International Journal of Innovation in Teaching and Learning (IJITL)

The Impact of Non-Immersive Virtual Reality on Student Engagement in Higher Education: A Structured Narrative Review (2020-2026)

2026-06-08T13:42:40+05:00

This structured narrative review examines the role of non-immersive Virtual Reality (VR) in student engagement in secondary and higher education in the period of 2020-2026. Based on the PRISMA 2020 template, 25 articles were chosen out of 326 records, although the majority of the included studies (21 of 25) were conducted in higher education settings, with secondary education remaining underrepresented. The synthesis of data was conducted in themes and narratively in order to determine trends in terms of emotional, behavioral, and cognitive engagement. The research results have shown that non-immersive VR boosts motivation, enjoyment, and confidence and decreases anxiety, which reinforces emotional involvement. It also enhances engagement with behavior, encouraging greater participation, collaboration, perseverance and cognitive stimulation by encouraging problem-solving, critical thinking and conceptual knowledge, especially in STEM and engineering education. Although these are the advantages, a number of methodological shortcomings were found, such as inconsistent measures of engagement, limited sample sizes, and limited longitudinal studies, which limit the comparability and the possibility of generalizing the results of a long-term impact. These shortcomings underscore the necessity of having more rigorous and standardized research to have a strong evidence base. However, the review finds that non-immersive VR is an affordable, non-sophisticated, and sustainable technology for improving the engagement experience, without the complexity and cost of immersive systems. The following research ought to employ standard engagement systems, integrate qualitative and quantitative methods, and focus on inclusiveness in order to offer equal opportunities.

Keywords: Non-immersive Virtual Reality, Student Engagement, Educational Technology, Higher Education; Cognitive Engagement, Behavioral Engagement, Emotional Engagement

Instructional Leadership Practices in Pakistani Schools: Pathways to Becoming a Learning Organization

2026-05-09T19:01:50+05:00

Instructional leadership prepares schools as learning organizations to remain relevant in this dynamic and interconnected world by promoting collaboration, a shared vision, and learning cultures within schools. This qualitative phenomenological study explores leadership practices implemented by the school leaders in public and private schools of Karachi, Sindh. Data were collected through semi-structured interviews with six principals from three public and three private schools of Karachi, Sindh, selected through purposive sampling. The data were analyzed using thematic analysis. Findings indicated that although principals are aware of the instructional leadership approach and its importance to develop learning culture in the schools, but they do not explicitly practice instructional leadership, as most of the principals prioritize the managerial or administrative work over instructional supervision and support. Furthermore, the lack of professional training of principals highlights deficiencies in their knowledge about practical implication of instructional leadership. The study underscores the need to effectively implement instructional leadership in school to transform schools into learning organizations.

Keywords: Instructional Leadership, Learning Organization, System Thinking, Shared Vision, Learning Outcomes

Mediating Effects of Academic Self-Efficacy in a Relationship Between Teacher Support and Student Engagement at University Level

2026-06-12T13:35:12+05:00

This study investigated teachers' perceived support and student engagement, mediated by academic self-efficacy. Students' motivation related to academics, confidence, and their engagement in learning are affected by the support they receive from teachers. This study investigated whether academic self-efficacy mediates the relationship between students’ feeling their teachers provide more support and their engagement in academic activities. Using a correlational survey method, the study used a quantitative research design. Student engagement, academic self-efficacy, and teacher support were assessed using standardized questionnaire. A descriptive analysis, correlation analysis, regression analysis, and mediation analysis were conducted using SPSS. Findings indicated that perceived teacher support was significantly correlated with student engagement. There was a positive correlation between student engagement and perceived teacher support. In addition, academic self-efficacy significantly mediated perceived teacher support and student engagement. Findings also showed that positive relationships between teachers and students enhance students' confidence and motivation. To improve academic performance, teachers, policymakers, and schools can use supportive teaching practices.

Keywords: Teacher Support, Student Engagement, Academic Self-Efficacy, Higher Education, Mediation

Ranking Potential AI Tools for Spoken ESL Improvement in Pakistan: A Fuzzy TOPSIS Approach

2026-06-19T13:39:52+05:00

The use of AI-based tools is imminent in learning the English language. This investigation aimed to explore the effectiveness of potential AI-based English-speaking tools in Pakistan. This study employed the Fuzzy Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), a Multi-Criteria Decision-Making (MCDM) method, to rank AI-based English-speaking tools for ESL learning in Pakistan. A ServQual questionnaire (Pursan, 2024) including 44 items was circulated to the target population of ESL teachers of Pakistan n=105. The results showed that the top alternative had the largest distance difference of 0.577 between the positive (3.76) and negative (5.13) values. In comparison, the lowest alternative had the smallest distance difference of 0.45 between the positive 5.12 and negative 5.11 values. The results ranked AI Chatbots, the Speak Google facility, and online games higher for speaking the English language. This study signified the golden future of AI-based speaking tools and highlighted the implications of pedagogical achievement through the Fuzzy TOPSIS approach.

Keywords: AI Tools, Spoken English, ESL, TOPSIS approach, Pakistan

Factors Affecting the Implementation of Education Sector Strategic Plans in Private Secondary Schools in Hodan, Somalia

2026-06-26T13:34:47+05:00

This study examined the implementation of the Education Sector Strategic Plan (ESSP) in private secondary schools in the Hodan district of Somalia. It explored the challenges and factors that influence the successful adoption of strategic plans, including financial and human resources, organizational hierarchy, leadership styles, and regulatory frameworks. Data were collected on a self-administered closed-ended questionnaire from a sample of 132 school administrators. The results indicate significant difficulties in implementing the ESSP, with limited evidence of its impact in the Hodan district. The study identifies resource allocation and coordination as critical enablers, while regulatory barriers and weak collaboration among stakeholders hinder progress. A key finding is the lack of awareness among private school administrators regarding the ESSP’s importance, partly due to ineffective distribution of ESSP documents and insufficient communication. The findings provide valuable insights for policymakers, educators, and stakeholders to develop strategies that support the ESSP’s goals and improve educational quality in private secondary schools. Recommendations emphasize the need for improved resource allocation, stronger management capacity, and more effective coordination between education stakeholders. Promoting awareness of the ESSP and enhancing leadership and organizational structures are essential for successful implementation.

Keywords: Education Sector Reforms, Private schools of Hodan, Somalia

From Knowledge to Understanding: Significance of Conceptual Teaching and Learning

2026-06-27T16:09:07+05:00

This article evaluates the scope and viability of Concept-based Teaching and Learning (CBTL), a cutting-edge teaching practice. As a reference, the older teaching models of rote learning and content-based learning (which are focused on learning by heart) are contrasted with Concept-based Teaching, which focuses on the meaning of concepts, their transfer, and the use of thinking skills. Conceptually taught students can transfer their learning and understanding to new, complex situations across different disciplines by identifying key concepts rather than memorising unrelated facts. Using both international literature and classroom examples, the article focuses on CBTL-specific teaching practices, including, but not limited to, the inquiry method, teaching across multiple disciplines, differentiated learning, and deep and surface learning and assessment. It also focuses on the difficulties faced by most teachers, including insufficient and poorly designed teacher-training programs, a lack of active policies, leadership, and teachers' professional development, and the negative effects of standardised testing on teaching and learning. Simultaneously, the article analyses the global perspectives of the International Baccalaureate and the OECD’s Education 2030, which emphasise learning to learn, lifelong learning, and learning how to learn. It explores the different contextual factors that CBTL embraces.

Keywords: Concept-Based Teaching and Learning, Critical Thinking; Transferable Learning, Inquiry-Based Teaching, Primary Education