Effective teaching strategies: A deep dive into pedagogy

Amiri, Sayed Mahbub Hasan and Islam, Md Mainul and Akter, Naznin and Kabir, Sk. Humaun and Mamun, Mohammad Shawkat Ali (2025) Effective teaching strategies: A deep dive into pedagogy. International Journal of Science and Research Archive, 15 (1). pp. 835-849. ISSN 2582-8185

This manuscript presents a deep exploration of effective teaching strategies, grounded in both theoretical foundations and practical implications, to address current educational needs. Drawing from constructivism’s experiential learning, Vygotsky’s sociocultural theory, behaviourist reinforcement, and humanistic, student-cantered approaches, the analysis identifies core strategies such as active learning (e.g., think-pair-share, problem-based learning), differentiated instruction, technology integration (e.g., flipped classrooms, AI tools), collaborative learning, and formative assessment. The discussion highlights these methods' proven impact on critical thinking, retention, and educational equity, supported by international case studies like Singapore’s differentiated math curriculum and contrasted with challenges such as technological disparities in rural areas. Systemic barriers including unequal resource distribution, institutional resistance to pedagogical change, and over-reliance on educational trends—are critically examined. The paper contrasts traditional lecture-based methods with contemporary practices that prioritize student agency. It advocates for flexible instructional designs, culturally responsive teaching, data-informed adjustments through learning analytics, and continuous improvement based on feedback. Emerging innovations such as AI-driven personalization, hybrid learning models, climate-focused education, Universal Design for Learning, and anti-bias curricula—are introduced as future directions, though the paper calls for more discussion on their prioritization. Concluding with a call to action, the manuscript urges educators to integrate innovation with evidence-based practice, adopt the role of facilitators, and create inclusive, adaptive learning environments. This work contributes to the literature by promoting a pedagogical evolution that not only empowers students to thrive in a complex world but also fosters a more equitable, ethical, and socially responsive education system.