Vol 14 Issue 2 April 2026-June 2026

Abstract: Teaching Modes are three: Transmissive, Transactional and Transformative. We examine a translation from Transmissive to Transformative Pedagogy, a reflection on respective works of Andrew Johnson (Human Being, Professor of Literacy) and of Shri Uday Mehta, Dr. S.R. Pandya. Transformative pedagogy empowers both teachers and learners. It encourages learners to be reflective and critical thinkers who are able to contribute meaningfully as members of local and global communities. It also redefines role of teachers. Teachers become facilitators with the disposition, knowledge, skills and commitment to support students to develop their full potential as peace-builders (Transformative Pedagogy for Peace Building, a guide for Teachers, UNESCO-IICBA, 2007).

Keywords: Teaching Modes, Transformative Pedagogy, peace-builders.

Title: TOWARDS A HOLISTIC EDUCATION VIA TRANSFORMATIVE PEDAGOGY

Author: Anurag Pathak, Nnamuchi Ogbonna

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 15-16

Research Publish Journals

Website: www.researchpublish.com

Published Date: 14-April-2026

Abstract: Participatory arts interventions are increasingly recognised as effective tools for enhancing emotional wellbeing, student engagement, and collaborative learning within educational environments. Rhythm-based activities and laughter-based therapeutic approaches have each demonstrated positive psychological and social outcomes. However, limited research has explored the integration of rhythmic percussion and structured laughter within a single educational methodology.

This study examines the implementation of Laughter Percussion, a participatory arts practice developed by Professor Idi (Ras) Banamungu, within a primary school environment. The research was conducted at CAPS Kurrawang Primary School in Western Australia over a six-week period. Sessions were delivered once per week, with five classes participating each week in 45-minute Laughter Percussion workshops.

Using observational qualitative research methods, the study examined student engagement, social interaction, rhythmic participation, and emotional response during the sessions. Findings suggest that Laughter Percussion contributed to increased classroom engagement, improved collaborative behaviour, and enhanced emotional expression among students.

The results indicate that rhythm-based laughter practices may provide an innovative interdisciplinary approach for supporting emotional wellbeing and participatory learning within educational contexts.

Keywords: Laughter Percussion, Participatory Arts, Music Therapy, Educational Psychology, Creative Learning, Student Engagement, Community Arts.

Title: Laughter Percussion in Educational Practice: A Six-Week Participatory Arts Intervention at CAPS Kurrawang Primary School, Western Australia

Author: Professor Dr. Idi (Ras) Banamungu

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 10-14

Research Publish Journals

Website: www.researchpublish.com

Published Date: 10-April-2026

Abstract: This study examines the career orientation of social work students at Hanoi National University of Education in the context of digital transformation. Specifically, it explores students’ professional awareness, attitudes toward the profession, factors influencing career choice, self-assessed core professional competencies, and perceptions of digital transformation in Social Work education and practice. The study employed a quantitative survey design with a sample of 272 undergraduate social work students. Data were collected through a structured google form questionnaire and processed using SPSS 22.0. Descriptive statistics were used to analyze the major dimensions of the study. The findings show that students reported relatively high levels of professional awareness of social work (M = 4.19), ability to apply digital technologies (M = 4.16), and self-assessed core professional competencies (M = 4.06). In contrast, attitudes toward the profession (M = 3.76) and factors influencing career choice (M = 3.59) were more moderate. Students also showed fairly positive perceptions of digital transformation, especially in relation to professional change, career education, and the positive impacts of digital applications, while still recognizing challenges such as information overload, confidentiality risks, and the pressure to continuously update digital skills. In terms of post-graduation intention, the largest group reported that they might work in social work after graduation, whereas fewer students had made a firm commitment to the profession. Overall, the study suggests that students possess a relatively solid foundation of professional awareness, values, and digital readiness, but their long-term career commitment remains less stable. These findings highlight the need for social work education to strengthen career guidance, practice-based learning, and professional identity development in the digital era

Keywords: social work career orientation; social work students; digital transformation; professional awareness; digital competence; Hanoi National University of Education.

Title: Social Work Career Orientation of Social Work Students at Hanoi National University of Education in the Context of Digital Transformation: Current Situation and Related Factors

Author: Nguyen Thanh Binh, Vu Thi Thuy Duong, Tran Van Ly, Nguyen Bao Chau, Le Thi Nhat Minh

International Journal of Interdisciplinary Research and Innovations

ISSN 2348-1218 (print), ISSN 2348-1226 (online)

Vol. 14, Issue 2, April 2026 - June 2026

Page No: 1-9

Research Publish Journals

Website: www.researchpublish.com

Published Date: 06-April-2026