Examining the Interaction Between Learning Environment and Teachers’ Instructional Styles in Promoting Deep Learning
Keywords:
Learning environment, teaching styles, deep learning, active engagement, qualitative analysis, interactive teachingAbstract
This study aimed to examine and analyze the interaction between learning environment and teachers’ instructional styles in promoting deep learning among students. This qualitative study employed a systematic review design. Data were collected through 15 purposively selected articles related to learning environment, teaching styles, and deep learning. Articles were selected until theoretical saturation was achieved. Data analysis was conducted using NVivo 14 and 15 and thematic analysis, including open, axial, and selective coding, to extract key themes and conceptual relationships between learning environment and instructional styles. The results indicated that supportive, flexible, and interactive learning environments combined with active, student-centered, and interactive teaching styles enhanced students’ intrinsic motivation, active participation, critical thinking, and self-regulated learning. This interaction improved learning quality, academic performance, 21st-century skills, and strengthened students’ learner identity and responsibility. Additionally, purposeful use of educational technology and diverse learning resources increased cognitive engagement and promoted deep learning. The study highlights that achieving deep learning requires a dynamic and synergistic interaction between learning environment and teachers’ instructional styles. The findings provide guidance for designing effective learning environments, selecting and developing suitable teaching styles, and planning teacher professional development to foster students’ cognitive, social, and emotional skills.
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