A new approach to learning in the form of educational games has been adopted in recent years, especially in English language teaching. The educational game learning approach used to teach English to non-native English-speakers who use English as a second or foreign language has recorded great success. This study provides an innovative framework for the adoption of the educational games learning approach at university. This is done to ensure lifelong learning and interdisciplinary learning opportunities for students. The study introduces social skills and knowledge training to address topics of gaming and learning. It describes the point at which learning is expected to occur and the role that game elements play in relation to student engagement and educational gaming content interaction. The study further describes the principles governing collaborative learning which are the key pillars for acquiring cognitive and social skills. The contribution of game-based learning is further linked with mindset improvement and growth. The study further examines three theories that are essential to the development of the game-based learning approach: narrative-centered learning theory, problem-solving theory, and engagement theory. Upon providing the theoretical underpinnings, teachers’ perceptions towards the game-based learning approach are further addressed in the paper. The advantages and disadvantages of game-based learning are also discussed.

Technological pedagogical content knowledge (TPACK) is a knowledge that extends beyond the conventional categories of the three “core” areas of education (pedagogy, content, and technology). Not every classroom, subjects, or pedagogical philosophy can benefit from the same technology tools. To improve teaching quality, teachers in any field should participate in professional development programs to learn about and use novel approaches to content distribution, assessment, and documentation. Technology-enhanced education is a challenging, systematized endeavor. When it comes to incorporating technology in the classroom, there is no optimal approach. There is a need for a method that regards teaching as a dialogue between instructors’ knowledge and their classroom practices. There are three pillars around which excellent technology-based instruction is built: subject matter, instructional methods, and available technology tools. All the differences in how much and how well schools use technology in the classroom can be traced back to these three interrelated factors. Therefore, teachers must be familiar with the strengths and limitations of various educational resources. This paper aims to provide the basic concept and significance of professional teacher development and analyze TPACK as a key to successful professional teacher development. Finally, it explains how the TPACK is used in many disciplines to improve students’ academic excellence and teachers’ TPACK in subjects such as science, English, social studies, and mathematics.   Received: 11 November 2022 / Accepted: 26 December 2022 / Published: 5 January 2023

Technological tools, including networking hardware, media, and machines, have been incorporated into education to facilitate learning for many decades. The conveyance of knowledge through technology becomes fast, easy, and enjoyable for the learner while vastly improving the understanding of concepts. Research insights reveal that through the use of technological tools, the participatory capacity of students increases, and interest levels are raised. Education has evolved, over the centuries, in its form, nature, and manner of deliverance. When written communication had not yet developed, word of mouth and observation were the most common means of passing knowledge from one generation to the next. Teaching was mostly verbal, delivered through plays, songs, and poems. Writing as a means of communication only gained significance by the end of the 15th century. The use of chalkboards and blackboards as a method of learning and teaching gained popularity at the end of the 18th century. Still, now in the 21st century, more advanced technological tools play an important role in facilitating learning and teaching. This study examines the effectiveness of educational technology in English teacher education programs, emphasising the development of preservice teachers’ language and pedagogical skills.

A primary goal of teacher preparation programs is to develop pre-service teachers' ability in applying the teaching knowledge and skills they learn in real classrooms in varying community, school, and classroom contexts. Upon developing these abilities, pre-service teachers can help their students successfully acquire knowledge. The present study aims to investigate the extent to which project-based instruction can enhance the ability to develop teaching materials among pre-service Social Studies teachers currently studying at an open-admission university in Thailand. The same subjective test was administered to a sample of 30 participants before and after the study and was scored using an analytic rubric. The pre-test and post-test data were analyzed via a paired sample t-test, which revealed that participation in project-based instruction resulted in the pre-service Social Studies teachers' improved ability to develop teaching materials, both overall and for each specific criterion, at a statistical significance level of .01.

This study aims to explore and compare pre-service teachers' use of instructional innovations. A sample of 250 pre-service teachers from different major fields was selected using stratified random sampling. Primary data were collected through a questionnaire consisting of two sections: 1) background information; and 2) the use of instructional innovations. The data were analyzed using the one-way ANOVA test and the post-hoc Scheffé's test. The findings reveal that instructional innovations were mostly used in the 'implementation' stage (= 4.04, SD = 0.42). In addition, user-friendliness towards technology was the most influential factor when determining the use of instructional innovations, followed by convenience of the innovations' application, conformity to learning management, the expense, and training, respectively. The use of instructional innovations between pre-service teachers from different major fields was significantly different, with a significance level of 0.05.