INTEGRATING COLLABORATIVE LEARNING STRATEGIES IN THE CURRICULUM: ENHANCING CRITICAL THINKING AND COMMUNICATION SKILLS IN PRIMARY EDUCATION

نویسندگان

  • Joie Claire Mugabekazi Faculty of Education Southwest University, Chongqing, P. R. of China
  • Jacqueline Mukanziza Full-time Lecturer, Faculty of Education, Protestant University of Rwanda, Rwanda
  • Prudence Nizeyimana Faculty of Education Southwest University, Chongqing, P. R. of China
  • Philogene Manirahari Faculty of Education Southwest University, Chongqing, P. R. of China

DOI:

https://doi.org/10.46827/ejes.v12i3.5848

کلمات کلیدی:

collaborative learning, critical thinking, communication skills, educational technology, primary education

چکیده

In an increasingly interconnected world, the ability to think critically and communicate effectively has become paramount for success in both academic and real-life contexts. Primary education serves as a foundational stage where these essential skills can be nurtured and developed. Traditional teaching methods, often characterized by rote memorization and individual work, do not adequately prepare students for the collaborative and dynamic nature of today's society. This study explores the integration of collaborative learning strategies within the primary education curriculum to enhance critical thinking and communication skills among young learners. As educational paradigms shift towards more interactive and student-centered approaches, collaborative learning emerges as a vital tool for fostering engagement and deeper understanding. Additionally, various collaborative techniques, such as group projects, peer teaching, and cooperative learning, and their impact on students' ability to think critically and communicate effectively were examined. Through qualitative and quantitative literature review analyses, the benefits of collaborative learning environments, such as improved problem-solving abilities, increased motivation, and enhanced social skills, are also highlighted. The findings suggest that when students work together, they not only learn from each other but also develop essential life skills that are crucial for their future academic and personal success. Recommendations for educators include practical strategies for implementing collaborative learning in the classroom and suggestions for further research in this area. Ultimately, this exploration aims to inspire educators to rethink their instructional approaches and embrace the potential of collaborative learning as a cornerstone of modern education, ensuring that every child is equipped with the skills necessary for lifelong success.

 

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بیوگرافی نویسندگان

  • Joie Claire Mugabekazi، Faculty of Education Southwest University, Chongqing, P. R. of China

    Mugabekazi Joie Claire is a PhD student in the Faculty of Education majoring in Educational Leadership and Management; her research interests focus on the dynamics of leadership practices and their impact on school culture and student outcomes. She is particularly interested in exploring transformational leadership models and their effectiveness in fostering collaborative environments that promote professional growth among educators. Additionally, she investigates the role of strategic management in educational institutions.

  • Jacqueline Mukanziza، Full-time Lecturer, Faculty of Education, Protestant University of Rwanda, Rwanda

    Mukanziza Jacqueline is a Full-time lecturer at the Protestant University of Rwanda. Her research focuses on the quality of education in developing countries, enhancing educational standards, and improving teaching effectiveness within diverse learning environments. She is particularly passionate about exploring how educational quality can be maintained and developed through curriculum reforms, assessment strategies, and teacher professional development. Her work aims to bridge the gap between policy and practice, with a focus on ensuring that educational outcomes meet the needs of all students, particularly in contexts of rapid change and resource constraints.

  • Prudence Nizeyimana، Faculty of Education Southwest University, Chongqing, P. R. of China

    Nizeyimana Prudence is a keen PhD student in the Faculty of Education, specializing in Educational Leadership and Management. With a passion for advancing higher education, Prudence's research encompasses strategic leadership, teacher motivation, professional development, emergent literacy, the impact of social media on learning and student wellbeing, and inclusive education practices. Additionally, Prudence is committed to investigating the challenges faced by out-of-school children and dropout rates.

  • Philogene Manirahari، Faculty of Education Southwest University, Chongqing, P. R. of China

    Manirahari Philogene is a PhD student in the Faculty of Education at Southwest University, China. His research interests encompass teacher professional development, educational applications of Artificial Intelligence, competency-based curriculum, and education policy. As an experienced senior trainer in Competence-Based Training and Assessment (CBT/CBA), he also serves on the task force for its implementation.

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دانلودها

چاپ شده

2025-02-28

شماره

دوره 12 شماره 3 (2025)

نوع مقاله

Articles

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