Science Insights Education Frontiers

Interlinking-Based Teaching: A Study on the Development of the Interlinking Index Framework

2025-06-17T20:21:53+00:00

In interlinking-based teaching, designing and implementing instructional content and practices based on interlinking has become a necessity for solving real-life problems and understanding various phenomena encountered in daily life. However, the lack of comprehensive models that guide interlinking-based instructional processes constitutes a significant gap in the literature. In this context, the present study aims to develop an analysis tool that can guide the development, implementation, and evaluation of interlinking-based instructional content. To this end, a comprehensive literature review was conducted, and the collected data were analyzed through content analysis by two researchers. The inter-coder reliability was calculated as 89%. Subsequently, an “interlinking index” was developed and submitted for expert review. Based on the feedback received from the experts, the index was revised and finalized. The resulting “analysis index” consists of 17 items grouped under four main dimensions, providing guidance for the development, implementation, and evaluation of interlinking-based instructional content. It is expected that this study will contribute to the dissemination and effective use of interlinking-based instructional activities.

Pedagogical Practice of Process-Oriented Writing Instruction Based on Intelligent Writing Platforms: A Case Study of the Applied Writing Course

2026-04-24T17:39:58+00:00

Applied writing courses in higher education hold strong pedagogical value due to their genre normativity and practical orientation but often face challenges like limited process guidance, delayed teacher feedback, and insufficient opportunities for revision. The emergence of generative artificial intelligence has introduced intelligent writing platforms as novel instructional tools, yet their pedagogical functions, implementation models, and potential risks in the classroom setting, especially as perceived by teachers, remain underexplored. Situated in the context of an applied writing course, this study investigates the role and significance of intelligent writing platforms for process-oriented writing instruction from teachers’ perspective. Adopting qualitative case study design, the research involved six university instructors who participated in the pedagogical practice. Data were collected through semi-structured interviews focusing on the teachers’ perceptions of intelligent writing platforms, instructional changes, and the benefits, challenges, and risks they perceived. The analysis centered on identifying and interpreting shared teaching experiences across the instructor group rather than emphasizing individual-level differences. The findings reveal that teachers largely adopt a cautiously positive stance, treating intelligent writing platforms as auxiliary scaffolding tools. When integrated into the pre-writing, writing, and post-writing stages, these platforms facilitate a transition from product-focused to process-oriented writing instruction. At the same time, their application prompts critical reflections on issues regarding writer agency, instructional design complexity, and assessment authority. The study suggests that the pedagogical value of intelligent writing platforms depends on teacher guidance within clearly defined instructional goals and boundaries.

From Freire’s Critical Pedagogy to the Age of Artificial Intelligence: Continuities, Ruptures, and New Educational Challenges

2025-11-21T16:31:20+00:00

This article examines the historical and contemporary relevance of critical pedagogy for language education in the digital age. Grounded in Paulo Freire’s conception of education as the practice of freedom, it traces the global evolution of this pedagogical tradition and discusses its encounters with digital technologies and artificial intelligence. Drawing on a conceptual, literature-based analytical approach, the article articulates a clearer research focus by examining how critical literacy, critical digital literacy, and emerging forms of critical AI literacy can inform language learning in technologically mediated contexts. Within this landscape, we explore how AI-based activities can support reflective engagement and serve as mediating resources for contextualized, interest-driven language learning connected to students’ realities. Rather than presenting empirical cases, we propose a pedagogical framework grounded in critical pedagogy for analyzing and designing AI-mediated language practices. Building on Freirean traditions of dialogue, praxis, and critical consciousness, we argue that engaging with AI and digital media, through analysis and pedagogical design, can open new spaces for inquiry and dialogue in language teacher education. The aim is to foreground how critical pedagogy can guide ethical, dialogic, and humanizing approaches to language education in digitally and algorithmically saturated contexts.

Disciplinary Integration in Teaching: The Necessity of Systematic Evaluation Tools

2026-04-24T17:17:15+00:00

The discipline-based curriculum, which was typical of industrial-age education, still predominates in the current education systems in many countries, where educational institutions at various levels, particularly universities, prioritize specialization in curriculum design. While specialization may have been effective in improving teaching efficiency and rendering students’ understanding more focused, it also leads to the creation of a mono-disciplinary knowledge (Tramonti, 2019). This discipline-based curricular paradigm has its limitations in addressing complex real-world problems, such as climate change, public health crises, and the digital divide, which never present themselves according to the disciplinary boundaries of physics, mathematics, or language arts and are inherently multifaceted. The solution of real-world problems necessitates an interdisciplinary perspective and the ability to draw on knowledge or skills from a variety of domains. Compared with discipline-based instruction, multidisciplinary, interdisciplinary, and transdisciplinary teaching (MITT) has the potential to improve affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base (Hardy et al., 2021). For this reason, the adoption of MITT approaches has become a growing trend in global curricular reform.