What is it about?
Despite theoretical promise, educational innovations often fail in practice due to resource limits, institutional constraints, and resistance to change. Analyzing chemistry education doctoral research through a structured framework, this study demonstrates that successful, sustainable innovations must closely align with real classroom conditions.
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Why is it important?
Our study introduces the Glocal Myths-Facts Analysis Framework (GMFAF), a new way to examine whether educational innovations are not only effective in research settings but also relevant, adaptable, and sustainable in real classrooms. By combining cross-case analysis with fuzzy reasoning, we show that adaptation resistance can be a critical factor limiting the sustainability and transferability of promising pedagogical innovations. This is particularly timely for Indonesian chemistry education, where differences in infrastructure, teacher readiness, and classroom conditions can affect whether an innovation continues beyond the research trial. Our findings offer researchers and educators a practical way to identify these barriers early and design innovations that are more context-sensitive and sustainable.
Perspectives
Writing this article was an opportunity for me to look at educational innovation from a different perspective. I have often seen research demonstrate that a teaching innovation works under carefully designed research conditions, but I became increasingly interested in what happens when that innovation meets the realities of everyday classrooms. This publication grew from that concern. What I find particularly meaningful about this work is the idea that a successful innovation is not necessarily one that produces the strongest results during a trial, but one that can remain relevant and adaptable when conditions are less than ideal. I hope GMFAF encourages researchers, especially doctoral researchers in science and chemistry education, to look beyond statistical effectiveness and ask whether their innovations can genuinely survive and create lasting value in real educational contexts.
Prof. Hadi Nur
Universitas Negeri Malang
Read the Original
This page is a summary of: A framework-driven cross-case analysis of pedagogical innovation in Indonesian chemistry education dissertations, Journal of Applied Research in Higher Education, September 2026, Emerald,
DOI: 10.1108/jarhe-03-2026-0472.
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