This research aimed to explore student-teachers’ understanding and perceptions of the factors involved in designing an environment for quality learning and teaching, and to identify common elements, ideas, or specificities in their perceptions. The research was conducted during a teaching session of the elective course Stimulating Environment for Teaching and Learning, which was enrolled by second-year students (N=25) at the Faculty of Teacher Education, University of Rijeka, Croatia. Based on the modern educational paradigm and socio-constructivist theory, the process of learning and teaching is understood as a dynamic, holistic, developmental category in which designing an environment adapted to students’ needs encourages active and collaborative learning, individualization, and differentiation (Čepić & Pejić Papak, 2021). Using a qualitative approach, students’ written papers on the elements of the spatial environment aimed at stimulating student activity were analyzed. Thematic analysis was conducted starting with text analysis, development of main topical categories, followed by two coding processes and category-based analysis. Our findings indicate that students emphasize the importance of teacher competence in modernizing the learning and teaching process and adapting teaching methods to different learning styles and individual needs. They underscore the significance of collaborative relationships and the creation of a supportive atmosphere in the classroom. The spatial environment of the classroom is recognized as a key factor in providing a pleasant, safe, and adaptable space that encourages student activity and creativity. Specificities in students’ perceptions are manifested in varying emphases on teacher competence, collaborative relationships, and classroom atmosphere. This paper provides useful insights into understanding the possibilities and limitations of the elements of the spatial environment from the students’ perspective and underscores the importance of comprehensive student-teacher training to foster a dynamic, responsive, and equitable educational environment for quality learning and teaching in which every student can develop and progress according to their abilities.

This project aims to better understand how faculty members co-construct a shared understanding and collective agreement on how UDL aligned strategies should be operationalized in a teacher preparation program. A growing number of students with dis/abilities are entering higher education institutions (HEI; Fleming et al., 2017; Hartsoe & Barclay, 2017; Madaus et al., 2021)’ therefore, it is essential higher education faculty have the knowledge, skills, and dispositions to effectively teach students with dis/abilities. This is an equity imperative, as students with dis/abilties are graduating at lower rates than their non-disabled peers (Lightfoot et al., 2018). Consequently, higher education faculty need to implement instruction designed to increase accessibility and learning for all students. I propose Universal Design for Learning (UDL) as an effective framework to support students with dis/abilities in higher education (King-Sears et al., 2023). Further, higher education faculty need to feel empowered to use inclusive instructional strategies which may disrupt previous norms of university-level instruction. In this Mixed Methods Action Research (MMAR), participants engaged in three asynchronous professional development sessions to build their foundational knowledge of UDL. These short online sessions emphasized practical ways for UDL aligned strategies to be implemented in higher education classrooms. Participants learned about multiple means of learner engagement; multiple means of representing information; and multiple means for learners to take action and express themselves. Additionally, participants co-developed an Innovation Configuration (IC) map to explicitly define acceptable instructional strategies for integrating UDL. Data was collected through a pre/post inventory, session transcripts, and participant interviews. Initial findings show that through this collaborative process, HEI faculty developed the knowledge, skills, and disposition needed to operationalize UDL practices. This presentation will address the sub-theme “equity and inclusion in teacher education” by sharing the lessons learned throughout this process.

Research Aims

This research investigates interdisciplinary curriculum practices in secondary schools in Scotland. Global policies such as The 2030 Agenda for sustainable development (UN, 2015) emphasise the need for young people to be fully engaged in their learning, acquire key skills and knowledge by applying their learning within real life contexts. Within Scotland this is reflected in Curriculum for Excellence where Interdisciplinary Learning (IDL) is cited as one of the four contexts for learning. However, some studies suggest that a serious implementation gap exists and many teachers remain unsure about how to incorporate IDL into their own practice. (Harvie, 2018; Graham, 2019).

In this study, Glasgow City Council and the University of Glasgow partnered to conduct a research study in three secondary schools which were identified as have good practice in IDL. The study aimed to identify practical approaches schools took to implement IDL and the impact this work had on pupils, teachers and the wider school community.

Theoretical Framework

Harvie’s (2020) model of IDL was used as a theoretical framework to underpin the research. This framework was used to inform the questions that were asked during the focus group discussions, analyse the data and present the findings.

Methodology

This was a small-scale qualitative study which adopted a pragmatic constructivist approach. Three focus groups were conducted in each of the three participating secondary schools. Focus groups comprised of members of each school’s Senior Leadership Team, class teachers and pupils.

Findings

The study found benefits for students, teachers and the wider school community. These included cognitive advancement for students in the disciplinary areas, the development of students’ social, interpersonal and transferrable skills, improved relationships between teachers and pupils and increased teacher confidence in terms of curriculum design.

Relevance to the Conference theme and specific strand

Curriculum design for equitable teaching.