PUPIL: International Journal of Teaching, Education and Learning

THE EDUCATIONAL POTENTIALS OF BAKA L.’S PACKETBOOKS

2025-10-30T04:57:56+00:00

This study explores the Packetbook Project, an innovative initiative aimed at renewing Hungarian literature education in Slovakia. The primary objective of the project is to make students’ reading experiences more personal, relevant, and engaging by building on the freedom of choice, contemporary literature, and experiential pedagogical approaches. The paper provides an overview of the theoretical and methodological foundations of the Packetbook, investigates its pedagogical potential, and places special emphasis on the shift in assessment paradigms that align with its educational philosophy. At the core of this shift is the concept of formative assessment, which seeks not merely to evaluate students' performance but to actively support their learning progress. The Packetbook and formative assessment together constitute an interconnected framework that redefines the learning process as complex, personalized, and experience oriented.

REIMAGINING LANGUAGE LEARNING THROUGH ARTIFICIAL INTELLIGENCE AND GAMIFICATION FOR GLOBALLY MOBILE LEARNERS IN NON-IMMERSIVE CONTEXTS (WITH A FOCUS ON DAZ/DAF)

2025-11-06T08:37:43+00:00

This article advances a critical reimagining of German language acquisition for globally mobile learners navigating non-immersive, digitally mediated contexts. Positioned at the intersection of Second Language Acquisition (SLA), cognitive linguistics, and human-computer interaction, the study interrogates the structural and pedagogical limitations of current Mobile-Assisted Language Learning (MALL) platforms—particularly their failure to support integrated, skill-balanced development in linguistically demanding contexts such as DaZ/DaF. Drawing on Design-Based Research (DBR), the authors propose a multi-tiered mobile learning ecology anchored in a prototypical application that combines AI-driven adaptivity with narrative-based gamification. This hybrid architecture simulates immersive conditions through city-based tasks, interactive dialogue flows, and CEFR-aligned communicative scenarios. Empirical findings from a purposively sampled cohort of fifty globally mobile learners reveal persistent cognitive and affective challenges, including fragmented input, insufficient feedback, and metacognitive disorientation. The prototype responds by embedding linguistic scaffolding, affect-sensitive interaction design, and dynamic personalization mechanisms to bridge the gap between learner autonomy and structured progression. By repositioning non-immersed learners as central actors in the design of pedagogically rigorous, technologically augmented language learning environments, this study articulates a scalable and theoretically grounded framework for post-immersion language pedagogy. In so doing, it offers a substantive contribution to ongoing debates in SLA, educational technology, and transnational language instruction—proposing not merely an app, but a paradigm shift in how language acquisition is imagined and operationalized in the 21st century.

THE MIDDLE-CLASS CULTIVATE THEIR CHILDREN'S LEARNING THROUGH A BOURDIEU’S CAPITAL THEORY LENS

2025-11-10T06:35:05+00:00

The impact of parental class systems influences children’s roles and responses in school. Social class, encompassing education, occupation, income, or work, equips parents with unequal resources and opportunities for educational engagement. Parents from higher socioeconomic backgrounds are often able to provide their children with more educational resources. Middle class families occupy a unique position in the spectrum of social class. They often have access to more resources than lower-income families but might not possess the extensive privileges of upper-class families. Middle class parents tend to engage actively in their children’s education, leveraging their resources and knowledge to foster academic success. Parental involvement—or the lack thereof—in education can significantly affect children’s school performance. These disparities undoubtedly play a crucial role in shaping children’s outcomes. As an English teacher and having observed the middle class nurturing numerous learning resources for their children, the research was initiated. The study aims to explore the actual circumstances of how middle class families cultivate learning for their children through the lens of Bourdieu’s capital theory. This theoretical framework, which includes economic, cultural, and social capital, provides a comprehensive approach to understanding the multifaceted ways middle class parents support their children’s education. Based on the research purpose, the ethnographic approach in qualitative research was adopted. Long-term participant observation, informal interviews, and teaching diaries were conducted as research methods. Findings organized that the middle class families strategically combined and adapted their economic, cultural, and social capital to provide a supportive educational environment for their children. The middle class understands the inherent limitations of their cultural capital and skillfully enhances it by accessing external resources. This highlights their nuanced and deliberate approach to using the assets they have. The implications suggest an increased awareness of how the middle class function and strategically leverage their economic, cultural, and social capital to provides assistance and resources to help their children succeed in education.

EXPLORING STUDENTS’ PERSPECTIVES OF ENGAGEMENT ON AN INDOOR EXPLORACE ACTIVITY IN ESL CLASSROOM

2025-11-11T05:16:01+00:00

In the post-COVID era, the integration of digital tools in English Language Teaching (ELT) has become increasingly important for promoting interactive and engaging classroom activities. This study investigates the use of Prezi (online platform) in an indoor language game called Explore-Hunt, to enhance student engagement in learning. Using the ASPECT (Assessing Student Perspective of Engagement in an Active-Learning Classroom) framework (Wiggins et al., 2017), the research aims to gather feedbacks from 48 diploma students across two different courses, selected through purposive sampling. Descriptive statistical analysis revealed high engagement across all three ASPECT constructs: Value of Activity (M = 4.81, SD = 0.49), Personal Effort (M = 4.86, SD = 0.46), and Instructor Contribution (M = 4.96, SD = 0.23). The findings highlight the effectiveness of incorporating digital tools and gamification in creating dynamic and interactive learning environments, particularly in TVET ESL education context. The study also contributes to the growing body of research on the application of the ASPECT framework in classroom action research, highlighting the potential for broader adoption of similar active learning strategies. Future research could explore scaling or adapting these methods for use in other ESL and subject-specific classroom.

JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICE AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM

2025-11-11T06:22:59+00:00

Indonesia through the Ministry of Education, Culture, Research and Technology has launched a new curriculum called Emancipated Curriculum as an answer to the learning loss that occurred during the Covid-19 pandemic. The Emancipated Curriculum demands that teachers should be responsive to student needs and student diversity by implementing Differentiated Instructions, but in its implementation, many teachers still face challenges in the implementations. This study aims to find out the teacher challenges, practices, and strategies in implementing differentiated Instruction in EFL Classroom in Pangandaran Regency, Indonesia. This study used a qualitative research method by using observation and interviews to collect data. A total of 10 EFL Junior High School teachers were observed and then interviewed to get more comprehends data. The results show that teachers still face challenges in implementing differentiated instruction, The first is due to lack of knowledge about differentiated instruction, the second is due to the lack of supporting infrastructure and inappropriate environment that didn’t support the implementation, and the third is due to the very large time allocation in preparing and implementing differentiated instruction. In its implementation, differentiated instruction has a huge impact in accommodating students' needs so that students can reach their maximum potential. In addition, the teaching and learning process becomes very meaningful because the learning process become students centred. Various strategies are carried out by teachers, including increasing their knowledge about differentiated instruction from various sources, various online and offline training, various good practices through learning communities, and maximizing local wisdom in differentiated learning.

DESIGN OF PEDAGOGICAL MOBILE ANCIENT HUMAN SETTLEMENT LEARNING FOR SUPPORTING GEO-HISTORY COMPREHENSION, 21ST CENTURY SKILL THROUGH GOOGLE EARTH APPLICATION

2025-11-11T07:11:08+00:00

The advancements in educational technology has developed rapidly over the decade. The convenience to access information from online databases has prompted schools worldwide to start incorporating certain technologies into teaching and learning practices as deemed appropriate. In this research, the Google Earth application was utilized to design learning experiences for Grade 10th students to enhance their comprehension of Geography and History including the 21st century skill, which was achieved from Khok Phanom Di Archaeological site fieldtrip, and assessing learning outcomes by creating the ancient human settlement through the Google Earth application. According to the learning achievement, and the self-assessment of the 21st century skill founded that most of learners could develop the essential skill and gain a deeper comprehension in term of academic comprehension after exploring the PMAG field trip significantly, the statistic significant findings (p<0.05). In addition, most of learners could accurately create the ancient maps according to geographical principles, plate tectonics theory, it can be concluded that the pedagogical mobile ancient human settlement learning through Google Earth could support the acquisition of Geography and History knowledge effectively.