Designing and Evaluating Educational Scenarios as a Tool for Strengthening Teachers' Skills
DOI:
https://doi.org/10.57125/ELIJ.2026.03.25.02Keywords:
Educational scenario, evaluation, planning, teachers' skills, teaching.Abstract
In the contemporary educational context, the systematic design and evaluation of educational scenarios constitute critical factors for teaching quality and the professional empowerment of teachers. Despite the extensive international literature on instructional design, a research gap remains regarding how educational scenarios function as mechanisms for teachers’ professional development and the qualitative improvement of educational practice. This article aims to systematically investigate the role of educational scenario design and evaluation in enhancing the learning process and strengthening teachers’ professional skills. The study adopts a qualitative systematic literature review of Greek and international sources. The search was conducted in the databases Google Scholar, Scopus, and ERIC, as well as in Greek academic repositories and journals. Clear inclusion criteria were applied, including the publication period (2000–2025), peer-reviewed sources, and relevance to instructional design and educational scenario evaluation. From an initial pool of 585 records, 478 remained after duplicate removal. Following title/abstract screening and full-text eligibility assessment, 52 peer-reviewed studies published between 2000 and 2025 were included in the qualitative synthesis. The findings of the review indicate that educational scenarios enhance students’ active engagement, bridge the gap between theory and pedagogical practice, support flexible and inclusive learning environments, and reinforce the teacher's role as an instructional designer. Moreover, the evaluation of educational scenarios emerges as a reflective process that promotes instructional improvement, collaboration, and teachers’ professional self-efficacy. Based on these findings, the study highlights the need for systematic professional development of teachers in the design and evaluation of educational scenarios, their integration into processes of educational work evaluation, and their utilisation as means of disseminating good practices. Such an approach can foster a culture of collaboration, reflection, and continuous qualitative improvement in educational practice.
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