Montessori Strategies in Higher Education: A Pathway to Academic Success?
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| Title: | Montessori Strategies in Higher Education: A Pathway to Academic Success? |
|---|---|
| Authors: | Alhashim, Lila Ali1 lalhashim@pmu.edu.sa, Al-Kuhayli, Halah A.1 halkuhayli@pmu.edu.sa, Pilotti, Maura1 maura.pilotti@gmail.com |
| Source: | International Journal of Learner Diversity & Identities. Jun2026, Vol. 33 Issue 1, p89-110. 22p. |
| Subject Terms: | *Montessori method of education, *Didactic method (Teaching method), *Higher education, *Critical thinking, *Psychology of students, *Autonomy (Psychology), *Academic achievement, Self-efficacy |
| People: | Montessori, Maria, 1870-1952 |
| Abstract: | The present study asks whether the Montessori method benefits undergraduate students’ critical thinking skills and self-efficacy (i.e., confidence in one’s abilities), as well as emphasizes a collectivistic orientation over an individualistic orientation. Participants were female undergraduate students from a society undergoing structural and social changes, whose scholastic background had been molded by experiences with a didactic, instructor-centered pedagogy. Students were enrolled in courses whose curriculum focused on Islamic and Arabic Culture (AC) and its applications to everyday life. The Montessori-based activities took place over four weeks, during which students were asked to address sociocultural issues presented in a case study format. There were no marked differences between the students who completed the activities and those who did not. However, among the former, self-efficacy and critical thinking performance improved from preto post-assessment. Students’ appreciation of group cohesion (GC) (a collectivistic orientation index) and independence (an individualistic orientation index) also increased. It was concluded that Montessori-based activities can benefit students with a didactic, instructor-centered educational background by fostering the expression of dispositions linked to students’ resilience and academic success. However, the role of students’ individual differences in shaping the observed benefits remains to be examined. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Learner Diversity & Identities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194923230 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Montessori Strategies in Higher Education: A Pathway to Academic Success? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Alhashim%2C+Lila+Ali%22">Alhashim, Lila Ali</searchLink><relatesTo>1</relatesTo><i> lalhashim@pmu.edu.sa</i><br /><searchLink fieldCode="AR" term="%22Al-Kuhayli%2C+Halah+A%2E%22">Al-Kuhayli, Halah A.</searchLink><relatesTo>1</relatesTo><i> halkuhayli@pmu.edu.sa</i><br /><searchLink fieldCode="AR" term="%22Pilotti%2C+Maura%22">Pilotti, Maura</searchLink><relatesTo>1</relatesTo><i> maura.pilotti@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Learner+Diversity+%26+Identities%22">International Journal of Learner Diversity & Identities</searchLink>. Jun2026, Vol. 33 Issue 1, p89-110. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Montessori+method+of+education%22">Montessori method of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Didactic+method+%28Teaching+method%29%22">Didactic method (Teaching method)</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Montessori%2C+Maria%2C+1870-1952%22">Montessori, Maria, 1870-1952</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The present study asks whether the Montessori method benefits undergraduate students’ critical thinking skills and self-efficacy (i.e., confidence in one’s abilities), as well as emphasizes a collectivistic orientation over an individualistic orientation. Participants were female undergraduate students from a society undergoing structural and social changes, whose scholastic background had been molded by experiences with a didactic, instructor-centered pedagogy. Students were enrolled in courses whose curriculum focused on Islamic and Arabic Culture (AC) and its applications to everyday life. The Montessori-based activities took place over four weeks, during which students were asked to address sociocultural issues presented in a case study format. There were no marked differences between the students who completed the activities and those who did not. However, among the former, self-efficacy and critical thinking performance improved from preto post-assessment. Students’ appreciation of group cohesion (GC) (a collectivistic orientation index) and independence (an individualistic orientation index) also increased. It was concluded that Montessori-based activities can benefit students with a didactic, instructor-centered educational background by fostering the expression of dispositions linked to students’ resilience and academic success. However, the role of students’ individual differences in shaping the observed benefits remains to be examined. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Learner Diversity & Identities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/2327-0128/CGP/A186 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 89 Subjects: – SubjectFull: Montessori method of education Type: general – SubjectFull: Didactic method (Teaching method) Type: general – SubjectFull: Higher education Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Autonomy (Psychology) Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Montessori, Maria, 1870-1952 Type: general Titles: – TitleFull: Montessori Strategies in Higher Education: A Pathway to Academic Success? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Alhashim, Lila Ali – PersonEntity: Name: NameFull: Al-Kuhayli, Halah A. – PersonEntity: Name: NameFull: Pilotti, Maura IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 23270128 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Learner Diversity & Identities Type: main |
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