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In recent years, there has been a growing emphasis on the application of project-based learning and differentiated instruction within educational environments, as educators increasingly acknowledge their significance in motivating students and creating more interactive learning experiences. This study aims to explore the perspectives of art teachers on the effectiveness of combining differentiated instruction with project-based learning to support students’ understanding in art. Using a sequential mixed-methods design, data were collected through a questionnaire completed by 190 art teachers, followed by a group discussion involving eight selected participants. The findings reveal that art educators view project-based learning as a valuable teaching approach that promotes greater student involvement, strengthens social interaction in the classroom, encourages cultural appreciation, and supports the practical application of differentiated instruction strategies. These results have broader implications in areas such as teacher training, academic leadership, curriculum development, and educational policy. Additionally, the insights derived from this study may have relevance beyond art education, offering meaningful contributions to other academic disciplines. The findings also serve as a useful reference for researchers and educators pursuing deeper explorations into the integration of project-based learning and differentiated instruction in both art education and wider pedagogical contexts.

Teaching process every day and more is changing with a strong evolution, where the use of methods, forms and multiple techniques are transforming teaching in a complex and difficult process on the other hand the teaching process is faced today with a large number of exception and contradiction as:Teachers often give students the task of exercises, for solution of which required knowledge of many subjects, despite the knowledge provided by the teacher were only on their case, so in this respect should be paid special attention to all stages through which ensure quality teaching and successful learning.Teachers should be familiar with: difficulties, styles, interests, needs, trends and psychological abilities of each student in order to ensure their walk confidently ahead.On the other hand they often have to break and be dedicated to a group of advanced students who have interests much broader than the rest of the class, in this regard have the skills, but the rest of the children have difficulties therefore require constant supervision and help of teachers.These are some of the reasons that make teaching as a difficult and complex process. The teaching process as the learning had their history of development. Therefore they passed through the different stages being perfectly constantly.From the very cognitive of these issues, it was concluded that both these processes are correlated with each other, which makes it even more complicated ( Raçi, A. Gashi, Sh. 2001: 3). Precisely for these reasons, studies and research on teaching and learning have been and are many today. These studies, as well as the interest accrued so teachers, psychologists, and experts in other fields, coupled with the fact that teaching and learning are continuous processes, such as understanding about them cannot ever finish ( QTKA, 2005: 13 ).

In this article, we explore the awareness of educational professionals regarding the use of Gardner’s theory of multiple intelligences (MI) in inclusive schools. The research involved 49 educational professionals from selected primary schools. We found that they were generally familiar with Gardner’s MI theory, but most do not use it intentionally in their teaching. They most often develop interpersonal, verbal-linguistic, and mathematical-logical intelligence, while bodily-kinesthetic, spiritual, and musical-rhythmic intelligences remain less frequently stimulated. In an inclusive school, it is crucial for teachers to use Universal Design for Learning, which addresses different types of intelligence and enables more differentiated teaching.

In modern knitted garment production, accurate identification of fabric texture is crucial for enabling automation and ensuring consistent quality control. Traditional manual recognition methods not only demand considerable human effort but also suffer from inefficiencies and are prone to subjective errors. Although machine learning-based approaches have made notable advancements, they typically rely on manual feature extraction. This dependency is time-consuming and often limits recognition accuracy. To address these limitations, this paper introduces a novel model, called the Differentiated Leaning Weighted DenseNet (DLW-DenseNet), which builds upon the DenseNet architecture. Specifically, DLW-DenseNet introduces a learnable weight mechanism that utilizes channel attention to enhance the selection of relevant channels. The proposed mechanism reduces information redundancy and expands the feature search space of the model. To maintain the effectiveness of channel selection in the later stages of training, DLW-DenseNet incorportes a differentiated learning strategy. By assigning distinct learning rates to the learnable weights, the model ensures continuous and efficient channel selection throughout the training process, thus facilitating effective model pruning. Furthermore, in response to the absence of publicly available datasets for fabric texture recognition, we construct a new dataset named KF9 (knitted fabric). Compared to the fabric recognition network based on the improved ResNet, the recognition accuracy has increased by five percentage points, achieving a higher recognition rate. Experimental results demonstrate that DLW-DenseNet significantly outperforms other representative methods in terms of recognition accuracy on the KF9 dataset.

This paper investigates the challenges experienced by some Australian school educators in implementing differentiated instruction (DI) at a large secondary school. A small-scale study was conducted using individual, semi-structured interviews with teachers and school leaders. Using thematic analysis, three major themes were identified, namely: teachers' barriers to implementing DI, school leaders' constraints to implementing DI, and pre-service to in-service exchanges and sharing about DI. Findings from teachers revealed limited school resources, student behaviour issues and inadequate time for planning and implementation. School leaders also identified time as an impeding factor but also reticence by experienced teachers to use DI. Teacher education courses are not clear about DI as a comprehensive teaching framework suitable for all students. Results highlight the need for further research at the teacher educator, teacher and school leader level to remove existing barriers, constraints, and misunderstandings about DI to ensure maximum learning opportunities for all students. [Author abstract]

The implementation of differentiated learning in private madrasahs raises a big question mark regarding the suitability between theory and practice in the field. The principle of differentiated learning, which is claimed to accommodate diversity, turns out to be far different when implemented, especially in private madrasahs that are transitioning from the previous curriculum. The main purpose of this research is to explore the illusory construction of innovation in differentiated English learning that results in pseudo-innovation. The approach used is a qualitative approach with the type of ethnography. The research was conducted in 4 private madrasahs in the suburbs of Sampit city. The research subjects were English teachers who implemented differentiated learning in the four madrasas. The stage analysis process was assisted by the theory of innovation-decision process by Everett Rogers. The results of this study show that (1) the illusion of innovation in differentiated English learning occurs because the stages of the innovation diffusion decision process cause anomalies in the process. (2) Madrasahs are forced to follow the decision of the Ministry of Religious Affairs which requires the implementation of an independent curriculum including differentiated learning which results in madrasahs being trapped in pseudo-innovation. (3) Madrasahs are registered as institutions that implement differentiated learning. However, in practice, madrasahs still adopt old learning and ignore innovations because they are not considered to be following the characteristics of the madrasah itself. (4) this research implies that it will be an evaluation material for the Ministry of Religious Affairs to pay more attention to private madrasahs in implementing differentiated learning. (5) Confirming pseudo-innovation

This work details the ramifications of online learning using a novel, personalized learning system regarding high-school students’ experiences, attitudes, self-efficacy, and achievements during the 2020–2021 school year. Although research has explored the implications of remote and online learning on education worldwide, little attention was dedicated to high-school students’ experience with, and their inclination towards, learning with such systems. The research was conducted on high-school chemistry students in a mixed-method approach. We found a significant rise in students’ attitude towards the use of technology in chemistry classrooms, and their self-efficacy to learn chemistry using technology, whereas no significant change was found regarding students’ attitudes towards the personalization of chemistry and chemistry as a subject. Students who learned using the system’s personalization capabilities had a significant rise in their grades, compared with students who did not receive the full treatment. Qualitative analysis of students’ responses to open-ended questions revealed the changes in students’ experiences with the online, remote learning process, derived from their interfaces with the learning process, as they grew more accustomed to the system, understood it better, and saw its benefits to their chemistry learning. The reasons for the misalignment of the findings in this work, along with global trends in online learning are discussed, and future directions for research are proposed.

Background/purpose. The purpose of this research is to analyse and aim to develop a gamification-based learning tool. This is due to the diverse learning needs and responds to the challenge of differentiated learning that is student-centred in the classroom rather than teacher-centred. Materials/methods. The research method used is a research development (RnD) approach with the development model using the ADDIE model consisting of Analyze, Design, Development, Implement, and Evaluate stages. The media developed in this research includes interactive elements such as animations, videos, minigames, and quizzes, which can then be accessed through various platforms such as websites and applications. Results. This research goes through the validation stage contained in the development stage. Validity is carried out by material, language, and media expert validation. Based on the results of the validity that has been carried out, it shows high feasibility with an average value of 96.15%. The implementation of the pilot test involving 35 students in a small class showed positive responses, with 93.30% of students feeling that this media increased their knowledge and motivation, 93.12% appreciated the visual design, and 73.75% of students stated that it was easy to use. Conclusion. Finally, this study suggests that gamification-based learning media can be an effective tool to support inclusive and engaging education. Further research is recommended to test the effectiveness of gamification-based teaching materials in large classes with more than 35 students.

Background In the context of 21 st century education, creative thinking is a key competency required to navigate complex and rapidly changing global challenges. However, in the digital era, students’ creative thinking skills are often insufficiently developed due to the lack of attention to learning profiles, interests, and readiness. In social studies learning, this issue limits students’ opportunities to explore and express creative ideas. Methods This study aimed to design and implement a hypermedia e-module based on differentiated learning, called EduHYPE-IPS, to enhance elementary school students’ creative thinking skills. The research employed a Research and Development (R&D) with ten stages the Borg and Gall model. The participants were fifth-grade students from six elementary schools in Majalengka and Yogyakarta, selected purposively. Data were collected through creative thinking tests and response questionnaires from students and teachers, and analyzed using descriptive and comparative statistics to determine validity, practicality, and effectiveness. Results The developed e-module achieved a high level of validity, with an average expert validation score of 92.45% across media, content, and language aspects. Field trials demonstrated an improvement in students’ creative thinking, with an average N-Gain of 22.46% in the control class and 51.81% in the experimental class. Both students and teachers responded very positively, indicating that EduHYPE-IPS was engaging, user-friendly, and effective in supporting differentiated learning. Conclusions The findings confirm that the hypermedia e-module meets the criteria of being valid, practical, and effective. EduHYPE-IPS can serve as an innovative digital learning resource to foster creativity in primary education and as a practical tool for teachers to design engaging, student-centered lessons integrating technology with differentiated teaching strategies.

The problem of applying differentiated training modalities at the physical education class in compulsory education - and, related thereto, the application of differentiated evaluative modalities - is too little studied in Romania. In this article, the author brings a series of psychological and pedagogical arguments regarding the necessity and emergency of adopting in compulsory education a new curricular vision taking into account the fundamental purposes of the inclusion of the physical education class in the school program, i.e.: students' education in the spirit of maintaining and preserving a harmonious physical development, maintaining and preserving the health condition of the body, introducing movement and exercise in the personal lifestyle. Such strategic options are reflected in the evaluation system through the skilful alternation of quantitative with qualitative criteria. In order to justify such strategies, scientific and methodological arguments are presented in a reflective manner. [PUBLICATION ABSTRACT]