International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12
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 Volume 11, Issue 7 (July 2024), Pages: 19-30

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 Original Research Paper

Teachers' knowledge, perceptions, and practices in integrating elements of volatility, uncertainty, complexity, and ambiguity (VUCA) into language teaching

 Author(s): 

 Bon Eric A. Besonia *

 Affiliation(s):

 College of Education, Northern Iloilo State University, Estancia, Iloilo, Philippines

 Full text

  Full Text - PDF

 * Corresponding Author. 

  Corresponding author's ORCID profile: https://orcid.org/0000-0002-8709-8359

 Digital Object Identifier (DOI)

 https://doi.org/10.21833/ijaas.2024.07.003

 Abstract

In today's constantly evolving educational environment, teachers face challenges due to the unpredictable and complex nature of the world. Volatility, uncertainty, complexity, and ambiguity (VUCA) characterize this era, influencing how people interact with information and navigate life. This descriptive study examined language teachers' knowledge, perceptions, and practices regarding the integration of VUCA elements into language teaching. One hundred language teachers participated by completing a questionnaire created by the researchers. The results showed that the teachers were "quite knowledgeable" about integrating VUCA elements and had a "positive perception" of it. Additionally, the study found that these teachers "always practiced" several strategies related to VUCA integration. These strategies included collaborative learning, multimodal instruction, developing language and intercultural competence, creating global connections, integrating technology, engaging in reflective practice, and pursuing continuous professional development. They also "often practiced" flexible lesson planning, fostering resilience and adaptability in learners, using problem-based and inquiry-based learning, employing dynamic assessment, and promoting authentic and real-world language use. Therefore, the extensive knowledge of language teachers allows them to design and implement learning environments that truly reflect the complexities of the real world.

 © 2024 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 VUCA elements, Language teaching, Teacher practices, Knowledge integration, Educational strategies

 Article history

 Received 10 February 2024, Received in revised form 10 June 2024, Accepted 15 June 2024

 Acknowledgment 

No Acknowledgment.

 Compliance with ethical standards

 Ethical considerations

This study was approved by the institutional review board of Northern Iloilo State University. Informed consent was obtained from all participants. Confidentiality and anonymity were ensured by anonymizing data and securely storing information.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Besonia BEA (2024). Teachers' knowledge, perceptions, and practices in integrating elements of volatility, uncertainty, complexity, and ambiguity (VUCA) into language teaching. International Journal of Advanced and Applied Sciences, 11(7): 19-30

 Permanent Link to this page

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 Tables

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