Cultivating Curiosity and Resilience: Exploring Teachers’ Perspectives in Integrating Instructional Innovation for Learners' Competency Development
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study explores primary school teachers' perspectives on integrating technology-enhanced instructional innovations to cultivate curiosity, resilience, and learner competencies in Nigerian classrooms. Utilising an interpretative phenomenological approach, seven purposively selected teachers from a high school in Port Harcourt participated in semi-structured interviews. The findings reveal that teachers actively employ diverse strategies, such as inquiry-based learning, role-play, and digital tools, to foster cognitive, socio-emotional, and ethical growth. However, systemic barriers, including inadequate resources, infrastructural deficiencies, and limited professional development opportunities, impede the full realisation of instructional innovations. Despite these challenges, teacher agency plays a pivotal role in adapting and personalising practices to meet diverse learner needs. The study underscores the importance of differentiated instruction, collaborative learning environments, and targeted policy interventions to bridge the gap between policy aspirations and classroom realities. Sustainable integration of instructional innovation requires robust professional development, collaborative teacher networks, and infrastructural improvements, transforming classrooms into dynamic spaces that equip learners with the competencies needed for 21st-century success.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it