Transformative Pedagogy at the University of Sulaimani: Bridging Theory and Practice in Teacher Education

Volume 4 , Issue 2 , December 2025 , Pages 447-477

Authors

Choman Amin Amin 1 ; Khanda Aziz Aziz 2 ; Zana Ali Ali 3 ; Stam Saeed Saeed 4

1 College of Physical Education & Sports Sciences, Department of Physical Education, University of Sulaimani, Sulaymaniyah, Kurdistan Region-Iraq;

2 College of Administration and Low, Department of International Trade, University of Halabja, Halabja, Kurdistan Region-Iraq

3 College of Physical Education Sports Sciences, Department of Physical Education, University of Sulaimani, Sulaymaniyah, Kurdistan Region-Iraq

4 College of Political Sciences, Department of Politics and International Relations, University of Sulaimani, Sulaymaniyah, Kurdistan Region-Iraq.

DOI logo 10.17656/12009

Keywords

Abstract

This study evaluated the pedagogical programme at the University of Sulaimani by examining its effectiveness, strengths, and areas for improvement from the perspective of enrolled
students. The research focused on several key areas, including teaching methods, curriculum relevance, assessment practices, technology integration, learning environment, and practical
experience. A descriptive cross-sectional survey was used, with supplementary thematic analysis of open-ended responses, and census sampling targeted all 101 students enrolled in
the programme. Data were gathered through a structured survey distributed via Google Forms, combining closed-ended and open-ended questions to capture both quantitative trends and
qualitative insights. Quantitative data were analysed using descriptive statistics (frequencies, means) in SPSS version 26, while qualitative data underwent thematic analysis. Validity was
supported through pilot testing, reliability checks, and triangulated review of qualitative responses. Findings revealed strong student satisfaction with the learning environment,
teaching quality, and technology use. However, concerns were raised about limited practical experience, curriculum alignment with career goals, and inconsistent assessment methods. The
study concludes that while the programme has a solid foundation, it requires improvements. Recommendations include increasing hands-on practice, reducing class size, updating materials, extending course duration, and using Kurdish to enhance accessibility

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  • First online29 December 2025
  • Published at29 December 2025

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