Conference Agenda
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20 SES 10 A: Innovative Pedagogies for Teacher Education
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20. Research in Innovative Intercultural Learning Environments
Paper Primary School Teacher Students as Designers of Instructional Videos in Music Education: A Learner-Centred Approach in Hybrid Learning Environments University of Jyväskylä, Finland Presenting Author:The use of instructional videos has a long tradition in teacher education, dating back to the 1960s, when videos began to be employed as tools for illustrating teaching practices and supporting teachers´ professional reflection (Lok, 2019). In music education research, classroom videos have been used since at least the 1970s, particularly for analysing teaching situations and examining pedagogical practices (Pattier, 2021). From 2005 onward, the use of instructional videos expanded significantly with the emergence of YouTube and other social media platforms (Pattier, 2021), which has resulted in a substantial increase in video-based materials suitable for educational purposes. Previous research on the pedagogical use of digital instructional videos has primarily focused on the use of ready-made video materials to support teaching and on post-lesson reflection based on lessons recorded by teachers or students themselves (Bautista, Tan, Wong & Conway, 2019; Näykki, Laitinen-Väänänen, & Burns, 2022), as well as on principles for designing and producing high-quality instructional videos (Brame, 2016; Buchner, 2018). In addition, studies have examined the role of YouTube channels and other online video environments as tools for supporting learning and disseminating knowledge (e.g., Pattier, 2021; Rahmaturrizki & Sukmayadi, 2021), as well as critical perspectives related to these platforms (O´Leary, 2023). Less attention, however, has been paid to pedagogical approaches in which students themselves act as active content creators who design, produce, and evaluate instructional videos as part of their own professional development (Hwang & Ilari, 2019; Tucholka & Gold, 2025). This study explores Finnish primary teacher students´ experiences of producing and using digital instructional videos in the context of music education. The study is situated within current discussions on the diversification of learning environments, where physical, digital, and hybrid spaces intersect and call for new pedagogical approaches. The research examines what kinds of observations primary teacher students made regarding the functionality and instructional integration of the music instructional videos they produced, and how video production and related reflection supported their professional development and pedagogical competence. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face {font-family:Aptos; panose-1:2 11 0 4 2 2 2 2 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:536871559 3 0 0 415 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0cm; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Aptos",sans-serif; mso-ascii-font-family:Aptos; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Aptos; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Aptos; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-font-kerning:1.0pt; mso-ligatures:standardcontextual; mso-fareast-language:EN-US;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Aptos",sans-serif; mso-ascii-font-family:Aptos; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Aptos; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Aptos; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-fareast-language:EN-US;}div.WordSection1 {page:WordSection1;} Methodology, Methods, Research Instruments or Sources Used The research was conducted as a qualitative study as part of music studies in primary teacher education. The participants were primary teacher students (N = 91) enrolled in a course in which the design, production, and reflection of instructional videos constituted a central pedagogical task. During the course, students worked in small groups to produce digital instructional videos addressing various content areas on music education for grades 1-6 in basic education. The instructional video assignment comprised stages: defining pedagogical objectives, delimiting instructional content, scripting the teaching situation, technical video production, and presenting and jointly reviewing the finished videos within the student group. Written reflections played a central role in the process as students evaluated their own leaning, pedagogical decisions, and the applicability of the instructional videos to music education practice. The research data consisted of students´ learning journals collected at the end of the course. In these journals, students described their experiences of producing instructional videos, their pedagogical significance, and their impact on professional development. The data were analyzed using data-driven qualitative content analysis, progressing from open coding to the formation of themes and conceptualization. Ethical research practices were followed throughout the study, and participants´ anonymity was ensured. Conclusions, Expected Outcomes or Findings The results indicated that the key factors influencing the functionality of instructional videos were the nature of video-based tasks, modes of use, flexibility, and support for learners. From the perspective of developing knowledge and skills, using video as a pedagogical tool, and supporting curriculum implementation. Challenges related to the use of instructional videos were also identified, highlighting that videos do not replace the teacher. Learning-related difficulties were likewise reported. In conclusion, the design and production of instructional videos embedded in music studies in teacher education, together with their reflective and collaborative examination, support students´ active participation and creative engagement as a meaningful pedagogical approach. According to students´ experiences, instructional videos deepened their subject-matter knowledge and skills related to guiding music learning objectives and strengthened pedagogical confidence in classroom situations. The use of videos allowed students to view their teaching from a distanced perspective and to reflect comprehensively on both lesson planning and implementation. Furthermore, shared video analysis and collegial reflection supported professional development by providing peer support and opportunities to exchange pedagogical solutions (cf. Christ, Arya & Ming Chiu, 2014; Näykki, Laitinen-Väänänen & Burns 2022). Overall, the findings suggest that the pedagogical use of instructional videos, with students acting as designers of music education, responds to the demands of increasingly diverse learning environments and provides creative tools for learner-centered and participatory pedagogy. References Bautista, A., Tan, C., Wong, J., & Conway, C. (2019). The role of classroom video in music teacher research: A review of the literature. Music Education Research, 21(4), 331–343. https://doi.org/10.1080/14613808.2019.1632278 Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125 Buchner, J. (2018). How to create educational videos: From watching passively to learning actively. R&E-Source: Open Online Journal for Research and Education, 12, 1–10. https://journal.ph-noe.ac.at/index.php/resource/article/view/584/585 Christ, T., Arya, P., & Ming Chiu, M. (2014). Teachers’ reports of learning and application to pedagogy based on engagement in collaborative peer video analysis. Teaching Education, 25(4), 349–374. https://doi.org/10.1080/10476210.2014.92000 Hwang, Y., & Ilari, B. (2019). Music teachers’ use of online video platforms in lesson design and instruction. Revista Latinoamericana de Tecnología Educativa, 18(2), 45–55. http://dx.medra.org/10.17398/1695-288X.18.2.45 Lok, A. E. (2019). Using video in teacher education and in professional development activities to stimulate teaching for active learning in Cambodia. [Phd Thesis 1 (Research TU/e / Graduation TU/e), Eindhoven School of Education]. Technische Universiteit Eindhoven. Retrieved January 23, 2026, from https://pure.tue.nl/ws/portalfiles/portal/128662780/20190621_Lok.pdf Näykki, P., Laitinen-Väänänen, S., & Burns, E. (2022). Student teachers’ video-assisted collaborative reflections of socio-emotional experiences during teaching practicum. Frontiers in Education, 7, Article 846567. https://doi.org/10.3389/feduc.2022.846567 O´Leary, E. J. (2023). Music education on YouTube and the challenges of platformization. Action, Criticism, and Theory for Music Education, 22(4), 14–43. https://doi.org/10.22176/act22.4.14 Pattier, D. (2021). Science on YouTube: Successful educators and strategies. Education in the Knowledge Society, 22, e23877. https://doi.org/10.6092/issn.1970-2221/11584 Rahmaturrizki, A., & Sukmayadi, Y. (2021). YouTube as audio visual media learning in music education. In Proceedings of the International Conference on Art, Design, Education and Cultural Studies (ICADECS 2020). Advances in Social Education and Humanities Research, 519, 297–303. Atlantis Press. https://doi.org/10.2991/assehr.k.210203.064 Tucholka, I., & Gold, B. (2025). Analysing classroom videos in teacher education – How different instructional settings promote student teachers´ professional vision of classroom management. Learning and Instruction, 97(2025), 1–12. https://doi.org/10.1016/j.learninstruc.2025.102084 20. Research in Innovative Intercultural Learning Environments
Paper Active and Embodied STEAM Learning: An Innovative Methodological Framework for Integrating Physical Activity in Teacher Education 1: Johanes Kepler University, Austria; 2: University of Jyväskyla, Finland; 3: University of Kragujevac, Serbia Presenting Author:This paper explores the integration of physical activity (PA) into STEAM education as the core focus of the Erasmus-funded STE(PA)M project: Teacher Training in Physical Activities and Embodied Learning through STEAM Education. The introduction of physical activity (PA) in classroom settings has gained increasing attention as a means of addressing sedentary behaviour while enhancing learner engagement. A recent systematic review conducted within the STE(PA)M project (Lau et al., 2025) informed the development of the PA-STE(A)M framework, which is grounded in three interconnected theoretical perspectives: (1) embodied cognition theory (Barsalou, 2008; Glenberg, 2010; Li et al., 2023; Wilson, 2002), (2) interdisciplinary learning theory (Fogarty, 1991), and (3) neurobiological research on exercise and cognition (Chaddock-Heyman et al., 2014; Pulvermüller, 2005). The framework is further informed by pedagogical approaches such as Teaching Games for Understanding (TGfU), which exemplifies embodied cognition principles by positioning the body as a cognitive site where understanding emerges through inquiry-based, action-oriented learning rather than traditional demonstration-practice models (Stolz & Pill, 2014). Building on this framework, the present paper examines how it can support the design of innovative, active and learner-centred teaching methodologies in educational practice. Specifically, the paper addresses the following research questions: (i) how do pre-service teachers perceive the integration of physical activity into STEAM teaching; (ii) how can the PA-STE(A)M framework, together with the GeoGebra MOOC and practice-oriented handbook, support teachers in designing and developing integrated PA–STEAM lessons. The study focuses primarily on a teacher education context, examining pre-service teachers’ engagement with the PA-STE(A)M framework during a Blended Intensive Programme (BIP) workshop held at Charles University. As part of the workshop, participants were introduced to a GeoGebra-based MOOC designed to support the planning and development of PA–STEAM integrated activities through curated examples, digital resources and design guidance. Within the four-quadrant PA-STE(A)M framework—which differentiates approaches based on the type of physical activity (Physical Activities vs. Physical Education) and the mode of integration (technology-assisted vs. subject-integrated)—the MOOC focuses on PA-integrated STEAM learning (Quadrant 2). It applies this approach through two complementary pedagogical design logics: a movement activation-first approach, emphasising learning through play and physical engagement, and a concept embodiment-first approach, which guides learners to physically experience and internalise abstract concepts through embodied understanding (Jewitt & Kress, 2003; Varela et al., 1991). To explore the perceptions of pre-service teachers regarding the integration of physical activity into STEAM teaching, an exploratory questionnaire, with both Likert Scale and including a limited number of open-ended questions, was conducted prior to the workshop to capture participants’ insights and willingness to integrate the PA-STE(A)M framework into their teaching. The paper presents examples of learning activities designed by pre-service teachers during the workshop, to demonstrate how the PA-STE(A)M framework can be enacted across different learning environments. In addition, it introduces a practice-oriented handbook developed to support the application of the PA-STE(A)M framework and to facilitate the translation of research into educational practice. Rather than evaluating effectiveness or learning outcomes, the study adopts a design- and methodology-oriented perspective, focusing on pedagogical reasoning, spatial considerations and the practical enactment of an evidence-informed framework. In doing so, the paper contributes to ongoing discussions on innovative pedagogical methodologies in teacher education, examining how embodied and active learning approaches can create inclusive, spatially-responsive STEAM learning environments that support diverse learner needs, wellbeing, creativity and integrative educational practices across formal and non-formal contexts. Methodology, Methods, Research Instruments or Sources Used Research Design The study adopts an exploratory, qualitative-oriented research design with emphasis on pedagogical design and methodological enactment. Rather than evaluating learning outcomes or intervention effectiveness, it examines how the PA-STE(A)M framework is interpreted and implemented in teaching practice. This design-oriented approach explores how pre-service teachers approach pedagogical reasoning, design choices, and learning environments in PA–STEAM integration. Context and Participants The primary empirical context was a Blended Intensive Programme (BIP) workshop conducted within the STEPAM project, co-funded by the European Union under the Erasmus+ Programme (Grant No. 2023-1-RS01-KA220-HED-000166894) at Charles University, Czech Republic. The workshop involved 26 pre-service teachers (8 males, 18 females) from Finland, Austria, Czech Republic, Slovakia, Philippines, and Indonesia, with backgrounds in mathematics, physics, and chemistry education. Ethical considerations were maintained throughout: participants were informed of the research purpose and voluntary nature of their participation, all identifying information was anonymized, and data was securely stored. Learning, Design and Intervention The workshop focused on introducing participants to embodied and active approaches to STEAM teaching. Participants engaged with the PA-STE(A)M framework through guided design activities supported by a GeoGebra-based MOOC developed within the STE(PA)M project. The MOOC provides 36 exemplar lessons with videos, digital resources, and gamified educational apps, supporting educators in developing PA–STEAM activities that integrate movement with data collection, measurement, and exploration of physical and scientific variables. The workshop focused on Quadrant 2 of the PA-STE(A)M framework—PA-integrated STEAM learning—encouraging participants to design activities following either a movement activation-first or concept embodiment-first pedagogical logic. The design process considered spatial affordances, movement intensity levels, and how physical, digital, and hybrid learning spaces could be blended to support embodied STEAM learning. Data Sources and Analysis Data sources consisted of (a) pre-workshop questionnaire responses containing open-ended questions on participants' perceptions of integrating physical activity into STEAM teaching, and (b) PA–STEAM learning activities designed during the workshop. Data analysis followed inductive thematic content analysis by Braun and Clarke (2006). The thematic analysis framework includes identifying, analyzing, and reporting patterns or themes within the dataset. This approach offers a systematic yet flexible process for examining the underlying meanings and structures embedded in textual or visual data. The PA-STE(A)M framework served as an analytical lens to examine how physical activity, pedagogical intent, and learning environments were represented in the designed activities, with analysis aimed at identifying patterns and design orientations across contexts. Conclusions, Expected Outcomes or Findings The results are exploratory and illustrative, capturing pre-service teachers' perceptions and design approaches when engaging with the PA-STE(A)M framework. Of the 26 participants, response rates varied by question; analysis focuses on recurring ideas, not frequency counts. Responses to the first question (n = 18) revealed positive perceptions of PA–STEAM integration. Four main themes emerged: Perceived cognitive and learning benefits were most prominent: participants associating PA with improved concentration (e.g., "the brain works better with oxygen"). Support for embodied and diverse learning approaches was evident: participants emphasised that some learners "learn better through movement" and that PA adds variety to sedentary practices—addressing diverse cognitive preferences. Engagement and classroom dynamics described PA as motivating, though with conditional usefulness ("for some kids it's useful for motivation"). Finally, uncertainty and conditional acceptance emerged, with some participants reporting difficulty imagining how PA could be meaningfully integrated into STEM lessons. Responses to the second question (n = 13) focused on implementation, revealing three approaches alongside notable uncertainty. Organisational strategies included scheduling and movement breaks; curriculum-based integration proposed aligning STEM content with body or movement topics; open-ended approaches suggested project-based activities. Several participants reported lacking concrete ideas, reinforcing the gap between perceived value and enactment. During the workshop, participants designed PA–STE(A)M activities using movement activation-first or concept embodiment-first approaches. One group designed “States of Matter”, where bodily movement represented solid, liquid and gaseous states through variations in proximity, and freedom of movement, demonstrating how embodied methodologies make abstract concepts accessible while transforming traditional spaces into active learning environments. Overall, the findings suggest openness to PA–STEAM methodologies, highlighting the importance of structured frameworks and exemplars to enact embodied learning across diverse educational contexts. The MOOC and handbook provide such methodological support. A limitation of this study is the small sample size; future research should involve larger numbers and greater diversity. References Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–645. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Chaddock-Heyman, L., Erickson, K. I., Holtrop, J. L., Voss, M. W., Pontifex, M. B., Raine, L. B., Hillman, C. H., & Kramer, A. F. (2014). Aerobic fitness is associated with greater white matter integrity in children. Frontiers in Human Neuroscience, 8, 584. Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61–65. Glenberg, A. M. (2010). Embodiment as a unifying perspective for psychology. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 586–596. Jewitt, C., & Kress, G. (2003). Multimodal literacy. Peter Lang. Lau, J., Ignjatovic, A., Fenyvesi, K., Cekic-Jovanovic, O., Da Cruz, M., & Lavicza, Z. (2025, September 10–13). A systematic review on integration of physical activities in STEAM education – Trends and best practices [Paper presentation]. European Conference on Educational Research (ECER 2025), Belgrade, Serbia. https://eera-ecer.de/ecer-programmes/conference/30/contribution/61193 Li, J., Bezerianos, A., Thakor, N.V. (2023). Cognitive State Analysis, Understanding, and Decoding from the Perspective of Brain Connectivity. In: Thakor, N.V. (eds) Handbook of Neuroengineering. Springer, Singapore. https://doi.org/10.1007/978-981-16-5540-1_77 Pulvermüller, F. (2005). Brain mechanisms linking language and action. Nat. Rev. Neurosci. 6, 576–582. doi: 10.1038/nrn1706 Stolz, S. A., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36–71. Varela, F. J., Thompson, E., & Rosch, E. (1991). The embodied mind: Cognitive science and human experience. MIT Press. Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. 20. Research in Innovative Intercultural Learning Environments
Paper Cultural STEAM in Teacher Education: Exploring Pre-Service Teachers’ Perceptions of Origami-Based Intercultural Learning 1: University of Helsinki, Finland; 2: Shirayuri University, Japan; 3: Tokyo Gakugei University, Japan Presenting Author:Keywords: Cultural STEAM (C-STEAM); Teacher Education; Cultural Heritage Pedagogy; Intercultural Learning; Hybrid and Online Teaching Teacher education is increasingly challenged to prepare future educators for classrooms characterised by cultural diversity, interdisciplinary learning demands, and international collaboration. At the same time, STEAM (science, technology, engineering, arts and mathematics) education has gained prominence as a framework for fostering creativity, problem-solving, and integrative thinking across disciplinary boundaries. However, STEAM initiatives in teacher education often remain disconnected from cultural heritage and intercultural learning, risking a narrow or decontextualised understanding of interdisciplinary education. This study explores how cultural heritage practices, specifically origami, can function as pedagogical entry points for Cultural STEAM (C-STEAM) learning in pre-service teacher education. Origami, a traditional Japanese art form, offers rich possibilities for interdisciplinary learning across science, technology, engineering, arts and mathematics while simultaneously carrying cultural meanings that can support intercultural reflection and dialogue. The study is situated within an intercultural origami-based workshop module implemented at a Japanese University, developed collaboratively with international students at a University in Finland as part of an emerging international partnership in teacher education. Previous research highlights origami’s pedagogical potential for conceptual understanding, creativity, and interdisciplinary and intercultural learning (Ishizawa et al., 2024). Building on this work, the present study extends these insights to teacher education, examining origami as a resource for Cultural STEAM and intercultural pedagogy. The main objective of the study is not to measure learning outcomes or competence development, but to explore pre-service teachers’ perceptions, interests, and initial pedagogical ideas related to the use of origami and cultural heritage practices in STEAM and intercultural education. By focusing on students’ perspectives, the study seeks to inform the design of scalable, hybrid C-STEAM modules for international and multicultural teacher education contexts. The study is guided by the following research questions:
The theoretical framework draws on three complementary strands. First, interdisciplinary and STEAM education theory emphasises learning that bridges disciplinary boundaries through meaningful, creative, and authentic tasks (Al-Mutawah et al., 2022; Henriksen, 2017). Second, intercultural education theory highlights the role of cultural awareness, dialogue, and reflexivity in preparing teachers for diverse and globalised educational environments (Banks, 2015). Third, perspectives on cultural heritage in education stress the pedagogical value of traditional practices as resources for identity, meaning-making, and inclusive learning (Rieckmann, 2017; Utsi-Gaup et al., 2024). By bringing these perspectives together, the study contributes to ongoing international discussions on how teacher education can integrate interdisciplinarity, cultural heritage, and intercultural competence in accessible and context-sensitive ways. The collaboration between Japanese and Finnish institutions situates the study firmly within an international context and supports dialogue across educational traditions. Methodology, Methods, Research Instruments or Sources Used The study adopts an exploratory, design-informed mixed-methods approach suitable for examining pre-service teachers’ perceptions and pedagogical interpretations of origami as a culturally familiar learning practice. The design-informed perspective is applied analytically to explore how participants conceptualise the integration of an established pedagogical activity into STEAM education. The participants comprised 74 Japanese first- to fourth-year pre-service teachers enrolled in university-level education seminars. Of these, 26 students were enrolled in the Elementary School Teacher Training Course, and 48 in the Kindergarten and Nursery School Teacher Training Course. Regarding prior exposure to STEAM education, 55% of participants reported having formally studied STEAM education, while 45% indicated a general understanding of STEAM-related concepts. Within the Japanese educational context, origami constitutes a long-established cultural and pedagogical practice introduced from early childhood education onwards. Although most participants did not take part in the origami workshop organised by the research team, all were assumed to possess extensive prior experience with origami through schooling and everyday cultural practices. This shared experiential background provided a common reference point, enabling participants to reflect on origami not as a novel activity but as a familiar pedagogical resource that could be conceptually reinterpreted within a STEAM-oriented framework. Data were collected using a short Google Forms questionnaire designed to minimise student workload while enabling systematic enquiry. The questionnaire comprised five Likert-scale items examining participants’ interest in using cultural heritage activities in teaching, perceived connections between origami and STEAM subjects, confidence in pedagogical application beyond craft-based activities, perceived intercultural learning potential, and perceived adaptability to diverse or hybrid learning contexts. Accordingly, data collection focused on participants’ reflective and interpretive responses rather than on observed instructional performance. In addition, the questionnaire included one multiple-choice item and two open-ended questions inviting participants to propose a simple teaching idea using origami and to reflect briefly on what they found interesting or surprising about origami as a learning activity. This combination enabled descriptive quantitative analysis and qualitative insight into participants’ pedagogical imagination. Quantitative data from the Likert-scale items were analysed using descriptive statistics to identify general trends in students’ perceptions. Qualitative responses were analysed using inductive thematic analysis, focusing on themes related to STEAM integration, cultural heritage, and online teaching ideas. Participation was voluntary, and informed consent was obtained from all participants. Data were anonymised, and the study adhered to ethical guidelines for educational research, with particular attention to cross-cultural collaboration and student participation Conclusions, Expected Outcomes or Findings The quantitative findings address the three research questions by examining pre-service teachers’ perceptions of origami as a pedagogical resource for Cultural STEAM (C-STEAM), intercultural learning, and online teaching contexts. RQ1: Perceived pedagogical value of origami in STEAM education The results indicate strong interest in the educational use of origami. More than 90% of participants reported interest in incorporating origami into their future teaching, and approximately 90% indicated that origami can be connected to one or more STEAM domains. Participants most frequently associated origami with arts and creativity and arithmetic and mathematics, indicating that origami is widely perceived as a meaningful interdisciplinary learning resource rather than merely a craft-based activity. RQ2: Perceived potential of cultural heritage practices for intercultural learning Participants also demonstrated strong recognition of origami’s intercultural learning potential. Around 90% agreed that origami could support learning among children from diverse cultural backgrounds. However, confidence in pedagogical enactment was more moderate, with approximately 65% reporting confidence in teaching origami to children from different cultural backgrounds. This pattern suggests a divergence between perceived educational value and instructional confidence. RQ3: Perceived adaptability of origami-based pedagogy to online contexts Regarding learning modalities, approximately 65% of participants indicated that origami could be taught online, while only about half reported confidence in teaching origami online themselves. These findings suggest that origami is perceived as adaptable beyond face-to-face contexts, although confidence in online instructional practice remains uneven. This study shows that pre-service teachers perceive origami as a valuable, culturally grounded pedagogical resource for C-STEAM education, with strong interdisciplinary and intercultural relevance. The findings reveal more moderate confidence in teaching origami across cultural differences and in online contexts, highlighting an important pedagogical self-efficacy gap within teacher education. The results inform the continued development of an international, online-hybrid C-STEAM module and support future comparative research. References Al-Mutawah, M. A., Thomas, R., Preji, N., Alghazo, Y. M., & Mahmoud, E. Y. (2022). Theoretical and Conceptual Framework for A STEAM-Based Integrated Curriculum. Journal of Positive School Psychology, 6(5). https://journalppw.com/index.php/jpsp/article/view/7468/4872 Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Routledge. Henriksen, D. (2017). Creating STEAM with design thinking: Beyond STEM and arts integration. The STEAM Journal, 3(1). https://scholarship.claremont.edu/steam/vol3/iss1/11 Ishizawa, J., Ohnuki, A., Shiihashi, G., Haraguchi, R., & Korte, S. M. (2024). A Case Study of Intercultural STEAM in Higher Education through Origami. Japan Society for Science Education Research Report, 39(1), 1–4. https://www.jstage.jst.go.jp/article/jsser/39/1/39_No_1_240101/_pdf Rieckmann, M. (2017). Education for sustainable development goals: Learning objectives. UNESCO publishing. Utsi Gaup, E., Keskitalo, P., Korte, S.-M., & Moore, S. (2024). Sami teacher education and land-based approaches for Indigenous rights. In Audrey Osler & Beate Goldschmidt-Gjerløw (Eds.), Nordic Perspectives on Human Rights Education. Research and practice for Social Justice. (pp. 169–181). Routledge. https://library.oapen.org/handle/20.500.12657/99934 | ||