Exploring the Lived Experiences of Elementary School Students and Teachers in Encountering Innovative and Non-Traditional

Document Type : Original Article

Authors

1 Department of Educational Sciences, Farhangian University, Tehran, Iran

2 Department of English Language Teaching, Farhangian University, P.O. Box 889-14665, Tehran, Iran

3 BSc of Educational Affairs, Farhangian University, Arak, Iran

Abstract

Objective: This study aims to explore the lived experiences of elementary school teachers and students in encountering innovative and non-traditional assignments.
Method: A qualitative research approach using phenomenology was employed. Participants were selected through non-random snowball sampling based on their rich knowledge of the phenomenon, drawn from the population of elementary teachers and students in Arak during the 2024–2025 academic year. Data were collected via semi-structured interviews and analyzed using thematic analysis. Instrument validity was confirmed by expert review, and data reliability was ensured through coder agreement. Theoretical saturation was achieved after conducting 14 interviews with teachers and 17 with students.
Results: The results indicated that innovative assignments enhanced students’ creativity, motivation, meaningful learning, critical thinking, and social skills. Moreover, the role of teachers shifted from knowledge transmitters to learning facilitators, promoting equal learning opportunities. Despite these advantages, challenges such as time constraints, parental resistance, resource inequality, and difficulties in assessment were reported.
Conclusions: The conceptual model of the research indicated that innovative tasks provide a platform for translating teachers' instructional designs into students' learning experiences.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 5, Issue 2
September 2026
Pages 96-111

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History

  • Receive Date: 14 November 2025
  • Revise Date: 18 June 2026
  • Accept Date: 20 June 2026
  • Publish Date: 23 August 2026

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