Conference Program
Overview and details of the sessions of this conference. Please select a date or location to show only sessions at that day or location. Please select a single session for detailed view (with abstracts and downloads if available).
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Daily Overview |
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A.05. Education, Democracy and Resistance in Occupied Palestine (3/3) Location: Aule di Botanica (CU028): Aula Blu3 Convenor(s): Elena Pacetti (Alma Mater Studiorum University of Bologna, Italy); Arianna Taddei (Università degli Studi della Repubblica di San Marino); Buad Khales (Al-Quds University) | |
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Meaningful Learning as a Pathway to Democratic Education: Evidence from English Language Classrooms in the Jerusalem Suburbs Al.Quds University, Palestinian Territories This study investigates the extent to which meaningful learning principles, grounded in David Ausubel’s theory, are implemented in English language classrooms at the basic education stage in the Jerusalem suburbs, and examines their potential contribution to fostering democratic educational practices. While meaningful learning emphasizes the integration of new knowledge with learners’ prior cognitive structures, democratic education highlights participation, dialogue, critical thinking, and student agency. Despite growing theoretical interest in both frameworks, limited empirical research has examined their intersection within conflict-affected educational contexts. A mixed-methods descriptive design was employed. A randomly selected sample of 71 English language teachers (from a population of 190) completed a structured questionnaire measuring the implementation of meaningful learning practices, and semi-structured interviews were conducted with 10 teachers to explore their perceptions and classroom experiences. Quantitative findings revealed a high overall level of implementation (M = 4.21, SD = 0.67), particularly in activating prior knowledge, promoting conceptual connections, and emphasizing understanding over memorization. No statistically significant differences were found across gender, academic qualification, or years of experience; however, participation in professional training demonstrated a significant positive effect. Thematic analysis further indicated that meaningful learning practices contribute to enhancing student voice, collaborative engagement, and critical thinking. The findings suggest that meaningful learning functions not only as a cognitive framework but also as a pedagogical pathway toward democratic classroom culture. In the Palestinian context, classrooms may operate as micro-democratic spaces that nurture participation and resilience despite structural constraints. Integrating meaningful learning with democratic pedagogies may therefore support both academic depth and civic empowerment. Keywords: Meaningful Learning; Democratic Education; English Language Teaching; Palestine; Student Agency. | |