The​ Innovative Teaching and Learning (ITL) is a scholarly journal founded by the Beijing Normal-Hong Kong Baptist University. This journal aims to promote college teaching and learning through empirical and review studies, as well as teaching practices. All articles in ITL are open-access and there is no charge for the authors.
Designing and Implementing Course-Based Research in the Undergraduate Curriculum to Enhance Active Learning
Gaining experience of research in an undergraduate course equips students with analytical skills that are relevant to solving real-life problems. This article introduces the design and implementation of qualitative research activities in an undergraduate general education capstone course titled Children as Consumers: Marketing to the Youth. The course was delivered in a blended learning mode. Undergraduate students interviewed an informant about his or her favorite retail shop and compared the results with the assigned reading on the consumption habits of adolescents. Students in groups then participated in an empirical study using qualitative interviews to explore financial literacy among children and teens. Research activities include preparing applications for institutional ethical approval, designing interview questions, conducting qualitative interviews, analyzing qualitative data, and applying the research findings in the design of marketing campaign messages. In addition to the instructor’s assessment, students received comments from the marketing professionals from the Investor and Financial Education Council, who reviewed all the presentation videos. Feedback from students was analyzed to examine their perceptions of the research activities and the research project. External reviews of the course design and implementation are presented. These research activities can be scaled up for larger classes or conducted in an online setting. Recommendations for implementing course-based research are provided in the conclusion.
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Impact of Online Teacher Professional Development Programs on Classroom Teaching Practice in Indonesia
This study explores Indonesian teachers’ experiences in the online Teacher Professional Development Program (Pendidikan Profesi Guru or PPG) and its impact on teaching practice. A review of existing literature on teacher Professional Development (PD), the connection between teacher learning and practice, and the complexities of literacy as a practice has been conducted to support this research. Using a case study approach, this research was conducted online through WhatsApp video calls, Zoom meeting recordings, and the PPG program’s Learning Management System (LMS). The participants in this study were five elementary school teachers from five different schools in Indonesia. This study utilizes various data collection methods, including interviews, observations, and documents or artifacts. Using Stake’s (2013) multiple-case analysis framework, individual case reports were created to align with the research questions, followed by a cross-case analysis. The results show that the PPG program offered a mix of lectures, interactive workshops, and hands-on field experiences with a strong emphasis on technology, pedagogy, and learning innovation. Teachers participated in activities that allowed them to apply their learning in classroom settings. After the program, teachers demonstrated improvements in integrating technology, adopted various instructional methods, showed increased adaptability in implementing the curriculum, and shifted towards student-centered teaching approaches. Using the framework of multicase analysis, six assertions emerged from participants’ diverse educational experiences. These six assertions identified from the cross-case analysis illustrate the transformative impact of professional development on educational practices while also acknowledging the complexity and diversity of teaching contexts.
Critical Digital Citizenship: Its Conceptualization and Implications for Education
This paper explores the conceptual clarity of critical digital citizenship (CDC) and its significance in educating students for a post-digital, inclusive, and egalitarian society. The discussion highlights the urgency of critical digital citizenship in school and university education, particularly for the younger generation, who are digital natives. Through a systematic review, the researchers affirm the importance of incorporating CDC into school and university curricula. The study results provide CDC with a theoretical and practical framework that facilitates its integration into classroom teaching.
Effect of Blended Learning on Outcomes of Students Attending a Fundamental Chemistry Course in Higher Education
The blended learning model, when applied to large enrollment introductory chemistry courses, has proven to be a successful method for integrating active learning. By leveraging technology and problem-based learning strategies, the approach not only improves student engagement and understanding but also enhances academic outcomes. The positive feedback from students and the improvement in GPA underscore the model’s potential as a viable alternative to traditional lecture-based teaching, making it a valuable tool for large-scale STEM education. Active learning approaches result in improved student learning outcomes compared to traditional passive lecturing. There is a growing need to change the way instructors teach large introductory science courses. Blended classroom modules for large enrollment fundamental chemistry course sequence have been created. Herein is described how student response systems and problem-based case studies have been used to increase student engagement, and how blended classroom modules have integrated these case studies as collaborative group problem-solving activities in 70-100-seat lecture halls. Preliminary evaluation efforts found that the blended classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a blended classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yield successful outcomes. The blended classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a first-year level fundamental chemistry course was assigned as homework using MS Teams platforms. In class, students’ misconceptions were addressed, the concepts from the video lectures were applied to problems, and students were challenged to think beyond given examples. Students showed increased comprehension of the material and appeared to improve their performance on summative assessments (exams).
Transforming Graduate Teaching Assistant Training Through Blended Learning, Gamification and AI: A Case Study
Graduate Teaching Assistants (GTAs) play an integral role in undergraduate education, yet many lack formal pedagogical training. This case study examines the implementation of an innovative, technology-enhanced GTA training program at a research-intensive university in Hong Kong. The program integrates blended learning, gamification, and artificial intelligence (AI) tools, guided by Self-Determination Theory (SDT), the Mechanics-Dynamics-Aesthetics (MDA) framework, and adult learning principles, to explore how an innovative pedagogical and technological design supports student engagement, fosters collaboration, and enhances self-perceived teaching confidence in mandatory professional development at scale. Using a mixed-methods approach, data were collected from 449 students across six course sections during Fall 2024. Quantitative metrics showed high voluntary participation (97.6% of groups engaged in optional activities) and sustained engagement (81.7%), while qualitative insights from student reflections provided rich evidence of the integrated pedagogical design driving engagement. A custom gamification platform facilitated peer collaboration, sustained participation, and efficient resource management, while AI tools provided scalable pedagogical and administrative support, effectively addressing institutional constraints through innovative pedagogical strategies. The findings offer valuable insights for professional development practice, particularly in aligning engagement mechanisms with learning objectives in mandatory training contexts. While acknowledging the influence of institutional constraints and the limitations of short-term outcome measures, this case study demonstrates how well-designed technology solutions can support both scalability and personalization in professional development. Patterns of resource-sharing behaviors and collaborative practices further illustrate strategies for fostering community building while addressing the practical challenges of large-scale training programs.
Graduate Teaching Assistant (GTA) training
Higher education is undergoing a profound transition in the dynamic landscape of the 21st century, driven by innovative technology and the transformative potential of EdTech. The theme of last year’s e-Learning Forum Asia, “EMPOWER & EMBRACE: Innovating Higher Education with EdTech,” portrayed this movement, emphasizing technology’s crucial role in shaping future-ready educational institutions.
Editorial Board & Acknowledgement to Reviewers
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Innovative Teaching and Learning of Quantum Finance and Intelligent Trading Strategies
Hitherto it has been a real challenge to integrate innovations in advanced quantum computing and AI to supply a practical, intelligent program trading system. Particularly challenging to the financial technology community is quantum finance, which is based on modern technologies that draw upon quantum theory and quantum anharmonic oscillation. There are numerous hybrid economic forecasts with the combination of deep network and various AI technologies recommended with the growth in AI innovation in the past decades. In this paper, we demonstrate how higher education has addressed this critical subject area, namely the development of high-level, cutting-edge AI related, computer technology in the area of financial trading. State of the art AI innovations, including deep networks, fuzzy logic, genetic algorithms and chaos theory are incorporated into MetaTrader platform to design cutting-edge and functional AI-based program trading workshops providing students with hand-on experiences of exactly how to apply such innovation to the real-life economic market and also how to plan for a future career in the growing professional area of AI-fintech.
Exploring the Impact of a WeChat Group and E-Learning Platform Use on the Academic Performance of Students Majoring in Communication
The study explores the use of a WeChat social media group and a Moodle-based, e-learning platform \u201ciSpace\u201d in relation to the academic performance of students majoring in Communication at a higher education institution in China. The constructivist learning approach and Technology Acceptance Model (TAM) were used as a quantitative investigation model in a survey of 500 postgraduate students. Specifically, the study aims to investigate how students studying in the field of Communication use technological resources to achieve their desired level of academic performance. According to the course intended learning outcomes (CILOs) of Foundations of Communication Study and the programme intended learning outcomes (PILOs) for the graduate students the relevant aspects of students\u2019 performance can be categorized as cognitive and affective. There are two kinds of learning tools employed by Communication students in their major courses, a messaging app, and an e-learning platform: a WeChat group and iSpace, a local version of the \u201cMoodle\u201d virtual learning environment. Previous studies of WeChat have generally investigated it as a social media application rather than as an educational resource. The present study complements the survey with qualitative in-depth interviews and focus groups to examine how both WeChat and iSpace impacted students\u2019 academic performance. The findings of this study redefine WeChat\u2019s role from a simple messaging app to a form of learning support.\u00a0
The Effects of an MBCT Course on College Students During the Pandemic
Research showed that one in six of college students in Taiwan suffered from depression. In addition, the World Health Organization also pointed out that global anxiety and depression cases increased by 25% in the first year (2020) of the COVID-19 pandemic. The purpose of this study was to assess if the Mindfulness-Based Cognitive Therapy (MBCT) course could help students improve concentration, reduce stress, manage emotions, and change cellphone habits. The methodology of this study was using a questionnaire survey, which included qualitative and quantitative questions, a five-point scale questionnaire (from \u201cNot at all improved\u201d to \u201cExtremely improved\u201d). In addition, the Chinese version of Mindful Attention Awareness Scale (CMAAS) measurements were taken before and after the MBCT course. The results of this study showed that nearly 60% of the students expressed that the MBCT course could effectively improve their concentration, 83% of the students thought that it significantly reduced their stress, and 86% of students\u2019 feedback showed that it improved their emotional management. However, most students expressed that this course did not help them much in the change of cellphone habits. Therefore, this study suggests that universities in Taiwan should offer more mindfulness-based courses, including online mindfulness courses to help students learn more effectively and improve their physical and mental health, especially during the pandemic.
Teaching Exploration of Pattern Analytics Course-Bridging the Distance Between Theory and Practice
This article is an exploration of the teaching and optimization reform project of computer technology application courses. According to the teaching status of a strong theoretical course, this paper takes the course of Pattern Analytics as an example to explore how to enhance students\u2019 understanding of theoretical knowledge, enthusiasm, and realization ability by increasing practice of theory-related practical projects in the real world.
Improved Teaching of Science and Engineering Using Deliberate Practice of Problem-Solving Decisions
The ability to solve complex realistic problems is the most important requirement for being a good scientist or engineer. Here we present a theoretical design for improving the effectiveness and efficiency in teaching technical problem solving at the post-secondary level. The approach brings together theoretical ideas and empirical results from (a) evidence-based instructional practices, (b) development of expertise through deliberate practice, and (c) a decision-based framework for complex problem solving. This design involves explicit practice and feedback on making the set of decisions that define the problem-solving process of skilled scientists and engineers. We provide a template for instruction based on this design. This design also provides a way to assess problem-solving skills that is more accurate than traditional examinations.\u00a0
Scaffolding as a Pedagogical Strategy in a Course Delivered Using English as a Medium of Instruction (EMI)
Internationalization has motivated tertiary educational institutions to open their doors to global students and instructors. This movement has led to the adoption of the English language as a lingua franca among many distinct nationalities on the same campus. Consequently, the number of programs using English as a Medium of Instruction (EMI) in their classrooms has steadily grown, raising pedagogical issues associated with dealing with an academic community with diverse characteristics. Accordingly, the goal of this project is to identify and understand how teachers and students deal with the challenge of teaching and learning via EMI, specifically with regard to two issues: the different levels of English language proficiency in the classroom, and any distinct cultural features among participants that might hinder communication during a lesson. Some pedagogical scaffolding strategies such as the use of students’ L1, checking comprehension, co-construction of knowledge are identified. To better understand these pedagogical scaffolding strategies in a program using EMI, I present a case study of a postgraduate group and its instructor.
English as a medium of instruction (EMI)
socio-cultural theory of cognitive development
At the present moment, there is a danger facing the proponents of liberal arts education. In trying to salvage the liberal arts tradition, its apologists risk diluting it to the point of unrecognizability. Invoking the Nietzschean category of untimeliness and drawing out the importance of reading the writings of the dead, this essay examines the contemporary cultural landscape and offers a critical assessment of the ongoing mechanization of human beings. It suggests that for liberal arts education to mean something substantive today, it must assume, in opposition to this dehumanizing process, a less acquiescent stance towards the environment in which it is imbedded.
The Age of Generative AI: Redefining Work, Leisure, and Society in the Metaverse
The convergence of generative artificial intelligence (AI) and the metaverse is fundamentally reshaping our understanding of work, leisure, and social interaction. This article examines these transformative technologies’ impact through the lens of contemporary research and sociological analysis. While generative AI tools like ChatGPT Sora, DALL-E, and Vidu are revolutionizing content creation and industrial processes, the metaverse is emerging as a persistent, immersive digital universe where physical and virtual realities converge. Through the seminal work of Italian sociologist Domenico De Masi, we analyze how these technologies are transforming creative industries, healthcare, education, and commerce. The metaverse, in particular, is redefining social interaction, work collaboration, and leisure activities through immersive virtual experiences and decentralized digital economies. Our analysis reveals that while these technologies offer unprecedented opportunities for human creativity and connection, they also present significant challenges regarding job displacement, unequal digital access, and the potentially detrimental psychological impact of increased virtual immersion. The study emphasizes that successful integration of these technologies requires careful consideration of human values, equitable access, and the maintenance of meaningful connections to the physical world. Through examination of concrete applications and diverse stakeholder perspectives, we propose a framework for understanding and navigating this technological transition that balances innovation with human wellbeing.
This paper examines the transformation of liberal arts education under neoliberalism, focusing on the ideological shift that has redefined the purpose of higher education in economic terms. The paper traces the increasing instrumentalization of education through the lens of “human resources” and “human capital” theory. Drawing on the works of Gary Becker and Friedrich Hayek, it explores how neoliberal thought has reshaped not only educational institutions but also the very conception of knowledge and subjectivity. The argument highlights the paradox at the heart of neoliberal education policies: while higher education is framed as an investment in human capital, neoliberal economic theory simultaneously asserts the fundamental unpredictability of market demands and the limits of knowledge itself. The paper concludes by reflecting on the potential for intellectual freedom within this framework, reclaiming the liberal arts as a domain of autonomous inquiry beyond immediate economic utility.
A Qualitative Investigation into English Learners’ Language Learning Strategies in an English-Medium Mainland-Hong Kong Cooperative University in China
The use and effectiveness of Language Learning Strategies (LLSs) are thought to be shaped by personal variances as well as environmental and contextual factors. Given the intricate and dynamic characteristics of LLSs, a qualitative research approach is fitting for investigating this topic. This paper details the qualitative findings from a multiple-case study on English learning strategies among university students in the context of an English-medium university and complements earlier quantitative research on the topic (Luo et al., 2024). The data was gathered from semi-structured interviews. Findings show that the construction of students’ LLRs is profoundly influenced by significant others and their individual interest. There is considerable diversity in the size of LLS repertoires among learners as well as significant variation in their preference for dominant LLSs and their usage. The transition to an English-medium university environment has transformed participants’ perspective of the language from a distinct subject to a vital tool for acquiring professional knowledge. As a result, they place a greater emphasis on enhancing their speaking and writing skills. However, most learners lack affective strategies to manage their speaking anxiety. This study not only enhances understanding of students’ LLSs but also yields some important pedagogical implications.
cooperation between Chinese Mainland and Hong Kong
Teaching a General Education Course on Gender in a University in China: Insights from an Innovative Experiential Learning Activity
Gender education has emerged as a focal point in today’s pluralistic society, as the construction of gender significantly influences personal identity cognition, well-being, and social interactions. In the context of tertiary education in China, gender-related courses are increasingly being integrated into general education frameworks, reflecting a societal attitude towards greater awareness of gender issues. To align with this educational paradigm, Beijing Normal-Hong Kong Baptist University (BNBU; formerly United International College) which adopts a liberal arts teaching philosophy, has developed a course named Gender, Family, and Marriage. Within this course, an innovative experiential learning activity, "Gender Swap Day", has been incorporated to allow students to personally experience through the symbolic adoption of diverse dress codes, the identities conventionally associated with the opposite sex. This initiative aims to facilitate students’ understanding of gender as a socially constructed concept. Results from the activity indicate that participants come to recognize that gender roles and expectations are not static, rather, they are socially constructed. This activity has resulted in positive learning outcomes for many students, including increased interest in gender-related issues and the development of a more inclusive consciousness. The activity has its limitations; for example, its design assumes a restricted range of ways of expressing gender identity. Nevertheless, the insights garnered serve to inform the development of more diverse pedagogical and teaching approaches to gender education, thereby fostering a more empathetic societal awareness of gender issues.
The past five years have seen world horizons shrink as a result of the pandemic, even as they have expanded artificially in its aftermath as a result of new technologies. This special issue of Innovative Teaching and Learning, “Liberal Arts, Diversity, and Our Times,” combines reflections on liberal arts and the associated educational and cultural mission when driven, but also challenged, by the complex social, historical, economic and technological developments of our times. With the global rise of joint ventures in liberal arts education crossing Western and non-Western divides, ventures that experienced an important surge in the late twentieth century, it is important to understand how diversity, in the sense of addressing the needs of the whole person but also the widest variety of individuals comprising a student body, is reimagined in global contexts and at important intersections of learning traditions across spaces.
Teaching Media Studies at a Liberal Arts College in China: A Pedagogical Reflection on Social Diversity, Difference and Critical Thinking
This article examines the pedagogical challenges and opportunities involved in teaching Media Studies in Chinese Mainland’s private liberal arts colleges, where demographics indicate that students are predominantly Han Chinese from upper-middle-class backgrounds, with limited exposure to social diversity. Employing a mixed-methods approach—quantitative analysis on enrollment data analysis, qualitative classroom observations and case studies of pedagogical initiatives, this article investigates the structural homogeneity of the student body and its implications for critical thinking. Findings reveal that while students initially focused on specific diversity topics (e.g., gender), structured pedagogical interventions broadened their critical awareness to include disability, religion, migration and cross-cultural representations. By emphasizing social-inclusion pedagogies centered on “social difference” rather than static “diversity,” this research demonstrates how educators can counter neoliberal marketization in higher education and foster critical engagement with plural communities. The study contributes to global debates on diversity, equity, and inclusion (DEI) by advocating for curricula that bridge privilege and social realities, thus preparing students to navigate and address inequality in a divided world.
Gender and Genre: Knowledge Transformation in Liberal Arts Education
This article explores how liberal arts education leads students to critically examine their everyday experience of mass media and to creatively transform their observation into radical knowledge about social norms, especially gender identities. The first part of this article lays out the shared grounds and connections between genre and gender: both are repetitive performances that reflect cultural rationality and gather people into distinct communities. The second part illustrates the significance of relating genre studies with gender issues in the liberal arts classroom through the example of the genre parody assignment in my Mellon-funded course “Race, Gender and Media.” Through showcasing two students’ parodic works, my article shows how liberal arts education can cultivate students’ genre-gender awareness and transform their experience of mass culture into knowledge about social norms.
A Quantitative Investigation into English Learners’ Language Learning Strategies in an English-Medium Mainland-Hong Kong Cooperative University in China
As English-medium cooperative universities emerge in China, students’ English learning strategies, which have long been documented as an important factor in their academic success, have gained increasing attention in second language acquisition. This study investigated students’ English learning strategies in an English-medium cooperative university in China. Drawing on data collected using Oxford (1989)’s language learning strategy survey from Year-1 (N = 339) and Year-2 students (N = 207), an exploratory factor analysis was conducted. It suggested three main English learning strategies, including cognitive, metacognitive, and compensatory/evaluative/affective strategies. A 2 (study years) × 3 (strategies) ANOVA revealed a significant main effect of study years and that of strategies as well as a significant interaction effect. A structural equation model (SEM) indicated that students’ use of language learning strategies served as a significant mediator between their English learning history and their self-rated English proficiency. The pedagogical implications of these findings are discussed.
English as a foreign or second language.
Comparing Approaches to Music Education in Malaysia and Bulgaria: Progress Towards a Qualitative Study
This article is a working paper that previews the next stage in an ongoing comparative study. It explores nodal situations (Bode, 2013) within music education in Bulgaria (Demerdzhiev, 2024b) and compares them to the findings of a grounded theory-based study of the education of gifted music students, conducted in Malaysia from 2017 to 2019 (Demerdzhiev 2021a, 2024a). While Western-style music education tends to prioritize curriculum, evaluation, and technical equipment (López-Íñiguez & Westerlund, 2023), traditional music education in Southeast Asia and Southeast Europe places more emphasis on the teacher-student relationship and the development of students’ artistic personalities, alongside instrumental technique (Brand, 2006; Demerdzhiev 2021a). Recent studies indicate that this holistic approach is crucial for nurturing young people’s musical talents (Bork, 2016; McPherson, 2016; Gagné, 2023, López-Íñiguez,& McPherson, 2023). The project seeks to facilitate mutual learning and capacity improvement while encouraging a critical review of music education programs in both regions and beyond.
EMI University Students’ Perceptions of Teachers’ Design and Management of Academic English Listening Classes
This paper explores the perceptions of their teachers' instructional strategies by students of an EMI university EAP course. It describes teacher-student interactions within language classrooms and investigates how their value is understood by students. Six participants were studied, using classroom observations employing the Foreign Language Interaction (FLINT) system, and semi-structured interviews. The participants consisted of four students and two teachers, who were enrolled in the same university EAP course. The analysis revealed persistent difficulties in academic listening amongst English learners regardless of their proficiency level. The findings indicate that EAP instructors employ a coherent set of teaching activities with an implicit rationale to develop listening strategies, but that this rationale is not always understood or aligned with students’ own learning strategies. The findings are limited, but, even so, suggest that instructors and students should discuss the rationale for their learning strategies more explicitly at the outset of a course.
Using Corpora as an Innovative Approach to Assess Textbook and Exam Readings
Textbooks and exams are important aspects of English language teaching (ELT) as they influence or even determine what students learn. Previous studies have compared ELT materials and proficiency exams to verify and ensure consistency and reliability in both testing and teaching materials designed for the same target students; a mismatch might lead to tests negatively affecting teaching and vice-versa, which is called the educational washback effect. However, the Chinese ELT context remains under-investigated, and rare studies illustrate a step-by-step guidance of this comparative corpus-based analysis approach. This research aims to provide researchers with hands-on suggestions for the construction and analysis of ELT-specialised corpora which can improve future ELT material development and assessment practices to be better aligned and more statistically objective.
Promoting AI Literacy among English Language and Literature and Translation Majors
This paper explores the effects of instruction that promoted AI literacy in English Language and Literature and Translation courses at an English as a Medium of Instruction (EMI) institution in southern China following the launch of ChatGPT-3, which prompted a global debate on the role of AI in education. It explores how pedagogical frameworks and teacher-student relationships shaped student engagement with AI while considering the technologization of education and its impacts on second language writing instruction. The study involved two different groups: Year 1 students in an Introduction to Corpus Linguistics course, and Years 3 and 4 students in a Learning through Digital Narratives course. Following the AI literacy framework suggested by Tseng and Warschauer (2023), the courses incorporated a variety of activities intended to facilitate students’ reflection on the affordances and limitations of AI tools and AI-generated products. Findings show that while AI tools can enhance text quality, they can also produce results that can be either vague or authoritative, potentially erasing the students' voice or style. The paper concludes by highlighting how teachers and students can benefit from their increased awareness of the potential and limitations of AI as well as the integration of AI into the curriculum to promote AI literacy in EMI higher education.
The Autoethnographic Eye (I): Teaching Literature in College Writing
How can college education, especially language and literature studies, help students better understand themselves and the world they live in? How does a language or literature teacher connect reading and writing activities with the broader society beyond class? This autoethnographic essay reflects upon these two questions through a critical examination of my use of autoethnography in college writing courses. Drawing from communication theories and my own teaching experience, I will demonstrate how teaching autoethnography develops students’ critical thinking skills and motivates them to connect their learning with broader social issues. The paper will first share my struggles as a literature scholar and college writing teacher. Then I will discuss how my autoethnography teaching bridges teaching with research and helps students better understand language.