Frames of Mind: The Theory of Multiple Intelligences
... Learning styles, such as those categorized by the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic), play a crucial role in how students absorb and process 13 information (Fleming & Mills, 1992). Additionally, recognizing and accommodating learner differences, including cognitive, cultural, and socio-economic factors, is essential for fostering an inclusive learning environment (Dunn & Dunn, 1993;Gardner, 1983). Despite these theoretical underpinnings, there is a gap in the literature regarding the practical application of these concepts in the context of English language textbooks in Bangladesh. ...
... Recognizing these diverse styles is essential for developing teaching strategies that enhance learning outcomes. In addition to learning styles, differences in cognitive abilities, cultural contexts, and socio-economic backgrounds significantly influence how students learn, making it critical to create a learning environment that accommodates these factors (Dunn & Dunn, 1993;Gardner, 1983). ...
... Research indicates that integrating diverse learning styles into educational materials can enhance student engagement and improve learning outcomes (Dunn & Dunn, 1993;Gardner, 1983). For instance, Tomlinson (2011) emphasizes the importance of materials development in language teaching, advocating that textbooks should incorporate a variety of activities and strategies to cater to different learning preferences. ...
... As Thomas and Maree (2022) argues, many learners from historically marginalized communities enter higher education lacking the cultural capital to navigate unfamiliar academic environments, creating what she terms "epistemological displacement" -a fundamental mismatch between their educational backgrounds and university expectations. Gardner's (1983) theory of multiple intelligences offers a compelling alternative to the rigid, standardized approaches dominating South African classrooms. International studies demonstrate how curricula embracing this pluralistic view of intelligence -particularly in STEM education -foster deeper engagement and better preparation for higher learning (Erdogan and Stuessy, 2015). ...
... At its core, the framework builds upon Gardner's (1983) revolutionary conception of human cognition as comprising eight distinct intelligences. This theoretical foundation challenges the narrow cognitive parameters of traditional curricula like CAPS, which privilege linguistic and logical-mathematical intelligences while marginalizing other forms of intellectual expression. ...
... These findings resonate with the literature review, which highlights the lack of vertical alignment in South Africa's education system (Chiramba and Ndofirepi, 2023). The SLA's emphasis on Multiple Intelligences Theory (Gardner, 1983) ensures learners select programmes that match their strengths, fostering a sense of purpose and institutional legitimacy (Meehan and Howells, 2019). ...
Introduction
The high drop-out rates at South African universities have raised concerns regarding the Curriculum Assessment Policy Statements’ (CAPS) ability to prepare learners for the world beyond secondary education. This study sought to investigate teachers’ perceptions of how the Selective Learning Approach (SLA), based on Multiple Intelligences Theory, can enable learners to transition to higher education and find academic belonging seamlessly. Specifically, the focus was on the suitability of transitional processes, including the curriculum programmes in secondary education to prepare learners for higher education.
Methods
To conduct this investigation, a qualitative methodological approach was adopted which employed semi-structured interviews as a means of data collection. The study’s purposively selected sample consisted of eight teachers in the Motheo Education District, Mangaung. A thematic analysis method was utilized to analyze the data.
Results
The findings indicated that the Selective Learning Approach can foster a sense of belonging among learners transitioning from secondary to higher education in South Africa which is crucial for their academic success in higher education. This includes a deliberate focus on vertical articulation (continuous learning) in basic education, higher education programme choices, and workload management.
Discussion
Furthermore, the study provided recommendations on mitigating measures for factors that affect effective academic belonging in South African schools. The emphasis on vertical articulation in the findings supports the conceptual framework’s proposition that curriculum continuity is essential for successful higher education transitions.
... The Theory of Multiple Intelligences (MI theory), proposed by Howard Gardner, suggests that intelligence is not a single trait but a collection of distinct cognitive abilities (Gardner, 1983) [19]. These intelligences include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 1999) [20]. ...
... The Theory of Multiple Intelligences (MI theory), proposed by Howard Gardner, suggests that intelligence is not a single trait but a collection of distinct cognitive abilities (Gardner, 1983) [19]. These intelligences include linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 1999) [20]. ...
This study investigates the application of modern educational technology in teaching management among middle school teachers in Nanning, Guangxi Zhuang Autonomous Region. A questionnaire was administered to 140 teachers from the Second Middle School of Hengxian County. Data analysis using statistical methods revealed that teachers generally recognize and accept modern educational technology. However, challenges remain, including teachers’ awareness, incomplete hardware and software, lack of integration with the curriculum, and individual teachers’ technological proficiency. The study found that modern educational technology enhances teaching efficiency by extending time and space, increasing interaction among stakeholders, and transforming abstract knowledge into more accessible forms. Despite these advantages, issues such as information redundancy and weak boundary awareness persist. Recommendations include improving teachers’ awareness and skills, updating facilities, and conducting regular training to enhance educational technology integration. Creating a collaborative atmosphere between teachers and students is also suggested to improve overall teaching management efficiency.
... Howard Gardner, a developmental psychologist and neuropsychologist, noticed the inadequacies of the traditional understanding of intelligence during his studies. It was reported that intelligence consists of multiple abilities specialized in different areas rather than a single general ability (Gardner, 2011). ...
... Intelligences in 1983. This theory is an approach that challenges the traditional understanding of intelligence and defines intelligence as a set of multiple abilities that can develop in different areas rather than a single general ability (Gardner, 2011). Each type of intelligence expresses an individual's capacity to learn, solve problems and produce products in certain areas (Gardner, 1999). ...
Background: The aim of this study is to investigate the relationship between salivary Brain-Derived Neurotrophic Factor (BDNF) levels and multiple intelligence profiles of university students. Methods: This research is a cross-sectional study conducted on university students studying in Turkey using the relational screening method. 100 volunteers, 50 female and 50 male, aged between 18-30, studying in the city of Bayburt participated in the study and the participants were selected through voluntary participation. Multiple Intelligence Scale was used to determine the participants' strengths and weaknesses in different intelligence areas. Saliva samples were also taken to evaluate their cognitive functions and BDNF levels were examined. Descriptive statistics, independent sample t-test and Pearson correlation tests were used in data evaluation and the significance level (p <.05) was accepted for all statistical results. Results: The study results indicated no statistically significant relationship between salivary BDNF levels and the total score on the Multiple Intelligence Profile Scale (p>.05). However, it was determined that BDNF levels had weak, negative, and significant correlations with the sub-dimensions of spatial intelligence (r=−.198, p=.049), intrapersonal intelligence (r=−.200, p=.046), and environmental intelligence (r=−.219, p=.028). In gender comparisons, female participants' total scores on the Multiple Intelligence Profile Scale were found to be significantly higher than those of males (p=.002). When examining the sub-dimensions, it was determined that females' scores for musical (p=.019), spatial (p=.042), bodily-kinesthetic (p<.001), intrapersonal (p=.011), and environmental intelligence (p=.001) were significantly higher than those of males. Conversely, no significant difference was detected between genders in BDNF levels (p>.05). As expected, positive and highly significant correlations were found between the Multiple Intelligence Profile Scale total score and all its sub-dimensions (p=.000). Conclusions: This study has revealed that university students' salivary BDNF levels do not exhibit a strong linear relationship with their general multiple intelligence profile. However, the identified weak and inverse connections between BDNF and specific intelligence domains such as spatial, intrapersonal, and environmental intelligence suggest that BDNF's role in different cognitive areas might be more specific and potentially complex, rather than providing general cognitive support. This implies that BDNF's interaction with cognitive functions may not always be as general and positively oriented as commonly assumed, but could differentiate according to the type of intelligence and the context. On the other hand, the significant differences observed in favor of females in certain multiple intelligence areas once again underscore the importance of considering individual competencies and potential gender-related tendencies in educational approaches.
... La adopción de estas estrategias dentro de los planes de estudio marca un hito importante al promover la relevancia del aprendizaje y activar su naturaleza. Planteada por Gardner (1983), marcó un parteaguas, ya que propuso que la inteligencia no se limitaba a una única capacidad que se podía medir a través de un coeficiente intelectual. Se reconocen diversos tipos de inteligencia, y cada cual cuenta con un conjunto de habilidades y competencias que las diferencian de las demás. ...
... La teoría de la educación diferenciada de Guilford (1950), la teoría de las inteligencias múltiples de Gardner (1983), acompañada del constructivismo de ) y Vygotsky (1978, sostienen la relevancia en el diseño de vivencias en el aprendizaje que fomenten las relaciones sociales para la construcción del conocimiento. La creatividad, a pesar de su gran aporte en la formación académica, se ha visto menguada en algunos sistemas escolares que otorgan primacía a un modelo ligado a la enseñanza y sistematización de evaluaciones. ...
La creatividad, en este sentido, ayuda en los procesos de resolución de problemas. Este estudio busca investigar el análisis como influencias activas y emergentes dentro del contexto educativo. En los últimos cinco años, se realizaron revisiones documentales de los artículos indexados en WOS - Web of Science (Bibliografía y referencias), SCOPUS (datos investigaciones recientes), EBSCOhost, SciELO - Scientific Electronic Library Online y ScienceDirect (Referencias científicas). Como parte de esta investigación, se encontró que el aprendizaje relacionado con aula invertida, proyectos (ABP) y gamificación son principalmente estrategias que fomentan el rol activo y autorregulado de los alumnos. También se documenta que el uso de herramientas de IA y RV potencia la capacidad de solucionar problemas complejos por los estudiantes. Se encuentran como barreras la falta de formación docente, sesgo institucional y desequilibrio en el acceso a la tecnología. En resumen, mantener la creatividad en el núcleo de los marcos educativos junto con metodologías innovadoras y tecnología emergente es vital para un aprendizaje significativo y dominar los desafíos contemporáneos del siglo XXI. Es recomendable seguir estudiando su impacto a largo plazo y promover políticas educativas que ayuden en su efectiva integración en el aula.
... Cognitive style refers to the unique ways individuals approach thinking, learning, and problem-solving. Gardner's theory of multiple intelligences suggests that there are different types of intelligence, such as linguistic, logical-mathematical, spatial, and emotional, that influence how people process information and solve problems in various contexts [19]. ...
... Players then individually propose ideas, which are subsequently enriched through team collaboration (emergence) and recorded on idea sheets. These idea sheets have been designed to take into account multiple intelligences (verbal / linguistic, logical-mathematical, visual / spatial, bodily / kinaesthetic, interpersonal, intrapersonal, musical, naturalist, existential and emotional) of Gardner et al [19]. Figure 6 provides an illustration of this idea sheet. ...
This study investigates the potential of serious games (SG) to enhance creativity in additive manufacturing (AM). While AM offers unique opportunities to explore complex designs, traditional manufacturing methods often limit designers’ creativity due to cognitive biases formed by years of using conventional processes. This research aims to introduce IdeAM, a SG designed to foster creativity in AM and help overcome these cognitive constraints. The IdeAM game was developed using the DICE framework (Define, Imagine, Create, Evaluate) with iterative feedback from both users and experts. The game immerses participants in creative scenarios through its content, rules, and aesthetic, encouraging the exploration of AM’s 4 key complexities as defined by Gibson: shape, hierarchical, functional, and material complexities. To evaluate its effectiveness, participants were divided into focus and control groups. The performance was assessed based on 3 aspects: creative solution generation, AM technical potential use, and participant experience. The results show that IdeAM significantly improved participants' creativity and their ability to explore AM’s technical potential. Additionally, participants reported higher motivation and engagement compared to the control group. The originality of this work lies in its novel integration of creativity in AM into a serious game, an area that has received limited attention in existing literature. The impact of this study extends to future SG initiatives in AM, with implications for both educational and industrial applications.
... Keywords: continuity, intellectual giftedness, student scientific community, actual and potential giftedness, research activity For citation: Zapalatskaya Введение Изучению вопросов интеллектуальной одарённости посвящён целый ряд научных работ и исследований . К ним относятся фундаментальные зарубежные исследования, в которых представлена теория дифференцированного подхода к талантам и одарённости, теория интеллекта, классификация и описание различных видов интеллекта, роль креативности в развитии одарённости и таланта, а также описание различных подходов к изучению одарённости и талантливости [1][2][3][4][5][6] . среди отечественных исследований по этой теме можно выделить прежде всего рабочую концепцию одарённости, обобщающую взгляды ведущих российских специалистов в психологии одарённости, а также работы, посвящённые методам воспитания и обучения талантливых детей, исследованиям по развитию креативного мышления и творческих способностей, анализу современного опыта работы с одарёнными детьми, изучению мотивационных составляющих интеллектуального развития, обсуждению психолого-педагогических факторов, определяющих развитие одарённости наряду с другими её ключевыми аспектами [7][8][9][10][11][12][13] . ...
... Изучение преемственности позволяет выявить, как культурные, социальные и образовательные контексты влияют на развитие одарённости, что, в свою очередь, помогает лучше адаптировать образовательные программы и методы к потребностям разных групп обучающихся [11] . 3 . Преемственность между школьным и вузовским образованием позволяет оптимизировать учебные процессы, выявляя, какие методы, подходы и практики являются наиболее эффективными для содействия развитию одарённости [18], что важно как для повышения качества образования, так и для максимизации потенциала студентов . ...
The aim of the research is to study the continuity in the development of intellectual giftedness in high school students and university students.
The issues of continuity in the development of intellectual giftedness of students in the process of transition from secondary school to higher education are considered. One of the results of the study is the identification of the structure of the student scientific community and its qualitative composition using the example of the State University of Education. The features of the dynamics of motivation for intellectual activity depending on the duration of activity within the framework of student scientific research are established.
... These needs can be supported by generative AI through adaptive, personalized, and interactive learning environments. In addition, frameworks such as the technology acceptance model (TAM) [49,50] and multiple intelligences theory [51] have also been widely applied to evaluate students' attitudes toward AI tools and their perceived effectiveness in diverse educational contexts. ...
... These results suggest that while generative AI is widely seen as a powerful tool for generating ideas and solving complex problems, its ability to foster genuine innovation may be limited for some users, particularly if the generated content is too formulaic or restricts creative freedom. This can be explained through the theory of multiple intelligences [51]. Generative AI can mobilize multiple forms of intelligence, such as natural language understanding, human-like reasoning, and visual content, thereby improving one's creativity. ...
With the rapid advancement of generative artificial intelligence(AI), its potential applications in higher education have attracted significant attention. This study investigated how 148 students from diverse engineering disciplines and regions across China used generative AI, focusing on its impact on their learning experience and the opportunities and challenges it poses in engineering education. Based on the surveyed data, we explored four key areas: the frequency and application scenarios of AI use among engineering students, its impact on students' learning and performance, commonly encountered challenges in using generative AI, and future prospects for its adoption in engineering education. The results showed that more than half of the participants reported a positive impact of generative AI on their learning efficiency, initiative, and creativity, with nearly half believing it also enhanced their independent thinking. However, despite acknowledging improved study efficiency, many felt their actual academic performance remained largely unchanged and expressed concerns about the accuracy and domain-specific reliability of generative AI. Our findings provide a first-hand insight into the current benefits and challenges generative AI brings to students, particularly Chinese engineering students, while offering several recommendations, especially from the students' perspective, for effectively integrating generative AI into engineering education.
... Howard Gardner, a developmental psychologist and neuropsychologist, noticed the inadequacies of the traditional understanding of intelligence during his studies. It was reported that intelligence consists of multiple abilities specialized in different areas rather than a single general ability (Gardner, 2011). ...
... Intelligences in 1983. This theory is an approach that challenges the traditional understanding of intelligence and defines intelligence as a set of multiple abilities that can develop in different areas rather than a single general ability (Gardner, 2011). Each type of intelligence expresses an individual's capacity to learn, solve problems and produce products in certain areas (Gardner, 1999). ...
Background: The aim of this study is to investigate the relationship between salivary Brain-Derived Neurotrophic Factor (BDNF) levels and multiple intelligence profiles of university students. Methods: This research is a cross-sectional study conducted on university students studying in Turkey using the relational screening method. 100 volunteers, 50 female and 50 male, aged between 18-30, studying in the city of Bayburt participated in the study and the participants were selected through voluntary participation. Multiple Intelligence Scale was used to determine the participants' strengths and weaknesses in different intelligence areas. Saliva samples were also taken to evaluate their cognitive functions and BDNF levels were examined. Descriptive statistics, independent sample t-test and Pearson correlation tests were used in data evaluation and the significance level (p <.05) was accepted for all statistical results. Results: The study results indicated no statistically significant relationship between salivary BDNF levels and the total score on the Multiple Intelligence Profile Scale (p>.05). However, it was determined that BDNF levels had weak, negative, and significant correlations with the sub-dimensions of spatial intelligence (r=−.198, p=.049), intrapersonal intelligence (r=−.200, p=.046), and environmental intelligence (r=−.219, p=.028). In gender comparisons, female participants' total scores on the Multiple Intelligence Profile Scale were found to be significantly higher than those of males (p=.002). When examining the sub-dimensions, it was determined that females' scores for musical (p=.019), spatial (p=.042), bodily-kinesthetic (p<.001), intrapersonal (p=.011), and environmental intelligence (p=.001) were significantly higher than those of males. Conversely, no significant difference was detected between genders in BDNF levels (p>.05). As expected, positive and highly significant correlations were found between the Multiple Intelligence Profile Scale total score and all its sub-dimensions (p=.000). Conclusions: This study has revealed that university students' salivary BDNF levels do not exhibit a strong linear relationship with their general multiple intelligence profile. However, the identified weak and inverse connections between BDNF and specific intelligence domains such as spatial, intrapersonal, and environmental intelligence suggest that BDNF's role in different cognitive areas might be more specific and potentially complex, rather than providing general cognitive support. This implies that BDNF's interaction with cognitive functions may not always be as general and positively oriented as commonly assumed, but could differentiate according to the type of intelligence and the context. On the other hand, the significant differences observed in favor of females in certain multiple intelligence areas once again underscore the importance of considering individual competencies and potential gender-related tendencies in educational approaches.
... 10 evidence-based ;ps for a 30-minute lesson, incorpora;ng mul;ple intelligences (Gardner, 1983), Bloom's Taxonomy (Anderson & Krathwohl, 2001), and Barrec's Taxonomy (Barrec, 1968) follows below. These integrate entry/exit ;ckets, cri;cal ques;ons, mindfulness, Brain Gym, and breathing exercises, with differen;a;on for remedial, enrichment, and extension needs, aligning with CAPS (2011) and fostering well-being (Engelbrecht-Aldworth, 2025). ...
... To cra` a dynamic 30-minute lesson, consider these 10 evidence-based ;ps, designed to align with CAPS (2011) and foster learner engagement and teacher well-being (Engelbrecht-Aldworth, 2025). Each ;p incorporates mul;ple intelligences (Gardner, 1983), Bloom's Taxonomy (Anderson & Krathwohl, 2001), and Barrec's Taxonomy (Barrec, 1968), offering prac;cal strategies like cri;cal ques;ons, entry/exit ;ckets, mindfulness, Brain Gym, and breathing exercises. Differen;a;on ensures accessibility for remedial, enrichment, and extension needs, making lessons inclusive and impacxul. ...
Abstract: South African classrooms face significant challenges, including socio-economic disparities, resource constraints, and digital divides, yet they hold immense potential for transformative education. This article, the first in the Teaching Well Series by The Teacher Coach, equips educators with evidence-based strategies to design inclusive, engaging, and CAPS-aligned lessons. Emphasizing Universal Design for Learning (UDL), Gagné’s Nine Events of Instruction, and the 5E Instructional Model, it integrates complementary approaches like Backward Design, technology integration, cultural responsiveness, and teacher collaboration. Tailored for novice and veteran teachers, the article addresses diverse educational contexts—Junior, Intermediate, Senior, FET, multigrade, and rural settings—offering practical lesson planning tips that incorporate multiple intelligences, Bloom’s and Barrett’s Taxonomies, and well-being practices like mindfulness and Brain Gym. Supported by free tools and collaborative networks, these strategies foster equitable learning, teacher resilience, and learner engagement, transforming systemic barriers into opportunities for growth in South Africa’s vibrant educational landscape.
... Стрімкий розвиток технологій та скорочення життєвого циклу професій зумовили девальвацію окремих спеціальностей і поступову втрату актуальності традиційних управлінських моделей [1][2][3][4][5][6][7][8][9]. На зміну класичним моделям управління прийшла концепція інтелектуалізації управління, яка забезпечує можливість максимально ефективного використання, постійного оновлення знань і навичок усіх суб'єктів управлінської діяльності [10][11][12]. ...
... Завдяки взаємодії з цифровими технологіями, які використовуються для роботи, розваг і спілкування, змінюється структура інтелектуального розвитку. Теорія множинного інтелекту, запропонована Говардом Гарднером у 1983 році [1], доводить можливість існування нового типу інтелектуцифрового. У сучасній глобальній культурі ця теорія користується популярністю і впливає на освітні практики. ...
2(42) 2025 Наукові інновації та передові технології (Серія «Управління та адміністрування», Серія «Право», Серія «Економіка», Серія «Психологія», Серія «Педагогіка») 400 УДК 658; 316.6 https://doi.org/10.52058/2786-5274-2025-2(42)-400-411 Яцюк Олег Степанович аспірант спеціальності 073 Менеджмент кафедри менеджменту та адміністрування, Івано-Франківський національний технічний університет нафти і газу, м. Івано-Франківськ, https://orcid.org/0000-0002-3943-7352 ЦИФРОВИЙ ІНТЕЛЕКТ МЕНЕДЖЕРА: СУТНІСТЬ, СТРУКТУРА ТА ПЕРЕЛІК КОМПЕТЕНЦІЙ Анотація. У сучасному світі, що стрімко розвивається під впливом цифрових технологій, формується нове явище-цифровий інтелект (DQ). Цей феномен став невід'ємною складовою сучасних уявлень про знання та методи їх пізнання. Інтелектуальні можливості дедалі більше залежать від здатності до ефективної взаємодії у цифровому середовищі. Технології, які раніше розглядалися як допоміжний інструмент, нині виступають ключовим чинником глобальних культурних змін. Вплив цифрового інтелекту на соціальні структури залишається значною мірою недослідженим, хоча його вплив вже помітний у сферах управління, освіти та самооцінки особистості. Інтеграція цифрового інтелекту до концепції множинного інтелекту дозволить удосконалити підходи до адаптації менеджерів у сучасному цифровому середовищі та сприятиме розробці інноваційних управлінських стратегій. У рамках дослідження визначено сутність цифрового інтелекту як для окремих осіб, так і для менеджерів. Визначено його структуру, основні рівні та сфери цифрових компетенцій, а також систематизовано ключові компо-ненти цифрового інтелекту. Цифровий інтелект менеджера (DQM) визначено як інтегральний набір технічних, когнітивних та соціально-емоційних компетенцій, які базуються на загальнолюдських моральних цінностях та забезпечують здатність ефективно вирішувати проблеми, використовуючи можливості цифрового середовища в управлінській діяльності. Дослідження акцентує на тому, що DQ або DQM охоплює вісім ключових сфер цифрової діяльності: ідентичність, використання, безпеку, захищеність, емоційний інтелект, грамотність, комунікацію та права. Кожна з цих сфер розглядається через призму чотирьох рівнів: громадянства, твор-чості, конкурентоспроможності та зв'язків. У статті представлено детальний перелік із 32 компетенцій цифрового інтелекту, згрупованих відповідно до чотирьох рівнів та восьми сфер. Опис кожної компетенції демонструє її практичну значущість у контексті розвитку цифрових навичок сучасного менеджера.
... Esta teoría fue relevante hasta que Vygotsky (1978), amplió esta perspectiva al introducir el concepto de la zona de desarrollo próximo, destacando la importancia del contexto sociocultural en el proceso de aprendizaje. Más adelante, Gardner (1983), presentó su teoría de las inteligencias múltiples, desafiando el modelo tradicional y proponiendo que existen diversas formas de inteligencia, en contraposición a la noción de un coeficiente intelectual (IQ) único para determinar las características cognitivas e intelectuales de las personas. ...
... Igualmente, es urgente replantear el currículo y la evaluación desde una perspectiva de diversidad, entendiendo que las barreras de aprendizaje no deben ser vistas como excepciones, sino como indicadores de la necesidad de modificar los entornos educativos. En este sentido, el DUA propone diseñar materiales y evaluaciones flexibles que reconozcan distintos estilos de aprendizaje, inteligencias múltiples (Gardner, 1983) y trayectorias escolares, promoviendo así el derecho a una educación equitativa. ...
This study assessed the knowledge of 60 teachers from an educational institution in Bogotá, Colombia, regarding pe-dagogical barriers and the implementation of the Individual Plan for Reasonable Adjustments (PIAR), with the aim of designing a training booklet to strengthen their understan-ding and application in the classroom. Conducted in 2023, the research followed a Participatory Action Research (PAR) methodology, under an interpretive paradigm and a sequential transformative mixed-methods approach. Data collection included surveys and recorded sessions. Findings revealed that while teachers recognize the im-portance of adapting instruction to diverse student needs and appreciate training efforts, they still exhibit conceptual gaps regarding Barriers to Learning and Participation (BLP) and the PIAR. In response, the booklet “From Obstacles to Opportunities: Overcoming Learning Barriers” was de-veloped, offering practical tools to enhance inclusive edu-cation. The study concludes by highlighting the need to transform teacher knowledge into inclusive action, redefine curriculum and assessment through the lens of diversity, and empower the educational community as a catalyst for inclusive and sustainable school culture
... Los métodos tradicionales limitan la participación activa de los estudiantes en su proceso de aprendizaje, lo que resalta la necesidad de estrategias pedagógicas innovadoras que fomenten un aprendizaje más significativo y experiencial. La literatura educativa respalda la idea que los estudiantes aprenden mejor cuando están activamente involucrados en su proceso de aprendizaje, lo que se traduce en una mayor retención de información y en la internalización de valores y normas (Bonesso et al., 2015;Gardner, 1983). En este sentido, la educación experiencial, basada en actividades prácticas, emerge como una alternativa eficaz para enseñar los principios de convivencia. ...
... En este sentido, las estrategias aplicadas demostraron que es posible crear un ambiente educativo más participativo. Gardner (1983, citado en Mehiri, 2020 propuso que existen múltiples inteligencias y que cada estudiante tiene una forma única de aprender. Por lo tanto, las actividades deben ser variadas y adaptables para que todos los estudiantes puedan beneficiarse y participar plenamente en el proceso educativo. ...
Este artículo presenta una investigación sobre el impacto de estrategias pedagógicas en el aprendizaje del manual de convivencia en estudiantes de la Institución Educativa Gustavo Rojas Pinilla, en Tunja, Colombia. La introducción destaca la necesidad de mejorar la comprensión de las normas del manual, dado al bajo conocimiento del contenido del manual de convivencia observado. La metodología adoptada es de tipo pre-experimental, utilizando un enfoque cuantitativo con un cuestionario estructurado aplicado antes y después de la intervención didáctica. Los resultados revelan que los estudiantes mostraron un promedio bajo en la prueba inicial, lo que indica dificultades en la comprensión del manual. La discusión sugiere que las estrategias pedagógicas innovadoras, como el uso de estrategias pedagógicas y técnicas de estudio activas, mejoran la motivación y el aprendizaje del contenido del manual de convivencia. Finalmente, las conclusiones enfatizan la importancia de complementar la enseñanza tradicional con métodos interactivos y recursos adicionales, como talleres prácticos, para facilitar la aplicación de las normas en situaciones reales. Se recomienda seguir investigando sobre la efectividad de estas estrategias en otros contextos educativos para promover un aprendizaje significativo y duradero.
... Despite these criticisms, the holistic nature of TPR and its incorporation of multiple intelligences, as proposed by Gardner (1983), ensures its continued relevance in language teaching. TPR's emphasis on bodily-kinesthetic intelligence broadens the pedagogical scope to cater to varied learning styles, thereby fostering a more inclusive classroom dynamic (Gardner, 1983). ...
... Despite these criticisms, the holistic nature of TPR and its incorporation of multiple intelligences, as proposed by Gardner (1983), ensures its continued relevance in language teaching. TPR's emphasis on bodily-kinesthetic intelligence broadens the pedagogical scope to cater to varied learning styles, thereby fostering a more inclusive classroom dynamic (Gardner, 1983). ...
This literature review examines the spectrum of language teaching methodologies from traditional approaches to contemporary strategies. The enduring Grammar Translation Method (GTM), characterized by its rigorous grammatical focus and translation exercises, has been foundational yet critiqued for its lack of communicative emphasis. Conversely, the Direct Method advocates for complete immersion and oral proficiency, presenting challenges in non-native contexts. The Audio-Lingual Method's behavioral underpinnings have been overshadowed by Communicative Language Teaching (CLT), which prioritizes functional language use. Task-Based Language Teaching (TBLT) further extends this communicative focus, emphasizing authentic task completion. Post-Method pedagogy challenges the one-size-fits-all approach, advocating for adaptability to contextual demands. The review encapsulates the shift from structuralist to communicative and eclectic methodologies, highlighting the need for flexibility and contextual sensitivity in language education. The synthesis of scholarly discourse presents a landscape where language teaching is an evolving practice, responsive to the dynamic interplay of pedagogical theory and learner diversity.
... The third one is dealing with partnerships with all universities and community service leaders to attain the main goal. Gardner (1983) in his book "Frames of Mind: The Theory of Multiple Intelligences" shows different intelligence states that all humans. In each person, a specific kind of intelligence is clearer than the others. ...
... Essentially, the dual direction wheel of energy/intelligence sharing between organism and milieu reflects the internal/external double loop design of learning organizations (Argyris & Schön, 1978Garvin, 2003;Senge, 1990a). In turn, this double loop enterprise design plots a poly-layered civilization wheel circumference for multiple intelligences (Gardner, 1983(Gardner, , 1995(Gardner, /2006. ...
It is time for ecological paradigm shift. This study furthers 21 st century organic architecture as the dominant enterprise design template to replace 19 th century organizational control. Nature based design is a multidisciplinary practice under the umbrella of biomimicry. Management scholars have contrasted organic versus mechanistic organizational design using ecological metaphors like connectivity, adaptability, resilience, and agility. However, without a prominent visual archetype form, advances from viable organic function metaphors are not united by a common motif. Organic form symbolism helps unify organic design research streams within the ecological design paradigm (EDP), using a meaningful muse. These figurative mental schema images activate the cognitive awareness for catalyzing actual organic enterprise structures and strategies. Therefore, a single cell organism/milieu anatomy model is proposed as the core archetype for future enterprise architecture based on converging themes in the natural and social science literature. Importantly, the organism/milieu archetype's holistic, circular, and fluid properties are compatible with emerging transformative and ecological leadership development. Similar metamorphoses are shaping digital/AI technology trends towards smart enterprise architecture, Industry 4.0, posthuman agency, and post-digital reality. In turn, these sapient systems are examined as organic design networks within the ecological design paradigm (EDP). Lastly, the organic enterprise design sphere is expanded to calibrate macro societal dynamics with micro organic enterprise directions. A 'Deca-Helix' pattern of ten top/bottom-line flows maps harmonic confluence between organic enterprises and enlightened future 'karmic civilization.' Stimulus organism response (SOR), holonomics, doughnut economics, stakeholder capitalism, and resonance theories are synthesized to frame these recursive macro/micro ecological domains.
... This "aspects of ethnicity" scale provides empirical factor reliability analysis to assure consistency in ethnic group designation. As a result, the scale categories largely evaluate what Gardner (1983) later called "multiple intelligences." 1. Verbal communication 2. Nonverbal communication 3. Body/spatial orientation modes 4. Social value patterns 5. Intellectual modes a) verbal fluency b) numerical ability c) spatial reasoning d) mechanical reasoning e) abstract reasoning f) memory ...
The cross-cultural management literature has yet to closely couple cultural intelligence (CQ) and digital/AI technology. This pioneering study fills this void with a proposed CQ technology model that parallels the seminal CQ four factors model. Currently, digital/AI can simulate human multicultural traditions and tendencies. Already, global enterprises have proven the strategic and societal advantages of cultural intelligence (CQ) for optimizing ethnically diverse staff and stakeholders. Unfortunately, these leading multicultural technology and cross-cultural management capabilities lack the comparable scholarly research to encode CQ principles into Digital/AI media platforms. Thus, this study imparts conceptual guidance for programming ethnic cultural identity into global enterprise technology using a CQ four factors model algorithm. A cross-discipline critical literature survey synthesizes research on digital/AI media and ethnicity/race designs to inform CQ technology dimensions, which parallel the seminal CQ four factors. Likewise, the emergence of versatile artificial intelligence (AI) and posthuman technology is addressed by an artificial ethnicity (AE) architecture hub for the proposed model. Concluding comments offer a synopsis of this study's contributions to cross-cultural management, two instructive case scenarios, and critical scholarly inquiry considerations.
... In differentiating LSV from multiple intelligences, we gain a better understanding of how each construct is positioned. Gardner's (1983) seminal book on multiple intelligences and frames of mind encourages a view of human intelligence that goes beyond one single way of conceptualizing and operationalizing intelligence, such as a binary of linguistic versus logical-mathematical capacity. ...
Business school graduates and their employers face the challenge of operating in ever more difficult markets. As business schools have been criticized for lacking relevance, one way to add more value is to hone the learning skills of program participants. The logic is that the better and faster they learn, the more effectively
they will cope with the demanding programs as well as business challenges later on. Adopting a humanistic management lens, demands are even higher. Humanistic management fosters abilities to protect and enhance human dignity while building organizations with solid economic engines and valued offerings to the market. In turn, Humanistic Business Schools (HUBS) bring these two expectations together. They provide more value to their program participants by improving learning skills and teaching how to build solutions, taking better care of human dignity. This article presents new research on how faculty can contribute when honing the learning style versatility of program participants. Adopting a constructivist grounded theory based on in-depth interviews, the study suggests four levels of learning style maturity. Gained insights can help improve business schools as institutions and the impact graduates can have on their employers.
... Relationship building, in turn, is a skill that cultivates meaningful and lasting connections, essential for effective collaboration and promoting a positive work environment. These skills are particularly valuable in negotiation situations, team leadership, and conflict management, where the ability to connect with others can determine the success of financial initiatives [12] . Problem-solving and critical thinking are skills that cannot be underestimated. ...
This research explores the critical role of soft skills in revolutionizing the finance sector, shifting focus from traditional technical competencies to interpersonal abilities. As technological advancements automate routine tasks, skills such as effective communication, strategic thinking, and emotional intelligence have become essential for finance professionals. The study investigates the dissonance between the emphasis on soft skills in academic discourse and their underrepresentation in organizational practices. Through semi-structured interviews with finance professionals, the research reveals a strong consensus on the necessity of these skills for navigating the complexities of modern finance. The findings highlight the importance of adaptability, collaboration, and emotional intelligence in fostering innovation and achieving organizational success. The diverse professional roles and experiences of respondents underscore the evolving demands of the financial sector, which now includes emerging positions and new business models. This evolution necessitates continuous learning and adaptability, ensuring that finance professionals remain relevant and effective in a rapidly changing environment. By integrating soft skills into recruitment and training processes, organizations can bridge the gap between academic insights and practical application, enhancing their strategic capabilities and driving sustainable success. The study contributes to the literature by providing empirical data on the perception of soft skills among finance professionals, offering valuable insights for educators, managers, and policymakers. Ultimately, this research underscores the transformative potential of soft skills in shaping the future of finance, emphasizing the need for a holistic approach to professional development that embraces both technical and interpersonal competencies.
... Concerned that the field had strayed too far from its initial ambitions, Goertzel and Pennachin [16] coined the term "artificial general intelligence" in the early 2000s and urged researchers to move beyond "narrow AI." While the definition and usage of this term have been hotly debated in both AI and psychology [39,21,15], in this work we follow Chollet [10] and use general intelligence to refer to the ability of a system to generalize and act in unseen contexts and environments. ...
We present gg-bench, a collection of game environments designed to evaluate general reasoning capabilities in language models. Unlike most static benchmarks, gg-bench is a data generating process where new evaluation instances can be generated at will. In particular, gg-bench is synthetically generated by (1) using a large language model (LLM) to generate natural language descriptions of novel games, (2) using the LLM to implement each game in code as a Gym environment, and (3) training reinforcement learning (RL) agents via self-play on the generated games. We evaluate language models by their winrate against these RL agents by prompting models with the game description, current board state, and a list of valid moves, after which models output the moves they wish to take. gg-bench is challenging: state-of-the-art LLMs such as GPT-4o and Claude 3.7 Sonnet achieve winrates of 7-9% on gg-bench using in-context learning, while reasoning models such as o1, o3-mini and DeepSeek-R1 achieve average winrates of 31-36%. We release the generated games, data generation process, and evaluation code in order to support future modeling work and expansion of our benchmark.
... El componente de afiliación concierne a la necesidad que tienen las personas de sentirse aceptadas, apreciadas, apoyadas y, en definitiva, queridas dentro de un colectivo, en este caso concreto, dentro del grupo que forma el alumnado. Gardner (1983), mediante la inclusión de la llamada inteligencia interpersonal en su modelo de inteligencias múltiples, enfatizó el poder indiscutible que ejerce la dinámica de las relaciones para el desarrollo y progreso individual en cualquier área de la vida. A esta misma línea pertenece también la inteligencia social, propuesta por Goleman (2012), la cual hace hincapié en la dimensión social que poseen todas las emociones, así como en la importancia que juega la empatía para sintonizar armónicamente con los otros. ...
Muy relacionado con las emociones positivas está la empatía,
que es el tema del capítulo de Beatriz Martín-Gascón (capítulo 8).
Se trata de un factor afectivo que, aunque ha sido ampliamente
estudiado en el ámbito educativo, ha recibido escasa atención en
contextos universitarios, sobre todo en la enseñanza de lenguas
extranjeras. La autora muestra los resultados obtenidos en un estudio
empírico en el que se analizaba el impacto de la empatía
entre pares y entre docente-estudiante en tres contextos universitarios
muy diversos (La Habana, Roma y Berlín). Los resultados
muestran que el fomento del lenguaje empático en el aula mejora
las relaciones interpersonales y la competencia intercultural.
... This detonates students' capabilities completes the cycle of meaningful learning and develops a model with eight pedagogical perspectives that should be covered in their entirety to connect teaching with student learning effectively. Howard Gardner's Theory of Multiple Intelligences (Gardner, 1983) suggests that learners utilize different mental processes as they learn. According to this theory, there isn't just one way to measure intelligence; instead, there are multiple types, each reflecting different capabilities. ...
This case study investigates how individuals with a left-brain orientation comprehend and manage information overload using the Mnemonic Keyword Approach, focusing on students enrolled in the ENT300 course (Fundamentals of Entrepreneurship). The research aims to evaluate the impact of mnemonic techniques on academic performance in formative assessments. By analyzing student performance, the study seeks to determine the effectiveness of the Mnemonic Keyword Approach in enhancing understanding and information retention among left-brained individuals. The Mnemonic Keyword Method, which encodes information into easily retrievable and memorable formulas, was applied in teaching and learning activities. Using the Sommer-Sommer Brain Test, students were categorized by brain orientation to tailor the mnemonic techniques accordingly. Results indicated a significant improvement in knowledge retention, with assessment scores ranging from 75% to 97.75%. This improvement is attributed to the method's ability to provide meaningful coding and abbreviation formulas, enabling students to construct answers based on keywords. The study concludes that the Mnemonic Keyword Approach is a highly effective strategy for memorizing and retaining knowledge, as it facilitates the encoding and retrieval of information in a structured manner, thereby enhancing students' understanding and performance in formative assessments.
... As Robert Sternberg (1985) and Howard Gardner (1983) argued, intelligence is not a singular capacity but a constellation of competencies, each with its own developmental trajectory and ecological relevance. ...
For over a century, intelligence quotient (IQ) has dominated discourses surrounding human potential, educational achievement, and professional success. However, growing psychological, educational, and sociological evidence suggests that IQ alone offers a reductive and incomplete picture of what constitutes intelligence. This article critically examines the historical primacy of IQ as a metric of human capability and contrasts it with emergent paradigms emphasizing emotional intelligence (EQ), social intelligence (SQ), and multiple intelligences. Integrating insights from psychology, education theory, and sociology, the article argues for a pluralistic approach to intelligence that reflects the complexity of real-world functioning. In an era where empathy, adaptability, and collaborative skills are increasingly vital, redefining intelligence metrics becomes not merely an academic task but a social imperative. The paper concludes by advocating for new educational and institutional frameworks that recognize diverse intelligences and foster holistic human development.
... Aktivitas ini tidak hanya memberikan kesenangan bagi anak-anak, melainkan juga efektif dalam merangsang keterlibatan mereka dalam proses pembelajaran. Sebuah studi oleh (Gardner, 1983) menyatakan bahwa pembelajaran yang melibatkan gerakan dapat meningkatkan retensi informasi dan pemahaman konsep pada anak-anak (Gardner, 2011). ...
Pendahuluan: Ketimpangan sosialisasi program Implementasi Kurikulum Merdeka (IKM) khususnya penciptaan gerak dan lagu dengan menggunakan Artificial Intelligence (AI) pada guru PAUD di Kabupaten Banyuasin, Sumatera Selatan. Selain itu latar belakang pendidikan guru PAUD di daerah tersebut berada di tingkat rendah. Studi ini bertujuan untuk membekali guru Taman Kanak-Kanak (TK) dalam merancang dan melaksanakan aktivitas gerak lagu yang sesuai dengan gaya belajar kinestetik anak di Kabupaten Banyuasin. Metode: Perencanaan, Implementasi, dan evaluasi dengan melibatkan 20 guru PAUD dari Banyuasin, Sumatera Selatan. Hasil: Adanya peningkatan skor pretest dari 66% menjadi 79,5% dengan kenaikan sebesar 13% guru PAUD mendapat dukungan dalam menyusun lagu dan menerima masukan dari siswa yang kerja kelompok. Kesimpulan: Pelatihan ini mendapat respon yang antusias dan secara signifikan meningkatkan basis pengetahuan bagi guru PAUD di Kabupaten Banyuasin.
... Mayer y Salovey propusieron el modelo de habilidad primeramente en 1990, seguramente por fuerte influencia de estudios anteriores sobre distintos temas, de varios teóricos, entre ellos los aparecidos en el campo de las emociones, del comportamiento, de la inteligencia o inteligencias (Gardner, 1983), también de la inteligencia social (Thorndike, 1920), etc. Sin embargo, en 1997, trajeron una reformulación del modelo, en la que se dedicaron a equilibrar a las demás dimensiones también la habilidad de pensar sobre los sentimientos. Por lo tanto, este modelo reformulado integra y evalúa cuatro dimensiones o habilidades fundamentales, jerárquicamente organizadas de la IE (Fernández-Berrocal & Extremera Pacheco, 2005): percepción emocional, facilitación o asimilación emocional, comprensión emocional y regulación emocional. ...
En este estudio se presentan las propiedades psicométricas de la Trait Meta-Mood Scale (TMMS-24), como también los niveles de inteligencia emocional autopercibida en docentes de escuelas secundarias de la ciudad de Rio Branco, provincia de Acre, Brasil. Se ha contado con una muestra de 211 docentes colaboradores, con promedio de edad entre los 20 y los 58 años. A partir de la interpretación y análisis de los datos por el SPSS (Statistical Package for the Social Sciences), versión 25, los resultados sugieren que las propiedades psicométricas de la TMMS-24 son adecuadas y su utilización en la categoría docente parece estar justificada. Además, los análisis del nivel de inteligencia emocional de los docentes indican un grado satisfactorio, entre hombres y mujeres, con algunas diferencias entre las dimensiones de la escala.
... We standardize all tasks to ease evaluation using a multiple-choice visual question answering (VQA) format. SI represents a cognitive capacity encompassing the visualization, manipulation, and reasoning about spatial relationships [20]. Figure 1 shows some SI tests at different scales (left panel), that require spatial visualization independent of one's viewpoint and spatial orientation due to changes of viewpoints (middle), extrinsic, and dynamic (right). ...
Spatial intelligence (SI) represents a cognitive ability encompassing the visualization, manipulation, and reasoning about spatial relationships, underpinning disciplines from neuroscience to robotics. We introduce SITE, a benchmark dataset towards SI Thorough Evaluation in a standardized format of multi-choice visual question-answering, designed to assess large vision-language models' spatial intelligence across diverse visual modalities (single-image, multi-image, and video) and SI factors (figural to environmental scales, spatial visualization and orientation, intrinsic and extrinsic, static and dynamic). Our approach to curating the benchmark combines a bottom-up survey about 31 existing datasets and a top-down strategy drawing upon three classification systems in cognitive science, which prompt us to design two novel types of tasks about view-taking and dynamic scenes. Extensive experiments reveal that leading models fall behind human experts especially in spatial orientation, a fundamental SI factor. Moreover, we demonstrate a positive correlation between a model's spatial reasoning proficiency and its performance on an embodied AI task.
... April 2016, Vol. 19, No. 1 Each one of the instruction types has its advantages and disadvantages; therefore, the ESL teacher can use both methods according to the L2 learning setting and learners' needs. One consideration that helps to understand why teachers need to provide a varied learning experience is the fact that students are different and come to the classroom with diverse backgrounds and intelligence types (Gardner, 1983). Offering a learning experience promotes success in the L2 classroom. ...
Second language acquisition (SLA) is known as both the process of learning an additional language and the field where issues pertaining to the teaching and learning of a second language (L2) are discussed (Ellis, 2010; Nunan, 2001). The field of SLA has experienced exponential growth over the past 3 decades. As Ellis (2010) states it rightly, SLA is “now an established discipline” (p. 182). This is evident in the growth of SLA research, SLA textbooks, and increase in number of theories, principles, and strategies that are found in the field of SLA. While this tremendous advance has been heavily demonstrated particularly in the United States, growth seems sparing in other countries. In fact, few are higher education institutions that offer Teaching English to Speakers of Other Languages (TESOL) programs where SLA courses should normally be offered. Without proper knowledge and understanding of how L2s are taught and learned, it is quite likely that teaching English to nonnative speakers in these non-English speaking countries is negatively affected. This paper synthesizes important topics pertaining to SLA to help TESOL experts with some fundamental understanding.
... Recognizing these diverse learning styles is crucial for educators, who must adapt their teaching strategies to meet individual needs. Gardner's Theory of Multiple Intelligences (Gardner, 1983) explains the importance of fitting teaching methods to cater different intelligences and individual differences. This approach creates a more inclusive and effective learning environment, where all students have the opportunity to succeed in mathematics. ...
Mathematics anxiety is a pervasive issue that impacts students of all ages and backgrounds, potentially hindering their mathematical learning and overall academic success. This qualitative research study aims to gain understanding of mathematics anxiety by exploring the lived experiences and perceptions of students. Through interviews and thematic analysis, the research digs deep into the factors contributing to mathematics anxiety and coping mechanisms employed by students. Findings reveal that mathematics anxiety is a multifaceted phenomenon influenced by self-perceptions, personal experiences and preparation. Coping strategies range from seeking social support to self-regulation techniques. The study contributes valuable insights into the subjective nature of mathematics anxiety and provides a foundation for designing effective interventions and support systems to address this issue in educational settings.
... Elementos conceptuales como la teoría de inteligencias múltiples (Gardner, 1983) y el de inteligencia emocional (Salovey y Mayer, 1990), han sido los pioneros para que, en la actualidad, la motivación pueda considerarse indispensable en el proceso de aprendizaje sin menoscabo del nivel y contexto educativo; misma que se ve fortalecida gracias al desarrollo de relaciones interpersonales de calidad, vistas como "(…) un aspecto fundamental para el éxito académico, personal y profesional, dado que en todos los ámbitos se demanda la cooperación, la colaboración y la interdependencia positiva para alcanzar los logros" (Campayo y Sánchez, 2020, p. 58). ...
En un contexto educativo donde se prioriza la enseñanza individualizada y la información proporcionada por los algoritmos de Inteligencia Artificial Generativa (IAGen) tienden a representar puntos de vista dominantes limitando las narrativas plurales; la experiencia del profesorado en el diseño de estrategias de aprendizaje que estimulen la participación, la creatividad y el pensamiento crítico, a través de la colaboración, es fundamental. Considerando lo anterior, el propósito del presente documento versa sobre analizar y reflexionar los resultados en el prácticum de las y los estudiantes de posgrado acerca de la implementación de estrategias didácticas
fundamentadas en la promoción del trabajo colaborativo, utilizando en su diseño recursos de IAGen. La investigación fue de carácter cualitativo a través del método de sistematización de experiencias, con el uso de la técnica de análisis del discurso, se desarrolló en el marco del seminario Educación y Tecnología del Doctorado en Gestión Educativa y Políticas Públicas de la Universidad Autónoma de Zacatecas, México. Los resultados mostraron a ChatGPT como la tecnología más utilizada mediante bots conversacionales y creadores de texto, así como un incremento en la
motivación y sentido de colaboración en los estudiantes con áreas de oportunidad en la formación y capacitación docente.
... Thus, the proposed framework provided actionable insights for enhancing the instructional capacity of educators in Region 10, with potential applicability to higher education systems. Theory of Multiple Intelligences emphasizes the importance of differentiated instruction for diverse learners (Gardner, 2017). Together, these frameworks provide a multidimensional lens for investigating instructional quality. ...
In today’s ever-evolving educational landscape, the ability to deliver high-quality instruction is shaped by multiple factors that require close examination. This study explored the impact of educational practices, technological advancements, and management skills on the quality of instruction among higher education instructors in Misamis Oriental, Philippines, aiming to develop a framework that enhances educators' instructional capacity in community colleges and promotes high-quality, equitable education. Predictive Correlational design assessed the relationships between variables, while the Causal Comparative design examined cause-effect relationships. Data were collected from full-time instructors at four local colleges in Misamis Oriental in the school year 2024-2025 using proportionate stratified random sampling. The results revealed that modern educational practices, which integrated digital tools and collaborative learning, significantly improved student engagement, while traditional educational practices remained commonly used. Blended learning was less frequently implemented due to technological and institutional limitations. For technological advances, instructors showed proficiency with open educational resources and learning management systems, but the integration of AI tools was limited. Management skills, particularly communication and leadership, were the strongest predictors of quality instruction. The causal model confirmed that management skills mediated the relationships between educational practices, technological advances, and quality instruction. This study emphasized the importance of ongoing professional development in educational practices, technology integration, and management skills to improve the overall quality of higher education instruction. Thus, the proposed framework provided actionable insights for enhancing the instructional capacity of educators in Region 10, with potential applicability to higher education systems.
... Students exposed to mediaintegrated instruction consistently outperformed their peers in tasks that required originality, flexibility, and divergent thinking key indicators of creativity in educational psychology (Runco & Jaeger, 2012). The use of media tools, including digital storytelling, gamified platforms, and collaborative video production, supports the creation of immersive, student-centered learning environments that cater to multiple intelligences and accommodate diverse learning styles (Gardner, 2011). ...
Amid rapid technological advancements, integrating media education into learning is increasingly vital for fostering students' creative thinking. This study investigates the effectiveness of media-based instructional strategies in enhancing creativity, critical thinking, and student engagement. Employing a mixed-methods approach, the research combined experimental teaching using multimedia tools with surveys and interviews involving students and educators. Findings indicate that students exposed to media-integrated instruction showed significant improvements in creative problem-solving, critical analysis, and digital expression. They also exhibited higher motivation and active participation, highlighting the motivational benefits of interactive digital platforms. Teachers observed that students became more reflective and independent in evaluating digital content, further supporting media education’s positive influence on learner autonomy. The study emphasizes the value of digital media, online platforms, and multimedia resources in cultivating creative capacities and enriching educational experiences. However, challenges such as inadequate digital infrastructure and limited teacher readiness were noted. These limitations underscore the need for targeted professional development and supportive educational policies to ensure effective media integration. In response, the paper recommends incorporating structured media education into school curricula and enhancing teacher competencies through ongoing training. By addressing implementation barriers and leveraging the full potential of media tools, educators can create dynamic, student-centered learning environments that align with the demands of the digital era.
... It is a deeply human characteristic and competence. As such SI complements other concepts of intelligence, such as multiple intelligences (Gardner 1983), emotional intelligence (Mayer, Salovey, and Caruso 2004;Wang, Jiang, and Blackman 2021) and the concept of safety intelligence (e.g. Fruhen et al. 2014b;Wang and Wu 2019). ...
... Gardner (2011), a professor of education and psychology at Harvard University, is a person with many writings on education, with famous writings that have affected the education sector in the United States and countries around the world, is the concept of multiple intelligences mentioned in the book (Gardner, 2011), with the concept of multiple intelligences theory is a concept that causes change and education reform that focuses on the development of complete human beings, that is, administrators or leaders with leadership must be able to adapt themselves to keep up with the changes, which must have characteristics with important and necessary components in being a leader in the digital education age as shown in Figure 2, which must consist of: ...
Background and Aim: Innovative leadership for professional education administrators in the digital age is an activity of professional education administrators in leading groups or educational organizations that require knowledge and ability to define a vision and exchange that vision with others for willing compliance, the provision of ICT systems, innovation, new knowledge, and methods for accepting change, coordinating and balancing the conflicting interests of members and stakeholders, and doing so to inspire members to act in a way that creates commitment to achieving the goals of educational administration. Materials and Methods: This article emphasizes innovative leadership for digital age education administrators, which is management under rapid and sudden change. The key factor that will affect the success of the organization is the education administrator who must have knowledge and ability in the form of leadership that must understand the context of technology that has changed the world’s society. Results: This article presents the importance of innovative leadership for professional education administrators in the digital age, with content consisting of knowledge about leadership, the meaning and role of innovative leadership, the importance of innovative leadership for digital age education administrators, the characteristics of innovative leadership for digital age education administrators, including mechanisms and processes of modern education administration of leaders who can lead educational institutions to become organizations of educational innovation in the digital age. Conclusion: The form of leadership that keeps pace with change is innovative leadership for digital age education administrators, which digital age education administrators must have 10 important characteristics: 1) leadership personality and skills, 2) team leadership, 3) role model, 4) opinion leader, 5) promoting development, 6) leadership communication, 7) learning climate, 8) change management, 9) competencies supporting and developing, and 10) participative administrations.
El vínculo entre neurociencia y educación está forjándose, imparable, desde hace ya años. Dicho vínculo exige que ambos, neurólogos y educadores, beban transversalmente de las nuevas fuentes del conocimiento mixtas que están surgiendo. Los educadores en concreto debemos tener en cuenta los avances en neurociencia aplicada a la educación para identificar estrategias de enseñanza que abarquen de la forma más completa y amplia los diferentes niveles cognitivos de nuestro alumnado. Están detectadas ciertas estrategias tradicionales (metodologías no activas) que no contribuyen a la formación integral del estudiante (Arias & Batista, 2021). Por ello, nuestro estudio se centrará en la utilización de metodologías activas (que incitan la exploración de ámbitos teórico-prácticos y activa procesos cerebrales de orden superior con mayor facilidad) para obtener datos objetivos sobre el siguiente interrogante: si usamos metodologías activas en el aula, ¿es diferencial en los resultados obtenidos del proceso (académicos y motivacionales) la utilización de medios digitales o tradicionales? Es decir, ¿cuál es el papel que tiene la elección de medios digitales o analógicos en la consecución de los objetivos dentro del proceso de enseñanza-aprendizaje?
This article aims to provide ten practical tips for integrating environmental education (EE) into language learning materials. It emphasizes how language shapes environmental perspectives, and it encourages incorporating traditional, indigenous, and ecocentric voices. The tips include offering positive examples, valuing individual and collective actions, addressing food production’s impact, and checking that environmental elements are not erased. It highlights the importance of Multiple Intelligences Theory, local connections, critical thinking, and collaboration with like-minded individuals. It is expected that by applying these strategies, educators can create more meaningful language materials that enhance environmental education and inspire sustainable actions.
O ensino superior tem vindo a sofrer profundas transformações, nomeadamente com a sua abertura a estudantes que tradicionalmente não o frequentariam. Contudo, apesar dos avanços já realizados e de ser um desígnio político, nacional e internacional, a diversidade de públicos no ensino superior ainda coloca desafios à efetiva igualdade de oportunidades, continuando a assistir-se à sub-representação de alguns grupos sociais e mantendo-se o problema do insucesso e abandono escolar mais evidente em certos grupos. A inclusão não diz apenas respeito à presença de uma diversidade de grupos sociais nos sistemas educativos, mas também à qualidade das experiências sociais e de aprendizagem que os estudantes vivem nesses sistemas. Numa sociedade democrática que reconhece a todos os cidadãos os mesmos direitos e que reconhece que a educação está intimamente associada à concretização de outros direitos fundamentais, as questões de equidade no acesso e permanência no ensino superior são centrais. Importa então explorar como é que as instituições de ensino superior se podem organizar para responder à diversidade de características e necessidades dos seus públicos. Que desafios se colocam às instituições de ensino superior? Que caminhos podem ser percorridos para dar resposta a estes desafios? Para responder a estas questões, o livro contou com a participação de diversos investigadores que, em diferentes capítulos, exploram e discutem a temática e o estado da arte, a questão das pedagogias inclusivas no ensino superior, as barreiras ao nível das políticas (D. Ziliotto), das culturas (M. Solis-Grant) e das práticas (A. Morinã & I. Orozco) que dificultam a aprendizagem, o envolvimento ativo na sua própria aprendizagem e o desenvolvimento de um sentimento de pertença, apresentam dados empíricos de estudos focados em diferentes populações de estudantes e em diferentes intervenientes do processo educativo (E. Nogueroles & S. Freire; A.P. Caetano et al.), bem como o trabalho desenvolvido por estruturas e serviços de apoio ao estudante com vista a criar condições promotoras de equidade (M.H. Martins et al.; C. Espadinha & A. Fonseca). O livro termina com um capitulo conclusivo, no qual as ideias apresentadas são integradas e discutidas (D. Rascón).
Buku “Dasar-Dasar Ilmu Pendidikan” merupakan panduan komprehensif yang membahas fondasi teoritis dan praktis dalam dunia pendidikan. Disusun secara sistematis, buku ini mengajak pembaca memahami hakikat pendidikan, tujuan, fungsi, serta unsur-unsur penting yang membentuk proses pendidikan itu sendiri.
Melalui bab-bab yang terstruktur, pembaca akan diperkenalkan pada konsep-konsep dasar seperti pengertian pendidikan, peran keluarga, sekolah, dan masyarakat, serta pengaruh budaya dan nilai dalam pembentukan karakter peserta didik. Buku ini juga mengupas peran guru sebagai pendidik profesional dan tantangan-tantangan yang dihadapi dalam dinamika dunia pendidikan modern.
Ditulis dengan bahasa yang jelas dan mudah dipahami, buku ini cocok digunakan oleh calon pendidik, praktisi pendidikan, maupun siapa saja yang ingin memperdalam pemahamannya tentang dunia pendidikan secara umum. Dengan pendekatan yang membumi dan relevan, buku ini menjadi pijakan awal yang kokoh bagi siapa saja yang ingin turut berkontribusi dalam dunia pendidikan.
The process of building a teaching platform for contemporary Chinese literature poses many challenges. Based on big data research, this study was conducted using diversified intelligent analysis technology and theory. Through a fuzzy analytic hierarchy process method and relevant steps regarding intelligent parameter improvement, this study analyzed a Chinese contemporary literature teaching platform and developed a diversified intelligent optimization model. This model demonstrated that different indicators had varying change relationships on the model matrix, with the linear feature of text aesthetics emerging as the strongest. The accuracy of the model was verified by comparing the model curve with the test data under different variables. The hope is that this study can act as a useful reference for the construction of big data teaching platforms across multiple fields.
The Complex Instruction Program (CIP), based on the Complex Instruction (CI) approach developed by Stanford University and its Hungarian adaptation, the Komplex Instrukciós Program (KIP), is a globally recognized, group-based teaching method. It focuses on strategies that promote equal-status interactions among students, enabling learners of diverse abilities and backgrounds to collaborate and succeed together. While extensive research has been conducted on CIP, no studies to date have explored the potential and effectiveness of integrating artificial intelligence (AI) into CIP. Therefore, the primary aim of this paper is to examine whether the use of AI provides an advantage in teaching lessons organized according to CIP principles. The study employed qualitative research approach through which data were collected through observation and document analysis from 224 students and 10 teachers selected through purposive sampling. The data were analyzed thematically. This study demonstrates how a teacher integrates AI into CIP-based lessons. We analyze how the combined use of CIP and AI influences classroom interactions among teachers and students, evaluating whether this integration can be considered a successful educational practice. Our research employs a combination of primary (empirical) and secondary (data analysis) methods, based on classroom observations conducted in four vocational secondary schools. The paper dissects lessons organized using CIP-AI, detailing the teacher's activities aimed at enhancing student performance and highlighting the impact of CIP-AI on students' classroom engagement. The findings reveal that in CIP-AI-organized lessons, the teacher's activities positively influence student motivation, collaboration, and communication frequency. However, it was also observed that the more dimensions of control the teacher exercises during the lesson, the more students tend to exhibit passivity and reliance on adult guidance. This suggests that teachers should reduce rigid, traditional teaching practices and adopt new motivational forms (e.g., CIP-AI) to foster collaboration and effective knowledge acquisition among students.
The concept of cognitive pluralism offers a transformative lens for understanding the complexities of human intelligence and learning. Rooted in the recognition that individuals possess varying intellectual strengths, cognitive pluralism challenges traditional educational models that prioritize uniformity in cognitive processing. This article explores the application of cognitive pluralism to education, focusing on how learning systems can be designed to accommodate and nurture diverse intelligence types. By integrating interdisciplinary perspectives from psychology, neuroscience, and educational theory, it presents a case for inclusive, adaptive learning environments that support multiple forms of intelligence. The article argues that such systems not only enhance individual learning outcomes but also foster a more equitable, holistic approach to education. Key challenges and opportunities in implementing cognitive pluralism are discussed, including the role of technology, curriculum design, and teacher training. Ultimately, the article calls for a reimagining of educational practices that values intellectual diversity and recognizes the multifaceted nature of human potential.
This article explores the deep structural dissonance between bureaucratic systems-designed for order, predictability, and control-and the non-linear, emergent nature of human cognition and innovation. Modern institutions, governed by hierarchical logic and procedural rationality, often struggle to accommodate the complex problem-solving styles, interdisciplinary insights, and adaptive thinking that characterize creative minds. Drawing on theories from cognitive psychology, systems theory, organizational sociology, and educational research, the paper argues that linear bureaucracies are poorly suited to foster or retain complex cognitive innovators. This misalignment not only stifles innovation but also produces psychological friction, institutional inertia, and cultural stagnation. The article calls for a paradigm shift toward flexible, pluralistic structures that reflect the distributed, recursive, and often paradoxical nature of human intelligence.
The chapter, “Building Smarter Educators: Merging Cognitive and Emotional Intelligence in Teacher Development,” emphasises the integration of cognitive and emotional intelligence into teacher training. It highlights how these competencies help teachers recognise and address students' needs, create effective lesson plans, mentor and inspire students, manage conflicts, and cope with professional challenges, leading to reduced burnout, job satisfaction, and student success. Strategies discussed include mentoring, collaborative enquiry, mindfulness, SEL programmes, peer coaching, reflective practices, and leveraging technology. Challenges like resource constraints, cultural differences, and balancing personal and professional growth are addressed with solutions such as continuous evaluation, stress management, and fostering supportive environments. The chapter underscores the need for emotionally and cognitively intelligent teachers to foster student-centred learning and enhance academic and professional outcomes.
In organizational structures of today, employing human relations with high
perception of emotional intelligence constitutes a great importance to success of
establishments. In addition, types of leaderships that could be applied to the human relations
departments of organizations also increase the level of job satisfaction of employees, thus,
accompanies improvements in the criteria of activity, efficiency and productivity of
establishments.
Researches made in literature show that transformational and transactional leadership
styles are influential over employees’ job satisfaction. Moreover, perception of emotional
intelligence possessed by the employees is also affective on the level of job satisfaction. In
the research, how transformational and transactional leadership methods executed by top
administrators effect satisfaction behaviors of employees from various positions in human
relations department are being analyzed. The research attempts to identify employees’
perceptions of emotional intelligence’s impacts on their satisfaction behaviors as well.
Furthermore, emotional intelligence’s mediation between transformational and transactional
leadership styles’ effects on work satisfaction is being examined. In accordance with these
purposes, a survey study is conducted upon 542 employees working for diverse positions in
both private and public sectors to be used in this research.
Research results present that transactional and transformational leadership styles
combined with emotional intelligence induce a positive influence on job satisfaction. On the other hand, an intermediary role in the relationship between transactional and
transformational leadership styles and job satisfaction is not detected.
ResearchGate has not been able to resolve any references for this publication.