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All Journal Satmata: Journal or Historical Education Studies Smart: Journal of Multidisciplinary Educationa
Maria Grace E. Lucas
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Smart: Journal of Multidisciplinary Educationa

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INNOVATIVE APPROACHES TO TEACHING NATURAL SCIENCE IN CAMBODIAN PRIMARY EDUCATION Maria Grace E. Lucas
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.596

Abstract

primary education, focusing on the integration of inquiry-based learning, technology-enhanced instruction, and culturally responsive pedagogy. The research employs a literature-based method, systematically reviewing peer-reviewed journal articles, conference papers, and institutional reports published within the last five years. Data were collected through structured searches using keywords such as “primary science education,” “innovative teaching,” “Cambodia,” “inquiry-based learning,” and “ICT in classrooms,” followed by thematic content analysis to identify patterns, gaps, and effective strategies. The findings indicate that inquiry-based activities and the use of digital tools enhance student engagement, conceptual understanding, and scientific literacy. Teacher preparedness, pedagogical content knowledge, school infrastructure, and contextual adaptation significantly mediate the successful implementation of these methods. The study identifies a research gap in applying these integrated approaches at the primary level in low-resource, culturally diverse contexts such as Cambodia, where challenges include limited materials, multi-grade classrooms, and insufficient ICT access. The novelty of this research lies in proposing a context-sensitive framework that combines technology, inquiry, and cultural responsiveness tailored to primary school settings, offering both theoretical contributions and practical guidance for policymakers, educators, and curriculum developers. Overall, the study concludes that sustainable improvements in primary science education require systemic coordination of pedagogy, technology, and cultural adaptation, providing a model applicable not only in Cambodia but also in similar global contexts. These insights contribute to the broader discourse on early science education innovation and strategies to enhance scientific literacy in low-resource environments.
ENGLISH LANGUAGE TEACHING IN PRIMARY SCHOOLS IN PHILIPPINES: A FOUNDATION FOR GLOBAL COMPETENCE Maria Grace E. Lucas
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 4 (2025): May: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i4.600

Abstract

This study investigates the implementation of English language teaching (ELT) in Lao primary schools, with a particular focus on early-grade learners in rural and multilingual settings. The primary objective is to explore how national curriculum goals align with actual classroom practices, and to identify the enabling and constraining factors that shape English proficiency development in Grades 1–6. Employing a literature-based methodology, the research synthesizes findings from peer-reviewed journals, government documents, and international reports published within the last five years. Thematic analysis reveals persistent challenges including inadequate teacher training, limited instructional resources, and a lack of culturally responsive pedagogy—particularly in underserved areas. However, promising practices such as interactive learning, use of visual aids, and peer collaboration demonstrate potential when supported by adequate teacher preparedness. A key contribution of this study lies in its integration of global communicative competence into early ELT discourse in Philippines, shifting the narrative from basic literacy acquisition to one that includes intercultural awareness and global readiness. This perspective introduces a novel dimension in the context of Lao education, where most existing studies focus on secondary or tertiary levels. The research concludes that achieving effective English language education at the primary level in Philippines requires systemic reforms in teacher education, curricular support, and pedagogical innovation. By linking national education policy with global standards, the study provides actionable insights for stakeholders aiming to enhance early English instruction in similarly under-resourced and linguistically diverse contexts.
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