[{"data":1,"prerenderedAt":354},["ShallowReactive",2],{"collection-essays":3},[4,98,279],{"id":5,"title":6,"body":7,"description":85,"extension":86,"floatImageLeft":87,"floatImageRight":87,"heroImage":88,"images":87,"isAd":89,"meta":90,"multipleImages":87,"navigation":91,"objectFit":87,"objectPosition":87,"ogDescription":87,"ogTitle":87,"order":92,"path":93,"seo":94,"stem":95,"tagName":96,"__hash__":97},"essays\u002Fessays\u002Feducation-research-for-impact-sccce-insights-from-rpic-2026.md","Education Research for Impact: SCCCE Insights from RPIC 2026",{"type":8,"value":9,"toc":82},"minimark",[10],[11,12,14],"article-layout",{":title":13},"title",[15,16,18,29,37,42,45,48,51,58,64,70,76,79],"template",{"v-slot:content":17},"",[19,20,23],"article-heading",{":center":21,":level":22},"true","1",[24,25,26],"p",{},[27,28],"binding",{"value":13},[24,30,31],{},[32,33,34],"em",{},[27,35],{"value":36},"description",[38,39],"article-image",{":image":40,":tag-name":41},"heroImage","tagName",[24,43,44],{},"As a leading centre advancing Character and Citizenship Education (CCE), the Singapore Centre for Character and Citizenship Education (SCCCE) continues to contribute thought leadership that bridges theory and practice.",[24,46,47],{},"This commitment is reflected in its growing body of research and professional learning work, which will be prominently featured at the  Redesigning Pedagogy International Conference\n(RPIC) 2026. In collaboration with NIE academics and school practitioners, SCCCE and its partners have contributed over 10 submissions spanning symposia and paper presentations, offering rich insights into the evolving landscape of CCE.",[24,49,50],{},"Several key themes emerge from these submissions:",[24,52,53,57],{},[54,55,56],"strong",{},"Firstly, in an age shaped by artificial intelligence and broader societal shifts, there is a need to refocus education on human-centred development."," SCCCE’s work underscores the importance of intentionally cultivating character and citizenship dispositions such as empathy, critical-ethical reasoning and reflective thinking in an increasingly AI-mediated world. Rather than displacing human values, technological advancement calls for a renewed emphasis on what makes education truly human.",[24,59,60,63],{},[54,61,62],{},"Secondly, CCE is recognised as a contextually shaped developmental process that requires an intentional approach."," SCCCE’s research examines how character strengths such as empathy develop over time and are shaped by both individual and contextual factors. Schools serve as a critical context for this development, where purposeful approaches such as structured conversation cards create meaningful opportunities for students to develop character and citizenship dispositions.",[24,65,66,69],{},[54,67,68],{},"Thirdly, impactful research must translate values from abstract ideals into lived experiences through meaningful assessment and pedagogy, particularly in the early years."," SCCCE’s studies on preschool values education show how values are cultivated through role-modelling, centre culture and everyday interactions. Innovations such as parent-report inventories and game-based assessments make these processes more visible and actionable for educators.",[24,71,72,75],{},[54,73,74],{},"Finally, impactful CCE research must be contextually grounded and systemically enacted, recognising the critical role of teachers and schools in Singapore."," Asian perspectives on values education highlight how values such as social harmony and humility are more strongly foregrounded in our society. This underscores the importance of local, school-based case studies to capture how character and citizenship are meaningfully enacted in practice. SCCCE’s case studies explore how character and citizenship are enacted through strengths-based teacher coaching, CCA-centred and whole-school CCE models, Values-in-Action programmes that cultivate mattering and purpose, and initiatives that strengthen school identity and belonging. Central to these efforts are teachers’ social-emotional competencies, motivational beliefs and teacher-student relationships.",[24,77,78],{},"Since its inception in 2023, SCCCE has developed several frameworks to guide research, policy and practice. The SCCCE Holistic Framework reimagines education towards human flourishing, anchored in purpose, values and virtues, and social-emotional competencies, while emphasising intentional and ecosystem-wide implementation. Complementing this, the DNA Framework outlines the core components of citizenship education in Singapore, including democratic values, national identity, and affiliations and attachment, alongside key pedagogical processes that support citizenship development.",[24,80,81],{},"Together, these contributions demonstrate SCCCE’s dedication to advancing education research for impact, driving initiatives that not only deepen pedagogical understanding but also transform learning in ways that are purposeful, contextualised and enduring.",{"title":17,"searchDepth":83,"depth":83,"links":84},2,[],"Emerging research in character and citizenship education underscores human-centred development, contextualised approaches and innovative pedagogy. NIEWS highlights the key SCCCE research insights shaping meaningful learning in Singapore.","md",null,"articles\u002Fessays\u002Feducation-research-for-impact-sccce-insights-from-rpic-2026-hero.webp",false,{},true,1,"\u002Fessays\u002Feducation-research-for-impact-sccce-insights-from-rpic-2026",{"title":6,"description":85},"essays\u002Feducation-research-for-impact-sccce-insights-from-rpic-2026","Essays","BVLLK9uCDLCekeDJEgBNafX1e4rvLxX4OEigNbqDBks",{"id":99,"title":100,"body":101,"description":272,"extension":86,"floatImageLeft":87,"floatImageRight":87,"heroImage":273,"images":87,"isAd":89,"meta":274,"multipleImages":87,"navigation":91,"objectFit":87,"objectPosition":87,"ogDescription":87,"ogTitle":87,"order":83,"path":275,"seo":276,"stem":277,"tagName":96,"__hash__":278},"essays\u002Fessays\u002Ffrom-access-to-impact-designing-learning-with-personal-learning-devices-in-singapore-classrooms.md","From Access to Impact: Designing Learning with Personal Learning Devices in Singapore Classrooms",{"type":8,"value":102,"toc":270},[103],[11,104,105,233],{":title":13},[15,106,107,113,119,121,124,127,133,136,141,144,147,150,153,158,161,164,167,170,175,178,181,184,187,190,195,198,201,204,207,210,215,218,221,224,227],{"v-slot:content":17},[19,108,109],{":center":21,":level":22},[24,110,111],{},[27,112],{"value":13},[24,114,115],{},[32,116,117],{},[27,118],{"value":36},[38,120],{":image":40},[24,122,123],{},"In a Secondary Two classroom, a group of students huddles over their screens, collaboratively editing a shared document. Across the room, another student toggles between a simulation and a worksheet, attempting to make sense of an abstract scientific concept. The devices are present, the students are engaged, but the quality of learning taking place varies widely.",[24,125,126],{},"Scenes like these are increasingly common in Singapore schools since the rollout of the Personal Digital Learning Programme (PDLP). With every secondary school student now equipped with a personal learning device (PLD), access to technology is no longer the central concern. As articulated in EdTech Masterplan 4 (MP4), the focus has decisively shifted towards fostering empowered learners within connected learning environments.",[24,128,129,130],{},"That shift raises an urgent question: ",[32,131,132],{},"How can teachers design learning experiences that meaningfully leverage PLDs to realise this vision?",[24,134,135],{},"Drawing on a large-scale mixed-method study involving over 3,700 students, 800 teachers and four in-depth school case studies, this essay explores how PLDs are enacted in classrooms and what this means for teachers as designers of learning. The findings suggest that while access has been achieved, the impact of PLDs depends on how learning is designed and supported within schools.",[24,137,138],{},[54,139,140],{},"Students as Learners: Active, but Not Yet Empowered",[24,142,143],{},"Students in the study reported frequent use of PLDs for independent learning, communication and collaboration, alongside broadly positive perceptions of their usefulness and ease of use. These patterns align well with MP4’s emphasis on nurturing self-directed learners who can learn anytime, anywhere.",[24,145,146],{},"Yet a closer look reveals an important limitation. While students are active users of technology, their engagement is largely concentrated in accessing information and completing structured tasks. Opportunities for creation, design and sustained inquiry, the key dimensions of truly empowered learning, are far less evident.",[24,148,149],{},"This is not a technology problem; it is a design problem. As Mishra and Koehler (2006) argue, meaningful integration of technology requires alignment between pedagogy, content and technology to support higher-order learning. PLDs are currently enabling participation, but not yet consistently supporting deep, knowledge-building practices.",[24,151,152],{},"For teachers, this points to a clear design challenge: how to move beyond enabling activity, towards designing for agency; where students take genuine ownership of their learning through creation, reflection and application.",[24,154,155],{},[54,156,157],{},"Teachers as Designers: Navigating Possibilities",[24,159,160],{},"Teachers are central to shaping how PLDs are experienced in classrooms. The study found that while many teachers incorporate PLDs into their lessons, usage remains uneven. Where PLDs are used, they most often support collaboration, formative assessment and scaffolding.",[24,162,163],{},"Viewed through the Replacement, Amplification and Transformation (RAT) framework (Hughes, et.al., 2006), most practices fall within replacement and amplification. The use of PLDs enhances existing pedagogies rather than transform them. This is not a criticism; transformation takes time, trust and the right conditions. However, it does signal that the system has reached a point where incremental improvement is no longer sufficient.",[24,165,166],{},"The case studies, however, illuminate what is possible. In some classrooms, PLDs enabled real-time feedback that prompted immediate instructional adjustments; collaborative writing and structured peer critique; visualisation of complex, abstract concepts; and inquiry-based exploration anchored in digital resources. These practices resonate with the Singapore Teaching Practice (STP) and MP4’s vision of interactive, feedback-rich learning environments. They also embody formative assessment principles, where evidence of learning is used to advance, and not merely measure, student progress (Black & Wiliam, 2009).",[24,168,169],{},"Teachers also described real constraints: the time required for lesson design, managing student attention, balancing curriculum demands and navigating varying levels of confidence with digital tools. These are not excuses; they are honest signals of what it takes to teach well in a technology-rich environment. PLDs expand what is pedagogically possible, but they also make teaching more design-intensive.",[24,171,172],{},[54,173,174],{},"The School as a Learning Ecosystem",[24,176,177],{},"What the case studies make unmistakably clear is that effective use of PLDs is not solely a matter of individual teacher practice. It is shaped by the conditions within which teachers work, i.e. the school, understood as a learning ecosystem.",[24,179,180],{},"Schools that demonstrated more consistent and purposeful integration of PLDs tended to share several features: they articulated clear pedagogical goals for technology use; provided structured time for collaborative lesson design; leveraged middle leaders to support subject-level enactment; and maintained coherence in the platforms and digital tools teachers and students relied on.",[24,182,183],{},"Crucially, these schools kept their focus not on the technology itself, but on how it served teaching and learning. Teachers were given time and space to design together. Middle leaders played a pivotal role in translating school priorities into classroom practice, acting not as administrators of technology, but as pedagogical anchors.",[24,185,186],{},"The Masterplan’s emphasis on strengthening and scaling a culture of sharing and adapting technology-enabled lessons and good practices across all schools resonates directly here. Schools cannot thrive in isolation. Shared resources, collaborative lesson design and community-of-practice structures are not supplementary to the Masterplan’s ambitions. They are the mechanism through which those ambitions travel from policy to practice.",[24,188,189],{},"This also connects to the broader ecosystem the Masterplan envisions. The SLS serves as the national digital backbone. It is a platform through which AI tools, curated resources and assessment capabilities are delivered equitably to all students, regardless of school or background. System-level coherence makes school-level transformation possible.",[24,191,192],{},[54,193,194],{},"Designing for Impact in an MP4 Context",[24,196,197],{},"What, then, does this mean for teachers as designers of learning? The findings point to four interconnected principles.",[24,199,200],{},"The first is to design for customised, empowered learning. The Masterplan’s call for personalisation is not a call for individualisation at scale through technology alone. It is a call to design tasks that respond to where students are and stretch them towards where they could be. These are tasks that require inquiry, creation and reflection, and not merely completion. This is design as a professional act, not a technical one.",[24,202,203],{},"The second is to design for digital literacy alongside content mastery. EdTech Masterplan 2030 places greater emphasis on developing students’ digital literacy and technological skills for a technology-transformed world. Learning with PLDs should not be a detour from disciplinary learning; it should deepen it. When students use a simulation to explore a scientific concept, or build a collaborative argument through a shared document, they are simultaneously developing content understanding and the capacities of thoughtful digital citizens.",[24,205,206],{},"The third is to harness PLDs for assessment that advances learning. Digital tools can gather real-time evidence of student understanding, enabling teachers to respond in the moment rather than after the fact. The Masterplan’s AI-enabled tools on SLS, including the ALS and LEA, make this kind of responsive teaching increasingly achievable. Teachers who learn to read and act on digital evidence (Ministry of Education, n.d.) will find themselves better positioned to teach, not more burdened.",[24,208,209],{},"The fourth, and perhaps most foundational, is to embrace collective design practice. Designing for technology-transformed learning is inherently complex work. It cannot be done well alone. Teachers benefit enormously from working together to develop, test and refine learning experiences, and the Masterplan’s investment in professional development and collaborative cultures reflects this understanding. Professional learning communities and structured collaboration are not optional activities. They are the infrastructure through which good teaching scales.",[24,211,212],{},[54,213,214],{},"Designing for Impact",[24,216,217],{},"Returning to that Secondary Two classroom: the presence of PLDs alone does not determine the quality of learning. What matters is how they are used: how tasks are designed, how interactions are structured, how learning is made visible and supported.",[24,219,220],{},"The PDLP has done its foundational work: access is no longer the bottleneck. The next phase, fully aligned with the vision of EdTech Masterplan 4, lies in designing for impact, for empowered learners engaged in connected, meaningful, knowledge-building experiences.",[24,222,223],{},"For teachers, this means embracing their role not just as users of technology, but as designers of learning environments. For schools and the system, it means creating the professional conditions that make this work possible and sustainable.",[24,225,226],{},"The promise of PLDs is not in the devices themselves. It never was. It lies in the learning experiences they make possible; and in the teachers, middle leaders and school communities who shape those experiences every day.",[228,229,230],"article-box-content",{},[24,231,232],{},"This essay was contributed by Associate Professor Shanti Divaharan, Associate Professor Tan Seng Chee, Dr Lee Shu Shing and Dr Peter Seow from the NIE, and Mr Samuel Tan from the Ministry of Education.",[15,234,235,240,250,253,260,267],{"v-slot:citation":17},[24,236,237],{},[54,238,239],{},"References",[24,241,242,243],{},"Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. ",[244,245,246],"a",{"href":246,"rel":247,"target":249},"https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11092-008-9068-5",[248],"nofollow","_blank",[24,251,252],{},"Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT – Replacement, Amplification, and Transformation – framework. In Proceedings of SITE 2006: Society for Information Technology & Teacher Education International Conference (pp. 1616–1620). Orlando, FL: AACE.",[24,254,255,256],{},"Ministry of Education, Singapore. (2023, September 20). EdTech Masterplan 2030. ",[244,257,258],{"href":258,"rel":259,"target":249},"https:\u002F\u002Fwww.moe.gov.sg\u002Feducation-in-sg\u002Feducational-technology-journey\u002Fedtech-masterplan",[248],[24,261,262,263],{},"Ministry of Education, Singapore. (n.d.). Analyse students’ responses with Data Assistant. Student Learning Space Teacher User Guide. ",[244,264,265],{"href":265,"rel":266,"target":249},"https:\u002F\u002Fwww.learning.moe.edu.sg\u002Fteacher-user-guide\u002Fassess\u002Fanalyse-students-responses-with-data-assistant\u002F",[248],[24,268,269],{},"Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.",{"title":17,"searchDepth":83,"depth":83,"links":271},[],"Exploring the intersection of technology and pedagogy, this essay highlights how Singapore teachers can harness personal learning devices to fulfil the EdTech Masterplan 4 vision of empowered learners within connected learning environments.","articles\u002Fessays\u002Ffrom-access-to-impact-designing-learning-with-personal-learning-devices-in-singapore-classrooms-hero.webp",{},"\u002Fessays\u002Ffrom-access-to-impact-designing-learning-with-personal-learning-devices-in-singapore-classrooms",{"title":100,"description":272},"essays\u002Ffrom-access-to-impact-designing-learning-with-personal-learning-devices-in-singapore-classrooms","3yCUbNkwjnwfzJIAtlbqUlK4mnRd9apJoCjv699Lqjc",{"id":280,"title":281,"body":282,"description":346,"extension":86,"floatImageLeft":87,"floatImageRight":87,"heroImage":347,"images":87,"isAd":89,"meta":348,"multipleImages":87,"navigation":91,"objectFit":87,"objectPosition":87,"ogDescription":87,"ogTitle":87,"order":349,"path":350,"seo":351,"stem":352,"tagName":96,"__hash__":353},"essays\u002Fessays\u002Ffrom-policy-goals-to-classroom-reality-measuring-what-truly-matters-in-stem-education.md","From Policy Goals to Classroom Reality: Measuring What Truly Matters in STEM Education",{"type":8,"value":283,"toc":344},[284],[11,285,286],{":title":13},[15,287,288,294,300,302,305,308,311,314,317,320,323],{"v-slot:content":17},[19,289,290],{":center":21,":level":22},[24,291,292],{},[27,293],{"value":13},[24,295,296],{},[32,297,298],{},[27,299],{"value":36},[38,301],{":image":40},[24,303,304],{},"Hardly anyone will disagree that we want our students to be curious, creative, and inspired to make a difference. But wanting is not the same as delivering. And in education, closing the gap between aspiration and evidence is where real impact begins.",[24,306,307],{},"Singapore's Ministry of Education (MOE) has set out a compelling vision for STEM learning in schools that is built around three Cs: Curiosity, Creativity and Being the Change. These are not mere buzzwords. They describe the kind of learner our future depends on: someone who probes and asks hard questions, imagines possibilities beyond the obvious and uses knowledge to improve the world around them. Yet, despite their importance, schools have often lacked  practical ways to assess if these qualities are truly coming to life in everyday STEM lessons.",[24,309,310],{},"This is precisely where education research can,  and should, make a difference.",[24,312,313],{},"Our MOE-contracted project, “Understanding the Current Status and Impacting the Future of Singapore's STEM Education Landscape”, took on this challenge directly. Working with teachers and students from seven secondary schools, we developed and validated survey and lesson observation instruments designed to measure the three Cs in real classroom contexts. Students helped shape these research instruments by explaining what each question meant to them and sharing examples from their lessons. Teachers ensured the items in the instruments reflected genuine classroom practices. The process was deliberately collaborative, because instruments built without the people they serve seldom capture what truly matters.",[24,315,316],{},"The impact has been tangible. At the school level, these instruments now give teachers and leaders a structured way to reflect on whether their STEM programmes are genuinely fostering the three Cs. Conversations that were once impressionistic can now be grounded in evidence. The research continues to grow, with 16 more schools joining the project to further validate our findings and document case studies of promising STEM learning practices.",[24,318,319],{},"At the policy level, the instruments offer MOE a shared, validated lens for understanding how the three Cs develop across different school contexts, gathering evidence that can strengthen future STEM programmes and initiatives.",[24,321,322],{},"This is what education research for impact looks like: studies that not only sit in journals, but also work that changes how teachers teach, how schools reflect and how policymakers decide. Curiosity, creativity and being the change deserve more than a place in a framework. They deserve to be nurtured, measured and strengthened — one classroom at a time.",[228,324,325,330,338,341],{},[38,326],{"custom-class":327,"image":328,"object-fit":329},"article-box__floated-image","articles\u002Fessays\u002Ffrom-policy-goals-to-classroom-reality-measuring-what-truly-matters-in-stem-education-01.webp","contain",[24,331,332,333,337],{},"Associate Professor Teo Tang Wee leads the Natural Sciences & Science Education (NSSE) Department. She also co-heads the Multi-centric Education, Research and Industry STEM Research Centre (meriSTEM@NIE), where she fosters cross-disciplinary research-informed STEM education in Singapore. Connect with her at ",[244,334,336],{"href":335},"mailto:tangwee.teo@nie.edu.sg","tangwee.teo@nie.edu.sg",".",[38,339],{"custom-class":327,"image":340,"object-fit":329},"articles\u002Fessays\u002Ffrom-policy-goals-to-classroom-reality-measuring-what-truly-matters-in-stem-education-02.webp",[24,342,343],{},"Dr Darren Wong is a Principal Specialist with MOE’s Curriculum Planning and Development Division. He leads the design and review of science curricula, collaborating with schools and partners to empower educators through evidence-informed, inquiry-based STEM learning approaches.",{"title":17,"searchDepth":83,"depth":83,"links":345},[],"A new collaborative research project is turning MOE’s “Three Cs” vision into measurable reality. Associate Professor Teo Tang Wee and Dr Darren Wong explain how this study moves STEM assessments from mere impressions into tangible evidence. 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