Cooperative Learning
A Preventive Approach to Extremism at Higher Education, Pakistan
DOI:
https://doi.org/10.58341/srj.v3i1.46Abstract
The study was intended to identify cooperative learning as a preventive approach to extremism at higher education institutions. In addition, explore the process of social interdependence and constructive controversy to prevent extremism. Research shows that certain cognitive, social and emotional skills broaden students’ minds and enable them to seek pieces of evidence of imposed opinions. Cooperative learning is considered as a successful teaching strategy in higher education to enhance critical thinking, psychological health and interpersonal skills. Here, a group of students works together irrespective of gender, age, culture and abilities to achieve the common goals. Further, the process of constructive controversy promotes moral and civic values among students which leads to global citizenship. The framework of this research is based on social interdependence and constructive controversy within a cooperative context, which can be a positive approach to reduce radicalization and extremism. Within the qualitative paradigm, semi-structured interviews were conducted with students of higher education to share their reflective experiences of cooperative learning. The outcomes of this study revealed that students gain moral reasoning, tolerance problem solving and critical thinking skills when they involve in constructive controversy within a cooperative context. Further, this research proposed to implement different engaging instructional strategies at higher education levels for gaining prosocial behavior, psychological health and conflict management. Accordingly, suggested mentoring and counseling for at risk students.
Keywords:
Cooperative learning, Extremism, Positive Interdependence, Constructive Controversy, Higher Education.
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