed to enable learners to learn in a more proactive manner and meanwhile promote individualized learning by making use of current educational technologies and innovations to access varied sources of knowledge, which can be further developed into creative bodies of knowledge. In reference to the three research objectives, the researchers conducted the study with 25 users, all of whom gave their consent to take part in this study with interest in using the mobile-powered learning media platform using digital storytelling. The said users include 15 females, 8 males, and 2 LGBTQ+. Whereby, 19 of these participants are the students of King Mongkut's University of Technology North Bangkok and the other 6 participants are general public. All participants share similar characteristics and they all would like to learn on this learning media platform with an expectation to receive information and educational guidance at the College of Industrial Technology, Bangkok, Thailand. The research instruments include (1) the mobile-powered learning media platform using digital storytelling, and (2) the evaluation form on the awareness of information and capabilities of public relations derived from the platform developed herein. Referring to the results gained from the evaluation form containing 13 questions about the components of the developed platform, it is found that the overall awareness of information and capabilities in 4 aspects (content, image, sound, time) of public relations derived from the platform are at very high level (mean = 4.65, SD = 0.45). The results insist that the users are aware of the information provided and satisfied with the mobile-powered learning media platform using digital storytelling.
Awareness of Information and Capabilities of Public Relations
Exploring Peer Support as a Determinant of Religious Character and Student Well-Being in Faith Based-Education
This study explores the role of peer support as a determinant of religious character formation and student well-being in faith-based schools using a mixed-methods design. Quantitative data from 195 students were collected via Likert-scale questionnaires assessing peer support, religious character, and psychological well-being. Qualitative data were obtained through in-depth interviews and participant observation to capture how peer interactions function in daily school life. Findings show that peers serve as motivators, supervisors, advisors, and role models, reinforcing religious values and promoting positive social and emotional experiences. Peer support enhances student well-being by fostering a sense of belonging, emotional reassurance, academic motivation, and social skills such as empathy and teamwork. Religious character and peer support operate synergistically: religiosity provides meaning and life direction, while peer support energizes daily religious practices. The study highlights that integrating peer relationships with teacher-facilitated school programs creates a holistic educational environment that nurtures both spiritual development and psychological well-being.
Teacher as Curricular Artist: Implications of William E. Doll Jr.’s Thought on the Teacher’s Role in Shaping Living Curriculum
Modern education models tend to position teachers as mere technical implementers of centrally and uniformly designed curricula, thereby neglecting the dynamics of the classroom and the reflective–creative potential inherent in the learning process. Through his postmodern curriculum approach, William E. Doll Jr. offers a radical repositioning of both the teacher’s role and the very nature of the curriculum. This study aims to examine in depth the implications of Doll Jr.’s thought for the teacher’s role in shaping a living curriculum. It employs a qualitative, library-based research approach, using critical discourse analysis of Doll’s seminal works alongside supporting secondary literature. The findings reveal two main points: first, the paradigm of the teacher as a ‘curricular artist’ encourages teachers to act not merely as executors, but as interpreters and creators of curricula who are sensitive to context and learning relationships; second, the curriculum is understood as a living process formed through dynamic interaction among teachers, students, and the learning environment, rather than as a fixed and rigid final product. Although this approach faces criticism regarding the lack of standardization and the risk of subjective bias, Doll responds with the concepts of open structure and reflective dialogue. The implications of this study highlight the need to transform the teacher’s role in contemporary education toward a more autonomous, creative, and humanistic position.
Empirical Validation of the CHAT-RV Framework: AI-Driven Hoax Filtering and Reference Validation among Indonesian Undergraduates
This study investigates the effectiveness of the CHAT-RV (ChatGPT for Hoax Analysis and Truthful Reference Validation) framework among 100 Indonesian undergraduates drawn from five academic disciplines (Islamic Education, Natural Sciences, Mathematics, Guidance and Counseling, and English Studies). Employing a quantitative survey design, data were collected using a structured Likert-scale instrument assessing four dimensions of the CHAT-RV model: hoax recognition, citation validation, epistemic trust calibration, and ethical AI usage. Results demonstrate significant improvements in students’ epistemic literacy, with Islamic Education and English majors outperforming peers in hoax recognition and citation triangulation. Factor analysis confirmed the reliability of the four-dimensional structure (Cronbach’s α = .87), while regression results indicated that citation validation (β = .31, p < .01) and ethical AI awareness (β = .28, p < .01) were the strongest predictors of digital literacy outcomes.
Music as Somatic Therapy: An Embodied and Affective Educational Approach for Older Adults
This study proposes an embodied educational approach for older adults through singing practices in community spaces—not merely as a form of entertainment or social interaction, but as a process of somatic and affective therapy. From a posthumanist theoretical perspective, older adults are no longer perceived as "subjects in need of care," but as somatic agents—individuals who sing to connect, to feel, and to exist in an increasingly fragmented and dehumanized world. Singing in clubs becomes a practice of embodied education, where older adults materialize memories, sounds, emotions, and even silences—thereby creating a learning space in which humans, objects, technologies, and temporalities are entangled. This is where they practice the right to be present—not merely to survive, but to live with emotion, connection, and voice. By combining posthumanist theoretical analysis with empirical surveys in community singing clubs, the study elucidates the material–affective–social forces shaping the quality of older adults' learning through music. At the same time, it proposes a model of the “Sustainable Singing Club” as a space of somatic education, where music serves as a medium of therapy, embodiment, and ontological reconfiguration within a shared ecology of humans, sounds, memories, technologies, and communities.
AI-Generated Content and Academic Integrity in Higher Education: Challenges and Solutions
The advent of Generative AI (GenAI) tools like ChatGPT and Google Bard has transformed academic content creation, offering both opportunities and risks. While useful for learning and productivity, misuse raises concerns about academic integrity. This study explores the implications of AI-generated content in higher education, combining literature review and a Python-based detection tool. Using NLP techniques perplexity scoring, stylometry, and transformer classifiers the hybrid model achieved 88% accuracy in identifying AI-written texts. Results show AI content can meet academic standards, especially for lower-order cognitive tasks, challenging traditional evaluation methods. The paper also addresses ethical concerns, limitations of detection tools, and the need for clear institutional policies. Recommendations include integrating AI-use guidelines, educator training, and promoting digital ethics among students. The findings underscore the urgency for proactive, policy-driven responses to safeguard the authenticity of academic achievement in the age of intelligent systems.
The Impact of AI Chatbots Like ChatGPT on ESL Learners’ Academic Writing Fluency in Higher Education
The integration of AI-driven chatbots into educational environments has introduced transformative changes in learning processes, particularly for English as a Second Language (ESL) learners in higher education. This study investigates how consistent interaction with ChatGPT influences academic writing fluency among ESL students. It explores challenges learners face in academic writing and assesses how AI tools like ChatGPT provide real-time feedback, reduce cognitive load, and support language development. Adopting a mixed-methods approach, this research combines quantitative pre/post-tests with qualitative interviews and surveys. The results are expected to offer insights into writing improvements, student perceptions, and pedagogical implications for ESL education in AI-mediated classrooms.
Bridging the Nutrition Education Gap: From Theory to Practice- A Scalable Model for Nutrition Practicums in Medical Training
Background: With Kerala’s rising burden of non-communicable diseases (NCDs), it is crucial to strengthen nutrition education for medical students to equip future physicians with the ability to provide evidence-based dietary guidance. This study examined the effectiveness of incorporating practical demonstrations into the nutrition curriculum of a private medical college in Kerala, Southern India. By integrating hands-on training, the researchers sought to enhance student engagement, deepen understanding of dietetic principles through practical application, and improve confidence in providing dietary counseling. Methods; The study incorporated practical demonstrations such as meal planning, dietary assessments, and food label interpretation into the nutrition curriculum for third year medical students. Student feedback was collected through open-ended discussions and reflective exercises to assess their engagement and perceptions of the perceived learning outcomes. Results; Qualitative feedback indicated that students found practical demonstrations highly engaging, improving their confidence in applying nutritional knowledge. Thematic analysis identified key benefits such as enhanced experiential learning, increased ability to interpret nutrition labels, and improved patient counseling skills. However, challenges included limited time for hands-on activities, variability in prior nutrition knowledge, and limited faculty expertise in nutrition education. Conclusions; Practical demonstrations are an effective strategy for integrating nutrition education into medical curricula in Kerala as underscored by this study. By aligning with the National Medical Commission’s emphasis on integrated, application-based learning, and Kerala’s goals of addressing its rising burden of non-communicable diseases linked to malnutrition, this study offers a scalable model to strengthen clinical nutrition education, ultimately contributing to better public health outcomes nationwide.
Advancing Outcome-Based Education Through Student Engagement and Computational Innovation: A Case Study in Number Theory and Combinatorics
We present a comprehensive case study of implementing Outcome-Based Education (OBE) in the “Number Theory and Combinatorics" course for computer science majors. By systematically aligning curriculum design, assessment methods, and teaching strategies with clearly defined learning outcomes, we show the case how OBE principles can be effectively operationalized in STEM education. The reform integrates advanced computational technologies—including self-developed knowledge graphs for conceptual structuring and data-driven visualization tools for performance analytics. Through multi-dimensional assessment and active learning initiatives, students are transformed from passive recipients into active co-creators of the educational process.