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Paradigms in didactics and corresponding methods and techniques paradigm1,…

- - - - Focus on individual student need and interest (student feels valued and supported in their learning journey) (Amina)
        
        Student centered learning (teachers acts as a facilitator and guide) (Amina)
        
        encourageing students to explore their own interests, goals, and potentials, help to develop their self-awareness and self-esteem. (Sepideh)
        
        provoking critical thinking, problem-solving, and reflective skills, where students are challenged to question, analyze, and evaluate their own and others' perspectives (Sepideh)
        
        Students have control of their own learning process through the exploring and appreciation(Francisco).
      - Humanistic approach emphasizes personal choice and responsibility, freedom, individual ideals and values. (Seda)
      - Humanistic didactics holds an optimistic view of human nature and values man's search for meaning and purpose in life. (Seda)
      - Holistic approach that focuses on the overall development of a person. (Seda)
        
        The breadth that comes with this approach trains learners to be polymaths with cross-cutting knowledge and skills. For example, in Zimbabwe, professional planners trained to master skills in demography, urban sociology, urban design, economics of the built environment, project management, environmental management, rural societies, planning law, and research. (Simba)
      - Uniqueness of each learner by recognizing individual strengths, interests, and learning styles (Margarita )
        
        By recognizing and building upon what students excel at, educators can enhance their confidence, motivation, and overall academic performance. (Silla)
      - Recognition of each human being's uniqueness. (Seda)
        
        Celebrates harmony that comes with uniqueness and diversity, by encouraging cross-pollination of ideas. Using the analogue of a keyboard, when keys of the same colour are played, they produce a sound; but when both black and white keys are played, they produce a melody. So, training that enables diversity in ideas, skills and knowledge develops the ability of learners to conjointly solve complex problems with easy. (Simba)
      - Tendency to make study areas, schools and universities as pleasant and hospitable places. (Seda)
      - Through open dialogue, exploration of ideas, and creative expression, humanistic didactics cultivates critical thinking skills and encourages divergent thinking. This promotes innovation, problem-solving abilities, and a deeper understanding of complex issues (Margarita )
        
        Leading to the enhancement of not only people in Academia, but also of critical member of society who can also bring about social changes (Olga)
      - It prioritizes positive teacher-student relationships and collaborative learning environments (Ariundelger).
        
        Generating horizontal and mutal-respect based relationships (Olga)
        
        Positive teacher-student relationship promotes blended learning where both the teacher and the learner continuously acquire knowledge with the teacher guiding the student (Simba)
      - Humanism prioritizes the holistic development of learners (Narges)
      - Emphasizing their emotional and social needs alongside academic growth (Narges)
        
        Is it really possible to know their needs? (Sinem)
      - Humanistic didactics encourages students to reflect on their learning and evaluate their progress. Self-reflection fosters metacognition, helping students become more aware of their learning processes and strategies, which contributes to continuous improvement(Namra)
    - - Due to lack of pre defined standard guidelines, student may feel overwhelmed as they may struggle to understand what is expected to them. (Amina)
        
        It may oppose the deterministic laws of science and the empirical evidence that support them (Sepideh)
        
        Lack of empirical evidence. (Seda)
        
        Humanistic approach expects more agency from individuals than they actually have. (Seda)
        
        Humanistic theory often assumes that individuals have the capacity to take control of their lives and make positive changes. However, it may underestimate the psychological challenges, such as trauma, mental health issues, or cognitive limitations. (Silla)
        
        For example, graduate lawyers coming from the same law school or law schools of the same country, must have the same Minimum Body of Knowledge (MBK). This is very difficult to achieve under this paradigm because of it's unstructured approach (Simba)
        
        It also makes it difficult for learners to prepare ahead of classes since learning is unstructured and unsystematic (Simba)
      - Humanistic didactics is often criticized for being unscientific and outdated. (Seda)
        
        Humanistic didactics offers limited solutions. (Seda)
      - Little effectiveness. (Seda)
        
        Potential for Inequality (Margarita)
        
        How do you measure effectiveness? (Olga)
      - Some students may struggle with the openness and ambiguity inherent in humanistic didactics, especially if they are accustomed to more structured and directive forms of instruction. Without sufficient guidance and scaffolding, they may become disengaged or overwhelmed by the freedom to navigate their learning journey independently (Margarita )
      - The focus on personalized learning and experiential activities in humanistic didactics may result in less coverage of traditional academic content, it may raise concerns about meeting curriculum standards or preparing students for standardized assessments (Margarita)
      - Humanistic didactics often prioritizes learner autonomy and self-directed learning, which may lead to a perceived lack of structure in the educational experience. Some students may struggle with the freedom and responsibility inherent in this approach, requiring additional support to stay focused and motivated (Margarita)
        
        This is also a class struggle. Students from lower classes do not have the same sources as the ones from the upper classes, leading to a class gap in humanities, or higher studies (Olga)
        
        It is very difficult to incorporate individual needs and expectations in the mainstream learning curriculum because that will derail learning (Simba)
      - It emphasis on emotions and personal growth may overshadow the development of critical thinking skills, academic competencies, and content knowledge (Ariundelger).
        
        It can sometimes lead to overwhelming experiences for both students and teachers (Olga)
      - Time-Consuming: Implementing humanistic didactics requires a significant investment of time and resources. (Narges)
        
        Not easy for teachers to ımplement (time limits and crowded classes) (Sinem)
      - Resistance from Students: Some students may resist the autonomy and responsibility associated with humanistic didactics.(Narges)
      - Challenges in Large Classes:Providing personalized attention and support to each student may be impractical (Narges)
        
        It is very difficult to use this paradigm in classes with many students since it is sheer unmanageable. For example, some universities in Zimbabwe can have up to 100 students in one class. Just imagine trying to entertain concerns of individual students in such classes (Simba)
      - Difficulty in Standardization: Humanistic didactics prioritizes the uniqueness and individuality of each learner, making it difficult to standardize instructional practices and assessment methods.(Narges)
      - Insecurity/complex in relation to other scientific branches (Olga)
      - Sometimes humanist approaches can lead to anthropocentric practices as well as Western-oriented practices by universalizing certain paradigms (Olga)
      - Humanistic didactics may lack the structured and systematic approach found in other teaching methodologies.Without clear structure, there is a risk of gaps in learning and inconsistencies in the coverage of essential content, which could impact academic proficiency (Namra)
    - - Self Directed Learning approached such as independent study, research projects (Amina)
        
        Cooperative Learning methods such as group discussion, problem solving tasks, social skills development and teamwork (Amina)
        
        Co-creation of solutions to identified problems enables students to express their unique contributions and critique them using others' contributions (Simba).
        
        Collaborative approaches such as group research assignments, group presentations, and group write-ups are used to encourage students to embrace uniqueness and diversity (Simba)
      - Student-centered learning and group-work approaches. (Seda)
      - Holistic education and active learning (Margarita)
        
        Integrating various aspects of human development, including cognitive, emotional, social, and physical dimensions, into the learning experience (Margarita )
        
        Involving learners in active participation, problem-solving activities, role-playing, and cooperative learning exercises (Margarita )
        
        Incorporating literature, arts, music, drama, and other creative expressions to stimulate imagination, empathy, and aesthetic appreciation (Margarita )
        
        Are they applicable in terms of time/money/content limitations?
        (Sinem)
      - Inquiry-Based Learning. Encourages students to ask questions, investigate topics, and seek solutions through research and experimentation (Ariundelger).
      - Interdisciplinary methods and approaches (Olga)
        
        A multiplicity of approaches are used to show that a problem can be viewed through different lenses and this provides room for combining and refining approaches. Strengths of individual approaches can be used complement each other and compensate for their individual weaknesses (Simba)
    - - Provide structured templates to assist students in setting goals and planning their learning activities. (Amina)
      - Integrating project-based learning approaches allows students to apply their knowledge and skills to real-world problems, fostering deeper understanding and motivation (Margarita )
      - Break down complex tasks into manageable steps, provide clear instructions and resources, and scaffold learning activities to support student success (Ariundelger).
        
        I remember when I did my bachelor's degree, one teacher gave us a group assignment on housing, and we tasked to look at each of: housing affordability, housing accessibility, housing finance, housing for the poor, housing policy, and so on. That approach enabled us to breakdown the complex task into simple and workable small tasks (Simba)
      - Implement formative assessment strategies, such as quizzes, peer reviews, and self-assessments, to monitor student progress, identify areas of strength and growth, and provide timely feedback for improvement (Ariundelger).
      - Create a safe learning space or environment (Ariundelger).
        
        In Mongolia, the university teacher who taught math used the self-evaluation method when I was a bachelor's student. We always checked our assignments and exam tests. He explained to us that if we evaluated ourselves, it would be better to understand our mistakes. Also he created the safe learning environment for us (Ariundelger).
      - Integrate interactive multimedia resources, such as educational videos, digital simulations, and online learning platforms, into the curriculum(Narges)
      - In Iran develop individualized learning plans for each student based on their strengths, interests, and learning needs is usual (Narges)
      - Providing structured guidelines helps students understand what is expected of them and offers a level of clarity and direction in their learning journey (Narges)
        
        For example, in case study or data response or source-based questions, learners must be told to, say, identify challenges and proffer tentative solutions according to social, political, economic, environmental, and technological factors (Simba)
      - A technique is to focus on the education of the ability in mother language, which enhances communication skills and promotes empathy and understanding.
      - The integration of humanistic education into English teaching in colleges and universities can help improve students' humanistic quality by connecting language learning with cultural and spiritual education.
      - It is also important to recognize the role of technology and cognitive processes in mass culture in shaping humanistic education, and to find ways to ensure that the affective emphasis of humanistic education is not overshadowed by these influences.
      - Integrating mindfulness practices, relaxation exercises, and stress reduction techniques into the curriculum can support students' emotional well-being and self-regulation. (Silla)
    - - recognizes and respects the uniqueness of each learner
      - aims to develop the whole person, including intellectual, emotional, social, and moral dimensions
      - values positive teacher-student relationships and emphasizes the importance of a supportive and nurturing learning environment
      - encourages students to take responsibility for their own learning
      - Learning is seen as a meaningful and purposeful activity
      - fosters creativity and critical thinking
      - emphasizes the development of ethical and moral values
  - - - It involved real world applications and examples in learning process (Amina)
        
        it develops life long learning skills such as curiosity, adaptability and problem solving in students (Amina)
        
        improving critical thinking, and metacognitive skills -->> challenged to analyze, synthesize, and evaluate information from various sources and viewpoint (Sepideh)
        
        adopting individual differences, preferences, and readiness levels, and provides them with multiple ways of representation, expression, and engagement. (Sepideh)
        
        Platforms open for debate and competition of ideas promote enhance effective communication, adaptation, panoramic view of the future, and smartness of ideas (Simba)
      - Emphasizes active learning. (Narges)
      - Preparation for Real-world Challenges by emphasizing skills such as critical thinking, collaboration, and problem-solving (Margarita)
        
        Promotes sustainable development by encouraging innovative ideas that allow for current consumption designed in such a way that they do not compromise future generations' consumption (Simba)
      - When students are actively engaged in constructing their understanding, they are more likely to experience intrinsic motivation (Margarita )
        
        Promotes ownership of ideas making it easy for learners to embrace solutions designed for the future (Simba)
      - Critical Thinking Skills (Margarita)
        
        Analyzing, Reasoning, Creativity, Innovation, development, and Activation. (Nasir)
        
        The cycle of reasoning (inherent relationship between intelligence, wisdom, knowledge) is given it's space in contributing to decisions affecting us today and future generations (Simba)
      - Includes collaborative Learning, e.g. involves collaborative activities and group discussions (Margarita)
        
        Embraces concepts of social justice, inclusivity, shared communities by providing space for innovation, contribution and critiquing (Simba)
      - Students are encouraged to engage actively in the learning process through exploration, experimentation, and problem-solving activities (salim)
        
        The focus is on the individual learner, with teaching strategies tailored to meet the needs, interests, and abilities of each student.(salim)
      - It promotes active engagement and participation among students, leading to deeper understanding and retention of knowledge (Ariundelger).
        
        Encourages students to question unchallenged things and challenge unquestioned things thereby allowing different perspectives about the future (Simba)
      - Stıdents work together and learn about each other (chance to interact with individual from different social groups) (Sinem)
      - students construct their own understanding and knowledge through experiences (Narges)
        
        For example, the Zimbabwean tertiary education system has been recently updated to add innovation and industrialization. At PhD level, learners are expected to produce a model, or a framework, or service, or a product of something that can be used engineer positive change in a society [see https://www.scribd.com/document/672384100/Education-5-0] (Simba)
      - students actively construct their own knowledge by building upon their prior experiences and understanding (Golnaz)
    - - Requires more time and resources to plan and facilitate student centered activities, student support and assessing their learning specially when there are more students in class (Amina)
        
        Well trained teachers required to create meaning full learning activities for students (Amina)
        
        may make biases and assumptions, which may not be challenged or corrected by external sources of information. (Sepideh)
        
        Low economic resources assigned to inversion in infrastructure and capacitation of teachers. (Francisco)
      - The lack of a base of knowledge on students results in constructivist approaches being ineffective.(Francisco)
      - Emphasizes student autonomy and self-directed learning, but finding the right balance between providing structure and allowing for exploration can be challenging (Margarita)
      - Assumption of Prior Knowledge which may not always be the case, particularly for students from disadvantaged backgrounds or those with limited access to educational resources outside of school (Margarita)
      - Resistance to Change (Margarita)
      - can be more expensive and time consuming to implenment (salim)
        
        There is no end to the generation of ideas and writing of books. As such, it will be very difficult to reach to an agreeable solution because new ides will always come in (Simba)
      - Fall significantly in efficency with heavily crowded class (Salim)
      - Lack of Structural study: some students need highly structured and organized learning environments. (Nasir)
        
        Grading is often removed, which can lead to the students do not meeting the standardized requirements. (Nasir)
      - there may be unequal participation among students, with some students dominating discussions or projects while others are less engaged (Ariundelger).
        
        Domination because of the individual characteristics of students or becoming member of more qualified social group (Sinem)
      - It may pose challenges for assessment and evaluation, as the learning outcomes may be diverse, subjective, and difficult to measure. (Ehsan)
      - some students may experience cognitive overload when presented with complex tasks or information (Narges)
      - Without a deep understanding of constructivist theory and pedagogy, educators may struggle to effectively implement constructivist practices in the classroom (Narges)
      - Traditional assessment methods may not align well with the constructivist approach, making it difficult to measure student progress accurately. Assessing skills such as critical thinking, collaboration, and problem-solving can be subjective and time-consuming (Namra)
      - A lot of confusion and frustration. (Seda)
      - Teachers need training on this learning approach. (Seda)
      - Lack of structure and organized learning environments. (Seda)
    - - Performance based assessment (Portfolios, presentation and projects) can be used to assess student skills in real-world context (Amina)
        
        Experimentation: Students individually perform an experiment and then come together as a class to discuss the results (Sepideh)
      - Mutual teaching/learning: In pairs of students, the subjects can learn and teach each other and enrich their knowledge.(Francisco)
      - Inquiry: Students possess their questions and doubts, but they find their answers as a result of the observation and significant research. (Francisco)
        
        Presentation of the result of the research: They create connections between previous knowledge and their new knowledge and they propose conclusions for future projects.(Francisco)
      - Cooperative learning involves students working together in small groups to achieve shared goals or complete tasks. They collaborate, communicate, and negotiate roles and ideas, fostering teamwork, social skills, and mutual support (Margarita)
      - Inquiry-based learning involves posing questions, exploring topics, and investigating phenomena through active inquiry and discovery (Margarita)
      - Cooperative learning involves students working together in small groups to achieve shared goals or complete tasks (Margarita)
        
        Not applicable for Turkey because of crowded classes (Sinem)
      - designed to be meaningful and relevant to students' lives, often involving real-world problems or scenarios.(salim)
        
        Real-world problems might also be risky as some issues may be irritating for specific groups or individuals (Sinem)
      - In Mongolia, middle and high schools typically conduct experiments in chemistry, physics, and environmental science. Students individually perform experiments and then come together as a class to discuss the results (Ariundelger))
        
        This is applied in Turkey but it is very rare because of the problems in managing crowded groups (Sinem)
      - Constructivist didactics shares some underlying principles with cognitivism, particularly in its emphasis on learners' active engagement, link concepts to real-world examples, discussions and problem-solving (Ariundelger).
        
        Use Bloom’s taxonomy, which provides the ability to set objectives that are differentiated, and Gagné’s nine levels of learning, which give a scaffold to build your lesson on (Ariundelger).
        
        It is not practical for teachers to check taxonomy levels for each student (Sinem)
      - Problem-Based Learning: is an instructional approach where students (in Iran) collaboratively solve real-world problems or case studies, often within small groups, to develop critical thinking, problem-solving, and self-directed learning skills. (Narges)
      - Project-Based Learning: Students engage in extended, interdisciplinary projects that explore complex topics or themes (in Iran this method use at university) (Narges)
        
        Trial of this created a chaos in Turkey as teachers from various disciplines could not work together because of the differences in their styles and lack of knowledge about the other field (Sinem)
        
        It is definitely necessary to give training to the teachers first about implementing these kind of projects (Sinem)
      - Cooperative Learning: Students work collaboratively in small groups to achieve common learning goals.
        Group activities may include discussions, problem-solving tasks, and projects (usually use it at university in Iran and I experienced this method in master level at university) (Narges)
        
        For crowded classes, it is not easy for teachers to check the roles of each individual within the groups. (Sinem)
      - Cooperative and collaborative learning. (Seda)
      - Brainstorming. (Seda)
      - Concept Mapping. (Seda)
    - - utilization of local resources like field trips to enrich student learning experience and provide real world connections (Amina)
        
        Provide ongoing professional development and support to teachers such as training on innovative assessment practices and instructional strategies (Amina)
      - Parent and Family Engagement: Involving parents and families in students' learning experiences fosters a supportive learning community and strengthens the connection between home and school. Communication channels, family workshops, and collaborative projects invite families to participate in and contribute to constructivist learning activities (Margarita)
      - The integration of social media for synchronous and asynchronous collaborations. This allows for increased interaction and collaboration among students, promoting knowledge construction through peer-to-peer learning. (Ehsan)
      - The use of evaluation tools can help assess the effectiveness of constructivist instructional approaches and provide feedback for improvement. These techniques and tools can help mitigate challenges such as the evaluation of constructivist approaches, boundary conditions, and the effects of media on learning. (Ehsan)
      - The use of learning materials that align with the curriculum can help students build their own thoughts and develop their own knowledge, improving their reasoning skills (Ehsan)
      - The shift from a teacher-centered to a student-centered approach in constructivist learning also emphasizes the role of teachers as facilitators, mediators, and motivators, helping students actively construct meaning and linking their learning to real-life contexts (Ehsan)
      - Implementing guided discovery learning and using tools such as the Shapes Doll can also enhance students' mathematical ability and creative thinking (Ehsan)
      - The flipped classroom approach complements the constructivist didactics paradigm by promoting active engagement, collaborative learning, critical thinking, individualization, and a shift in the teacher's role. It creates an environment where students construct knowledge through exploration, interaction, and application, aligning with the fundamental principles of constructivist learning (Namra)
    - - Social and Cultural Context
      - Socio-Cultural Theory
      - Collaborative Learning
    - - Individual Development
      - Scaffolding
      - Adaptation and Equilibration
- - - - it provides clear standards and best practices for effective teaching and learning (Amina)
        
        It integrates different philosophical and pedagogical perspectives, such as humanism, constructivism, or critical theory (Sepideh)
      - it is an efficient, clear and structured model (Salim)
        
        Structured teaching approaches smoothen the learning preparation process as both teachers and learners can prepare ahead of meetings (Simba)
      - Objectivist didactics often emphasizes efficient transmission of information from teacher to student through lectures, textbooks, and other instructional materials (Margarita)
      - Objectivist didactics offers a consistent and standardized approach to education, ensuring that all students receive the same information and instruction. This can promote fairness and accountability in educational systems (Margarita)
      - The structured nature of objectivist didactics can align well with standardized testing formats, making it easier for students to prepare for and perform well on assessments that prioritize rote memorization and factual recall (Margarita)
      - It helps maintain quality standards in education by ensuring that teaching practices align with established principles and best practices (Ariundelger).
        
        In Zimbabwe, the Zimbabwe Council for Higher Education (ZIMCHE; https://www.zimche.ac.zw/) approves university curricula for all universities to ensure uniformity by setting Minimum Body of Knowledge (MBK) for a given program or qualification (Simba)
        
        In Turkey, universities do not follow a standardized curricula. (Sinem)
      - Its familiarity provides a sense of stability and continuity in educational practices over time.(Narges)
      - Teachers are accountable for covering specific content and achieving predefined learning objectives, while students are accountable for demonstrating mastery of the material (Narges)
      - Educators bring their knowledge, experience, and expertise to guide students through the learning process. (Narges)
      - It enables educators to cover a wide range of topics within a predetermined timeframe. (Narges)
      - Enables ease of continuous assessment of teachers because the learning approaches are systematic. For example, lecturers in Zimbabwe are assessed at least twice per semester (Simba)
        
        Considering the standardized systems, adjunct lecturers in Zimbabwe are expected to teach for at most 60 hours per semester per course. So, their performance is measured against this pre-determined standard (Simba)
      - Normative didactics, provides a structured framework for education. It establishes a solid foundation of essential knowledge, proves time-efficient in certain contexts, and sets clear expectations for both teachers and students (Namra)
      - Standardized assessment practices, such as tests, quizzes, and exams, to evaluate students' understanding of the material. These assessments provide a structured means of measuring student progress and achievement (Silla).
    - - one size fit to all approach of teaching (Amina)
        
        It overlook the influence of cultural diversity, socioeconomic background, and individual differences among students (Amina)
        
        It may impose a rigid and dogmatic framework for teaching and learning, (Sepideh)
        
        Ignores the setting and context in which learning takes place. For example, during the COVID-19 era, use of a standardized approach to learning compromised the learning outcomes (Simba)
        
        Potential for Teacher-Centric Classrooms.
        Normative didactics tends to promote a teacher-centric model where the teacher is the primary source of knowledge and authority in the classroom. This can limit student interaction, collaboration, and the development of critical thinking and problem-solving skills.(Anton)
        
        Lecture-Based Instruction.
        The teacher delivers content through lectures while students passively listen and take notes, limiting interaction and engagement.
        (Anton)
        
        Teacher-Directed Activities and Discussions.
        Activities and discussions are controlled by the teacher, seeking specific answers and stifling students' critical thinking and creativity.
        (Anton)
        
        Strict Adherence to Pre-Set Curriculum.
        The teacher follows a rigid curriculum without adapting to students' interests or needs, making learning feel disconnected and reducing motivation.
        (Anton)
        
        Short strory from my experience as a Ukrainian student at history classes:
        One day I was particularly excited because we were covering a topic that was about how historical events influenced current global politics and wanted to share my thoughts with the class. I raised my hand and began to talk about my ideas, hoping to spark a discussion. But Mr. Petrenko quickly interrupted, steering the conversation back to the textbook material. He reminded me to focus on what would be on the test.
        I felt frustrated and deflated. I had so many questions and ideas, but there was no space for them in our rigid, teacher-centric environment. My enthusiasm for history began to wane. Even though I loved the subject, school started to feel like a chore instead of an exciting journey of discovery. I longed for a classroom where my ideas could be heard and where learning felt dynamic and engaging.
        (Anton)
        
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      - it draws a line in which the students who are way above it will get bored and the students who are below will be left behind (Salim)
      - Lack of critical thinking Skills and passive learning (Margarita)
        
        teachs you what to think more than how to think (Salim)
      - Objectivist didactics tends to adopt a "one-size-fits-all" approach to education, assuming that all students learn in the same way and at the same pace (Margarita)
      - Strict adherence to norms and standards may stifle creativity and innovation in teaching (Ariundelger).
      - This can lead to a passive learning environment where students are dependent on the teacher for information and direction.(Narges)
      - This can stifle students' curiosity and intrinsic motivation to learn.(Narges)
      - This can result in some students feeling marginalized or disengaged from the learning process.(Narges)
      - may limit flexibility and adaptability in responding to individual student needs. (Narges)
      - Normative didactics is ahistorical. (Seda)
        
        Educational systems based on the concept of what a student should learn by a certain age are normative. (Seda)
      - One of the disadvantages of normative approach is that it is ahistorical. (Seda)
      - Teachers do not need to develop themselves as they are just like the agents transmitting fix information from the books into the students. (Sinem)
        
        Limits creativity among teachers and learners. It is against this background that the Ministry of Higher Education in Zimbabwe recently introduced innovation and industrialization as additives to the university curricula [see https://www.scribd.com/document/672384100/Education-5-0] (Simba)
      - Normative didactics may not effectively accommodate diverse learning styles and individual differences among students. Students with varied learning preferences may struggle to engage with content presented in a uniform and standardized manner (Namra)
    - - standardized curriculum set by educational authorities (Punjab Text Books) in Pakistan. (Amina)
        
        Cambridge international curriculum (A Level/O Level) and Islamic curriculum at Madrassas in Pakistan (Nasir)
        
        Turkish National Curriculum is obligatory for each school. In some private schools, they also apply some other programs such as IBO, Cambridge etc. (Sinem)
        
        Before the adoption of the updated curricula in Zimbabwe, learning was, mostly, lecturer-centered where the lecturer delivers notes, sets assignments and examinations (Simba)
      - In Iran, N.D is influenced by the Islamic worldview and the national curriculum(textbooks) (Sepideh)
        
        This is the basic system Turkey implements as the country is big, there is need to provide "equality" for every part of the country such as equal chance of being educated (Sinem)
      - Normative didactics often incorporates moral and civic education to promote ethical behavior, citizenship, and social responsibility (Margarita)
        
        This is something controversial actually. "Becoming a good citizen" has different meanings for various groups. It causes big discussions in Turkey.(Sinem)
      - Textbooks and other instructional materials play a significant role in normative didactics by providing structured content that aligns with societal norms, values, and standards (Margarita)
        
        In Turkey, governnment gives the main books for each student to control the content covered in courses (Sinem)
      - Some teachers in Iran facilitate student-centered discussions where students take an active role in guiding the conversation, asking questions, and sharing their perspectives.(Narges)
      - Provide options for students (at Iranian universities ) to work independently, in small groups, or collaboratively based on their individual needs and preferences. (Narges)
      - Prompt students to reflect on their learning experiences, challenges, and growth over time. (Narges)
      - Normative didactics in Pakistan often relies on textbooks as the primary source of information. Teachers follow the prescribed textbooks, and students are expected to learn from these authoritative resources (Namra)
    - - Adopt interactive activities such as case studies, debates, problem solving task to stimulate student curiosity and participation (Amina)
        
        In Iran, by using technology and media, such as online platforms, digital tools, to enhance the learning experience, facilitate communication and interaction, access and analyze information from various sources (Sepideh)
        
        As well as field trips, simulations, and hands-on activities enable students to experience cultural practices firsthand, fostering deeper understanding and appreciation (Margarita)
      - Investing in teacher professional development ensures that educators have the knowledge, skills, and resources to effectively implement normative didactics (Margarita)
      - The combination of theory and experience from various cultural traditions and frameworks may be crucial in further deliberations on introducing societal challenges into schooling. This suggests that incorporating diverse perspectives and approaches can help address the weaknesses of normative didactics and enhance its effectiveness in addressing educational challenges. (Ehsan)
    - - defining educational goals
      - selecting teaching methods
      - assessment and evaluation
      - classroom management
      - Curriculum Design