This study highlights how character and peacebuilding education is manifested within Islamic pedagogy. Islamic pedagogy promotes three crucial aspects to nurture character development: spirit, mind, and body. Its curriculum seeks to cultivate specific areas with the potential to create a healthy generation imbued with critical self-consciousness and critical other consciousness. This study examines two concepts deeply rooted in Islamic education philosophy, namely 'Tazkiyaah' and 'Taaruf', as critical elements shaping individual personality and broad cross-cultural relations. Islamic pedagogy is reenacting human character to contribute to designing a world that fits everyone, regardless of their differences. Islamic pedagogy is a teaching philosophy that focuses on the spirit, mind, body, and space. Spatial awareness is also needed for human beings; 'Taaruf' is the keyword in shaping this type of learning. 

Character and Peacebuilding in Islamic Pedagogy, 'Tazkiyah' and 'Taaruf' Concepts as A Case Study

This study investigates the relationship between multiple intelligence (MI) and digital literacy among university-level students. Drawing on Howard Gardner's theory of multiple intelligences &amp; contemporary understandings of digital literacy, research explores how different intelligence styles may influence many aspects of digital competency. Study population included all university students of District Lahore, and 600 students were selected randomly from this population. Quantitative research design was adopted for study in which standardized questionnaires were adopted for the study. Findings of study showed significant correlation amid specific intelligence styles &amp; components of digital literacy, highlighting role of intrapersonal intelligence in communication, content creation, and safety within digital environments. Conversely, the verbal-linguistic intelligence shows limited correlation with digital literacy, stressing nuanced nature of intelligence-digital literacy associations. Furthermore, correlations reveal that content creation skills are associated with the intrapersonal intelligence &amp; safety component, while the problem-solving was significantly linked to musical intelligence. 

pdf/relationship-between-multiple-intelligences-and-digital-hzymudnku4.pdf

Relationship between multiple intelligences and digital literacy skills among university students

English for Specific Purposes (ESP) has rapidly gained considerable importance due to the position of English as a lingua franca in various scientific and economic domains. This paper aims to highlight ESP practitioners' attitudes towards implementing interdisciplinary team teaching and the potential barriers that hinder its implementation in the business school at Ibn Tofail University. To achieve these objectives, a qualitative research design was adopted, and semi-structured interviews were conducted with five ESP practitioners in the business school. The study reveals that the five interviewed teachers have positive attitudes towards interdisciplinary team teaching in the business school. However, the five interviewed ESP practitioners have been reluctant to implement co-teaching, which is the highest level of collaboration and interaction between ESP practitioners and content teachers, due to personal, pedagogical, and administrative constraints.

Exploring Interdisciplinary Team Teaching as a Pedagogical Strategy for Developing ESP Teachers’ Subject Matter Knowledge

The current research delves into the impact of incorporating visual learning tools into high school programs, specifically examining the differences in outcomes among students who identify as visual, auditory, or kinesthetic learners. Rooted in Mayer's dual coding, cognitive load theory, and Baddeley's working memory model, this study assesses the effectiveness of visual aids in improving learning for various learning styles. Using a qualitative approach, data was gathered from a thorough literature review and multiple academic studies. The results indicate that visual aids enhance engagement, comprehension, and critical thinking in students with different learning styles and support educators in developing inclusive teaching methods. The recommendations include proactive integration of visual displays in teaching practices, administrative support, and policy initiatives to secure funding and set standards, underscoring the importance of visual multimedia in the classroom.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0719/a.php" alt="Hit counter" /&gt;&lt;/p&gt; 

The role of visual learning aids across diverse learning styles in high school education

Abstract The need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed‐methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings. 

Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership

Over the last twenty years, the concept of Multiple Intelligences (MI) as presented and developed by Howard Gardner, has been widely accepted within the realm of education. The theory has also revolutionized the English Language Teaching, with plenty of merits to both teachers and learners. The implementation of the MI theory has not been without challenges. Many educators have applied the concept but have yet to be presented with a full range of criticism or research on the topic. Indeed, this systematic review tends to explore in depth the merits and shortcomings surrounding the MI theory and its potential practice in the education sphere. By addressing these areas, the paper seeks to help teachers and practitioners understand the challenges and limitations inherent in the MI theory, and ultimately improve its application in the EFL classroom.

Gardner's Theory's Impact on English Language Teaching: A Constructive Analysis

Teacher leadership has become an important aspect of the modern education system. Teacher leadership involves teachers assuming leadership roles and responsibilities, with the aim to drive improvement and positively impact student’s learning outcomes. Effective teacher leaders possess a combination of instructional expertise, collaboration skills, vision and initiative, communication ability, adaptability, advocacy, and ethical and professional dispositions. This qualitative study aims at examining teachers’ trainees’ perspective on teacher leadership. The study employed online semi-structured interviews of 37 teacher trainees from three teacher colleges in Morocco. The findings indicated that though most participants could not define teacher leadership in a broader manner, they are still super-conscious that teacher attitude is the most influential factor in teacher leadership practice. Regardless of those lopsided findings, there is a need for further investment in this field as teacher leadership is becoming increasingly important for teachers to contribute to driving change and making a positive impact on the education system as a whole.  Article visualizations:

Moroccan teachers trainees' attitudes towards teacher leadership

Despite the high prevalence of co-teaching in EFL classes around the globe because of its numerous advantages, it is noticed that its implementation is below the expectation in the Moroccan context because of various reasons. This article’s fundamental objectives are twofold: It investigates the successful implementation of this approach from teacher trainers’ perspectives and the appropriate model that can be applied smoothly and successfully in the Moroccan EFL context. An online questionnaire is used to collect data about teacher trainers’ attitudes toward the suitable model that can be applied in the Moroccan English classes. The preliminary results of this article unveil that teacher trainers have a positive attitude toward the implementation of co-teaching. Nonetheless, there are some individual, psychological, and institutional constraints that impede its implementation. Therefore, getting rid of individual culture and encouraging the habit of co-operating among pupils along with recruiting more professional teacher trainers to raise teachers’ trainees and experienced teachers’ awareness of the importance of this approach are the most effective solution to apply it successfully in Moroccan EFL classrooms.

The Implementation of Co-teaching Model within the Moroccan TEFL Classroom-Moroccan Teachers Trainers’ Perspectives

The evaluation of the quality of self-paced online TESOL courses is critical for students to determine whether the course is effective and meets their learning needs. The global COVID-19 crisis necessitated the adoption of an urgent learning intervention represented in online education in general and online self-paced learning in particular. The study aimed to examine students' perceptions of the TESOL online course design, delivery, content, and assessment, and the use of technology in enhancing their learning experience. The research used questionnaires and interviews to understand the participants' perceptions towards this modality of education. Overall, students' evaluation of the quality of online self-paced courses revealed that participants generally had positive opinions about this mode of learning. However, some students expressed concerns, especially about the lack of interaction with instructors and peers, the delay in feedback and the need for self-discipline to stay on track. The study highlights the importance of considering the learners' perspectives when designing and delivering online TESOL courses and highlights the need to boost the interactive elements of the course and the quality of the supporting materials.  Article visualizations:

An exploratory study of students evaluations of the quality of self-paced online tesol courses in morocco: insights and implications

/pdf/teachers-experiences-with-using-online-games-in-efl-hqo6td9s.pdf

Teachers' Experiences with Using Online Games in EFL Classrooms: A Study of Moroccan Teachers

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