Harnessing Cultural Artefacts to Enhance the Learner-centred Pedagogies for Design Education
DOI:
https://doi.org/10.51454/jet.v6i3.646Keywords:
cultural artefacts, design education, learner-centred methods and strategiesAbstract
This study examines how a culturally inspired instructional guide influences teachers' implementation of a learner-centred pedagogyin Junior High School design education in Ghana. A purposive sample of seven (7) teachers from five (5) basic schools formed the sample for the study. Using a qualitative descriptive design, data was collected through interviews, focus group discussions, and observations. Findings revealed that the full implementation was hampered by teacher-centred methods that limited engagement in practical activities, a lack of relevant instructional resources and inadequate technical skill proficiency. An instructional guide inspired by cultural artefacts of the Akan, Ewe, and Mole Dagbani ethnic societies was developed to enhance teachers' application of the learner-centred method of the design component of the creative arts and design curriculum. Structured with the sequential steps of the ASSURE instructional model and guided by the constructivist principles of Vygotsky and Dewey, this guide enhanced teachers' application of learner-centred methods and strategies, leading to higher learner engagement and internalisation of cultural values.
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Copyright (c) 2025 Timolyn Afua Kusi, Nana Afia Opoku Asare, Steve Kquofi
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