PUPIL: International Journal of Teaching, Education and Learning

A PERSONAL ENCOUNTER WITH RESEARCH: POETIC TRANSCRIPTION

Lorenzo Cherubini — 2025-04-29

Poetic inquiry is a qualitative method that accounts for both the participants’ first-person perspectives and the researcher’s personal interpretation in a unique and invitational presentation of data. This paper will discuss, first, the use of poetic transcription to transform the Research Conversation interview scripts of Indigenous community members involved in a partnership with university educators. The research project examined the concepts of learning and education from those in the Indigenous community that were directly involved in the culturally appropriate programs offered at a Friendship Centre in Ontario (Canada). The key themes identified in the data will be shared. They include: 1. Education as a “lived reality” 2. Sense of Well-Being, and 3. Resolving Tensions. Second, the paper will present the respective poems that emerged from the poetic transcription that represent the researcher’s critical encounter with participants’ delicately complex stories. The manuscript addresses how readers’ emotions are implicated in poetic inquiry since the qualitative approach serves to appeal to the broader complexity of participants’ experiences. The poems, therefore, underscore the intensely personal encounter and individual impressions the researcher experienced and, in turn, offer readers an opportunity to share in the moments of the critical encounter.

THE RELATIONSHIP BETWEEN LEARNING MOTIVATION, PROFESSIONAL COURSES AND PASS RATES OF SKILLS CERTIFICATION: A CASE STUDY OF VOCATIONAL SENIOR HIGH SCHOOL STUDENTS IN TAIWAN

Zhi Rong Chen — 2025-07-18

This study investigates the relationship between learning motivation, professional courses performance, and the pass rates of skills certification among students in vocational senior high schools in Taiwan. In response to the growing demand for professional competencies in the labor market, skills certification has become a crucial indicator of students’occupational readiness and a determinant of their future career trajectories.The research employed a questionnaire method to collect data regarding students’learning motivation, professional courses performance, and skills certification outcomes .A quantification method was adopted, utilizing descriptive statistics, correlation analysis, and logistic regression analysis to examine the relationships among the core variables.The results indicate a statistically significant positive relationship between professional courses performance and the pass rates of skills certification, confirming course performance as a key predictive factor. While learning motivation was positively correlated with course performance, it did not exhibit a statistically significant direct effect on certification outcomes.Additionally, different preparation strategies were found to impact course performance significantly. Among these, participation in after-school programs and group study demonstrated the most favorable outcomes. These findings provide empirical insights into how instructional design and preparatory practices can enhance students’performance in professional courses and increase their likelihood of success in skills certification.The study recommends integrating simulated certification exercises and diversified instructional resources into professional courses to optimize learning outcomes and improve certification pass rates across the vocational education system in Taiwan.

EMPOWERING NEURODIVERGENT LEARNERS IN INCLUSIVE CLASSROOMS: A CULTURALLY RESPONSIVE TEACHING (CRT) PERSPECTIVE

Manasi Panwar — 2025-07-21

The global commitment to inclusive education under the United Nations Sustainable Development Goal (SDG 4) aims to accommodate the diverse learning needs of neurodivergent learners comprehensively. Conventional teaching methods often underserved the unique learning requirements of neurodivergent learners, such as those with dyslexia. The study examines the impact of Culturally Responsive Teaching (CRT) as an instructional approach, emphasizing the use of culturally relevant learning materials, differentiated and flexible instruction, visual cues, and social emotional learning (SEL) interventions on the academic, behavioral, and social-emotional development of dyslexic learners. Employing a qualitative research design, the study draws on data from classroom observations and semi-structured interviews with teachers and parents to explore how CRT strategies influence learner development. The findings underscore the positive impact of the aforementioned CRT strategies on academic achievements, confidence-building, learner engagement, peer relationships, and socio-emotional growth among dyslexic learners. The implications of the study extend to linking CRT strategies with the broader goals of SDG 4, promoting an equitable and inclusive educational landscape empowering dyslexic learners.

STUDENT’S PERCEIVED COMPETENCE IN MOCK JOB INTERVIEWS

Salmiza Abdul Rahim — 2025-07-22

With the increasing importance of English proficiency in Malaysia’s competitive job market—particularly in interview settings—this research investigates students’ self-perceptions of their readiness and abilities after participating in simulated job interviews. A total of 36 students took part in the study by completing a self-evaluation questionnaire. The findings reveal that while students generally perceived themselves as prepared, especially in areas such as appearance, non-verbal cues, and basic interview etiquette, there was a noticeable gap in their perceived performance, particularly in spoken grammar, clarity, and fluency. The results underscore the need for targeted instruction in linguistic accuracy, structured speaking, and real-time communication strategies. This study offers practical implications for educators aiming to enhance students’ employability through language training and interview skill development.

MEMBERSHIP CHARACTERISTICS AND ENGAGEMENT IN AN INTERNATIONAL COMMUNITY OF PRACTICE FOR TECHNOPEDAGOGY: A QUANTITATIVE ANALYSIS

Sabrin Housni — 2025-03-15

This article examines the individual characteristics and motivations of members within a Community of Practice (CoP) that brings together professionals from diverse educational and geographical sectors. The CoP focuses on knowledge exchange and the development of technopedagogical skills. The study was conducted with 134 members from nine countries, featuring a predominance of female participants and substantial representation from Belgium. The research is framed within a quantitative methodological approach. It aims to understand the demographic and professional profiles of members as well as their motivations for joining the community. The findings reveal that CoP members are predominantly experienced professionals with an average age of 42 and high educational attainment, with the majority holding a university degree. Most members are actively engaged in their careers, occupying positions across a wide range of educational levels, from primary to adult continuing education. Finally, the motivations for joining the CoP are primarily related to the desire to acquire new technopedagogical skills and to interact with other professionals from diverse backgrounds. The study also highlights four main predictors of willingness to participate actively in CoP: availability of time, intention to collaborate, interest in an original and innovative learning environment, and desire to learn technopedagogical content.