Educational Innovation and Practice

Exploring the Use of Generative Artificial Intelligence (GenAI) in Teaching, Learning and Assessment of STEM Subjects

Chenga Dorji, Purna Bdr. Subba — Tue, 30 Sep 2025 00:00:00 +0000

The rapid rise of generative AI (GenAI) tools presents both opportunities and challenges for transforming the teaching, learning and assessment (TLA) of STEM subjects. This mixed-methods study examined the use of GenAI at Samtse College of Education (SCE), Bhutan, drawing on survey responses from 147 STEM students (ICT: n = 96; Science: n = 51) and four focus group interviews. The study investigated the integration, purposes, comfort and frequency of GenAI use, as well as the associated impacts, challenges and limitations. Findings indicate that SCE STEM students are rapidly integrating GenAI into their academic practices, with ChatGPT serving as the primary tool for assignment support, academic writing and information access. The results highlight the versatility and perceived usefulness of GenAI, while also pointing to risks such as overdependence, reduced tutor-student interaction and ethical concerns. Subject discipline and academic level, rather than gender, emerged as the strongest predictors of comfort and frequency of use. The study recommends establishing clear policies on academic integrity, acceptable use of GenAI, and data privacy and security, while providing students and faculty with clear guidelines to navigate both opportunities and risks.

Integrative Inquiry: A Cross-Pollination Approach to teaching M.Ed Sciences and Mathematics Programmes at Samtse College of Education

Kinzang Dorji — Tue, 30 Sep 2025 00:00:00 +0000

This study examined how Integrative Inquiry, a cross-pollination approach within Place-Based Education (PBE) that grounds learning in local and authentic contexts, enhances teaching and learning in the Master of Education (M.Ed) programmes at Samtse College of Education, Royal University of Bhutan. The project engaged M.Ed students specializing in Biology, Chemistry, Physics, and Mathematics in ecological investigations of the Dhamdum Stream, Samtse district. Working in interdisciplinary teams, students designed research proposals, conducted field data collection (e.g. macroinvertebrate sampling, physicochemical testing, and stream profiling), and assessed stream ecosystem health using Simpson’s Diversity Index and the Hindu Kush-Himalayan Biotic Score (HKHBios). Students’ learning outcomes were measured through survey questionnaires covering seven domains: interdisciplinary integration, collaboration and communication, real-world application, scientific inquiry, motivation and engagement, critical thinking, and sense of accomplishment - rated on a 5-point Likert scale. Additional evidence was drawn from facilitator observations and project reports. Quantitative data were analysed in SPSS using descriptive statistics and paired-samples t tests, with statistical significance set at p < .05. The analyses revealed significant improvements across seven domains: interdisciplinary integration (M = 3.25, 4.17; t(47) = 5.67, p < .001), scientific inquiry and problem solving skills (M = 3.28, 4.15; t(47) = 5.12, p < .001), motivation and engagement (M = 3.42, 4.27; t(47) = 6.23, p < .001), and critical thinking (M = 3.12, 4.05; t(47) = 3.45, p < .01). High levels of collaboration and communication skills (M = 4.32), real-world application (89.6%), and sense of accomplishment (87.5%) were also reported. Overall, the study demonstrates that Integrative Inquiry fosters interdisciplinary approach, problem-solving skills, and professional competencies by embedding learning in authentic contexts, highlighting its potential as a transformative pedagogical model for teacher education programmes.

Opportunities and Challenges of the Cascade Model in Professional Development for Teachers: A Case of Samtse District

Yangdon — Tue, 30 Sep 2025 00:00:00 +0000

The Ministry of Education introduced its nationwide initiative termed Educating for Gross National Happiness (EGNH) to infuse the values and principles of Gross National Happiness (GNH) into the education system. To expedite this process, a cascade model of training was implemented, where a group of trainers disseminated knowledge and skills to subsequent levels of teachers. However, no studies have been conducted to examine the opportunities and challenges of this model in achieving its intended results. The current study bridged this knowledge gap by examining the opportunities and challenges of the cascade model through a qualitative case study research design. Data for the study were gathered from 28 participants using a semi-structured interview. The findings revealed that while the cascade model succeeded in achieving widespread dissemination of training, it has limitations. The top-down nature of knowledge transmission of the cascade model caused deterioration of information as well as a lack of adequate comprehension of the EGNH initiative. Additionally, insufficient trainer preparation and absence of follow-up support further affected the effectiveness of the model. The impact of cascade model on quality training and sustained support is also limited. Recommendations include enhancing follow-up structures, thorough trainer preparation, and fostering collaborative networks among teachers to enhance knowledge sharing and strengthen the implementation of any initiative that uses the cascade model of professional development.

Animation-Based Instruction to Eliminate the Misconception of Students in Learning Biology: An Action Research

Sonam Dorji, Sonam Wangchuk,, Jigme Tshewang, Kezang Jamtsho — Tue, 30 Sep 2025 00:00:00 +0000

Animation-Based Instruction is one of the innovative teaching approaches incorporated in the classroom using animated videos as a visual aid to assist learning and improve academic achievement. This study, conducted in 2022, investigated the effectiveness of Animation-Based Instruction in Biology for improving students’ academic achievement and eliminating misconceptions, particularly in abstract topics such as meiosis. A sample of 35 students from Class 10 of Tang Central School was randomly selected for the study. The research employed a mixed-methods approach, utilising a One-group Pretest–Posttest research design, 5-point Likert scale survey questionnaires for quantitative data, and semi-structured interviews for qualitative data collection. A dependent sample t-test at the 95% confidence level revealed a significant difference between pre-test (M = 5.2, SD = 2.2) and post-test scores (M = 7.9, SD = 1.8), with a mean increase of 2.7 (p = 0.001). Analysis showed a 70% improvement in conceptual understanding, with misconceptions reduced from 52% to a minimal level. Subscale analyses indicated significant gains in the general concept of meiosis (p = 0.006), chromosome number (p = 0.001), and stages of meiosis (p = 0.003). Post-intervention drawing analysis revealed 55% of students produced comprehensive representational drawings, compared to 95% producing non-representational drawings before intervention. Students’ perception ratings were consistently high (overall M ≥ 3.77), with the highest rating for the ability to pause and replay videos (M = 4.59). The study revealed that Animation-Based Instruction is an effective teaching-learning approach to enhance students’ academic achievement in Biology and reduce misconceptions. The study recommends that teachers adopt Animation-Based Instruction to improve academic performance, foster lifelong learning, and promote a meaningful teaching-learning process.