Global education movement: English as a second language teachers’ perceptions of integrating volatility, uncertainty, complexity, and ambiguity elements in lessons

Abstract

Education evolves and progresses globally in a technology-driven world, highlighting the integration of VUCA elements of volatility, uncertainty, complexity, and ambiguity in lessons. Learners are molded to equip themselves with the world and real-life knowledge in their readiness to adapt to the VUCA world. Global education consists of preparing learners for the VUCA world. This study aimed to investigate the current English as a Second Language (ESL) teaching practices and the ESL teachers’ incorporation of VUCA elements in ESL lessons. This study was conducted quantitatively using a survey questionnaire. This study was administered to 30 ESL teachers from different secondary schools in a district in Malacca. The results from the questionnaire revealed that the ESL participants had positive perceptions toward the adaptation of VUCA in the current ESL lessons. Most of the ESL teachers agreed that they adapted VUCA elements into the activities during lessons, although some showed uncertainty about their knowledge and understanding of VUCA. From the high agreement levels in the findings, it can be concluded that the ESL teachers agreed that VUCA elements through problem-based, digital-based, collaborative, and challenging activities in English lessons are beneficial to assist students’ meaningful and autonomous learning. Based on these findings, implications were made for enhancing ESL teachers’ knowledge, understanding, and skills in adapting VUCA in lessons in response to global education demand.

Training Language Teachers in a Vuca World

“…Unfortunately, she was struggling herself and failed to create a supportive and nurturing learning environment for her students to thrive. The findings are in support with (Yaccob et al, 2023) who indicated that studying in VUCA times is very overwhelming, leading to burnout and demotivation of lecturers and teachers.…”

“…Learners must also acquire competencies such as the ability to seek and synthesize information critically and take charge of their own learning. This is because the world is facing unprecedented complex challenges and problems, and learners need to be well-prepared to tackle real-life challenges (Yaccob, et al, 2023). To navigate the VUCA world, institutions that train language teachers should take a proactive approach and implement a variety of activities that focus on developing students' socio-cultural and language competencies and skills in dealing with real-life problems.…”

Ghanaian Esl Teachers’ Beliefs and Implementation of the Core Competencies of Ghana’s New English Language Curriculum

“…Teachers hold a unique position in educational settings, and their perceptions or beliefs can either make or break their classroom practices (Shaiegy & Abdelrahman, 2021;Agbofa, Mensah, Opoku-Amankwaah, Kyeremeh, & Adu-Boahen, 2023;Yaccob, Yunus, & John, 2023). According to Bandura's (1977) social cognitive theory framework, teachers' beliefs are intertwined with self-efficacy, which is the teacher's attitude or perception of their "capabilities to organize and execute the course of action required to manage prospective situations" (Bandura, 1986, p. 3).…”