INTERACTIVE PEDAGOGICAL METHODS FOR PROMOTING INCLUSIVE AND EFFECTIVE INTERACTION IN HETEROGENEOUS CLASSROOMS

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43910755" target="_blank" >RIV/60076658:12410/25:43910755 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.megu.rovno.ua/index.php/ped-psyh/issue/view/6/7" target="_blank" >https://journals.megu.rovno.ua/index.php/ped-psyh/issue/view/6/7</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.32782/3041-2021/2025-4-38" target="_blank" >10.32782/3041-2021/2025-4-38</a>

Jazyk výsledku

angličtina

Název v původním jazyce

INTERACTIVE PEDAGOGICAL METHODS FOR PROMOTING INCLUSIVE AND EFFECTIVE INTERACTION IN HETEROGENEOUS CLASSROOMS

Popis výsledku v původním jazyce

This article investigates the potential of interactive teaching methods as a mechanism for fostering effective student interaction in heterogeneous classrooms characterised by linguistic, cultural, and academic diversity. Particular attention is given to learners with a different first language (DFL) and students with special educational needs (SEN), for whom the quality of pedagogical support and classroom interaction is decisive. The study aims to examine how activating methods enhance students’ inclusion and cooperation in a heterogeneous learning environment and to identify the conditions underpinning their effective implementation. The empirical evidence is based on a survey of 15 teachers working in multilingual and heterogeneous lower secondary education institutions in the Czech Republic. A mixed-methods approach was applied, combining quantitative analysis of questionnaire responses with qualitative interpretation of open-ended comments. The findings indicate that activating methods – such as discussion, educational games, group work, brainstorming, and problem-based learning – substantially improve student motivation, engagement, and communicative openness. They also strengthen social relationships and help reduce barriers between learners from different cultural and linguistic backgrounds. However, teachers reported several challenges, including limited preparation time, restricted classroom space, and a shortage of adapted didactic materials.The study further demonstrates that activating methods perform a compensatory function in contexts of linguistic and academic heterogeneity by supporting students’ participation in joint learning activities regardless of their individual educational needs. Overall, the results confirm the significant potential of activating methods as an effective tool for promoting interaction, inclusion, and social cohesion in heterogeneous classrooms.

Název v anglickém jazyce

INTERACTIVE PEDAGOGICAL METHODS FOR PROMOTING INCLUSIVE AND EFFECTIVE INTERACTION IN HETEROGENEOUS CLASSROOMS

Popis výsledku anglicky

This article investigates the potential of interactive teaching methods as a mechanism for fostering effective student interaction in heterogeneous classrooms characterised by linguistic, cultural, and academic diversity. Particular attention is given to learners with a different first language (DFL) and students with special educational needs (SEN), for whom the quality of pedagogical support and classroom interaction is decisive. The study aims to examine how activating methods enhance students’ inclusion and cooperation in a heterogeneous learning environment and to identify the conditions underpinning their effective implementation. The empirical evidence is based on a survey of 15 teachers working in multilingual and heterogeneous lower secondary education institutions in the Czech Republic. A mixed-methods approach was applied, combining quantitative analysis of questionnaire responses with qualitative interpretation of open-ended comments. The findings indicate that activating methods – such as discussion, educational games, group work, brainstorming, and problem-based learning – substantially improve student motivation, engagement, and communicative openness. They also strengthen social relationships and help reduce barriers between learners from different cultural and linguistic backgrounds. However, teachers reported several challenges, including limited preparation time, restricted classroom space, and a shortage of adapted didactic materials.The study further demonstrates that activating methods perform a compensatory function in contexts of linguistic and academic heterogeneity by supporting students’ participation in joint learning activities regardless of their individual educational needs. Overall, the results confirm the significant potential of activating methods as an effective tool for promoting interaction, inclusion, and social cohesion in heterogeneous classrooms.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Vìsnik Mìžnarodnogo ekonomìko-gumanìtarnogo unìversitetu ìmenì Akademìka Stepana Dem&apos;ânčuka. Serìâ: Pedagogìka ta psihologìâ

ISSN

3041-2021

e-ISSN

3041-203X

Svazek periodika

4 (2025)

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

UA - Ukrajina

Počet stran výsledku

7

Strana od-do

"282 "- 288

Kód UT WoS článku

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EID výsledku v databázi Scopus

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