Enhancing Real-Time Participation Perception in Education through Deweyan Situationality

Potential Abstract: This research article explores the potential of incorporating Deweyan situationality to enhance real-time participation perception in educational settings. Drawing on the theoretical framework of John Dewey’s educational philosophy, the study investigates how situationality can influence students’ perception of their own participation in real-time classroom activities. By examining the impact of situational factors on students’ engagement, motivation, and sense of agency, the research aims to provide insights into effective strategies for promoting active learning and meaningful interactions in educational contexts. Through a mixed-methods approach, including observations, surveys, and interviews, data will be collected to analyze the relationship between situationality, participation perception, and student outcomes. The findings of this study have the potential to inform educators and policymakers on the importance of creating dynamic and responsive learning environments that support students’ active engagement and sense of belonging.

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