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Creating Classrooms for Change: A Qualitative Study of Practices to Promote Children’s Skills for Adaptability in Primary Schools in Kigali, Rwanda

Accepted version
Peer-reviewed

Type

Article

Change log

Authors

Abstract

Major recent global challenges have highlighted the increasing importance of education systems fostering children’s skills for adaptability and capacity for responding to change. Competences such as creativity, innovation and problem solving could be particularly valuable, but in countries like Rwanda little is currently known about how schools and teachers nurture them in the classroom. This paper adopts a psychological framework based on learners’ cognitive flexibility to address that gap, drawing on exploratory qualitative data from interviews and lesson observations in primary schools in Kigali, Rwanda. The findings identify teachers’ use of practical exercises, group work and frequent transitions between activities and languages as potentially supporting different aspects of children’s cognitive flexibility. The paper concludes with implications for nurturing learners’ skills for adaptability in similar low-income contexts.

Description

Keywords

3901 Curriculum and Pedagogy, 3902 Education Policy, Sociology and Philosophy, 3903 Education Systems, 3904 Specialist Studies In Education, 39 Education, Clinical Research, Behavioral and Social Science, Pediatric, 4 Quality Education

Journal Title

International Journal of Educational Research

Conference Name

Journal ISSN

0883-0355
1873-538X

Volume Title

Publisher

Elsevier
Sponsorship
ESRC (ES/W006413/1)
ESRC (1797470)
ESRC (ES/J500033/1)

Version History

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VersionDateSummary
2024-01-17 10:55:17
Published version added
1*
2024-01-09 00:31:56
* Selected version