By Jennifer Kiilerich
As part of Jordan鈥檚 nationwide , scholars at Vanderbilt of education and human development are partnering with four Jordanian universities through the Early Grade Education Activity (ASAS) to co-create curricula and support professional development centered on evidence-based, student-engaged learning for young children. The collaboration enters its third year with a new $360,000 grant administered by the International Research and Exchanges Board (IREX), made possible with funding from the U.S. Department of State.
Launched in 2024 and guided by co-principal investigators , associate professor of the practice of special education, and , professor of the practice of teaching and learning and elementary education program director, the project endeavors to shift pre-kindergarten through third-grade instruction from a lecture-based model to more active learning.
Read more about the program鈥檚 beginnings, including visits to Peabody by Jordanian delegations.
Goals for the 2026 award include:
- Developing classes for education programs at each university
- Ongoing faculty coaching, which will expand from small groups to larger communities of practice
- Establishing transnational research teams
- Designing field experiences aligned with new curriculum
FROM COURSE DESIGN TO REAL IMPACT
In a Zoom coaching session hosted this April by Peabody, 44 faculty members from the University of Jordan, Yarmouk University, Hashemite University and Mutah University gathered to discuss the role of AI in teaching and higher education鈥攁 key focus of the forthcoming curricula.
Another vital component of the course design, said Hebu AbuJbarah, Peabody partner and ASAS course development project manager at Queen Rania Teacher Academy, is the addition of more extensive practicum experience: 鈥淭his will help students of the program gradually gain more understanding of the teaching profession and thus help in building confidence,鈥� she said.
HARNESSING VANDERBILT鈥橲 EXPERTISE
In addition to Capizzi and Kissel, the team spans Peabody鈥檚 special education, teaching and learning, and psychology and human development departments, including: , assistant professor of the practice of teaching and learning; , assistant professor of the practice in secondary mathematics education; , lecturer of the practice in special education; and , principal senior lecturer in psychology and human development. , professor of the practice of teaching and learning, will also join the team this summer to support course development.
鈥淭his project exemplifies Peabody鈥檚 interdisciplinary reach. Our collaboration with Jordanian universities strengthens teacher preparation and supports young learners globally,鈥� said Kissel, who is also a member of the , which advances research supporting children鈥攍ike those who will benefit from the work taking place in Jordan.
Kissel emphasized that he is learning alongside his Jordanian peers. Building curricula is an iterative process, particularly as they are translated from English into Arabic, a task that includes language fine-tuning as well as adapting lessons to cultural norms.
鈥淥ne of the biggest aspects to me, that I think is vital to our connections to other countries, is that we understand everyone鈥檚 humanity,鈥� said Capizzi. 鈥淲e鈥檙e learning about the way Jordanian classrooms are designed in universities, in their pre-K to third grade spaces. I have found it very fulfilling.鈥�
PARTNERS: IN THEIR OWN WORDS
Educational leaders and collaborators from across Jordan have also found the partnership rewarding. Several shared their thoughts:
- 鈥淚 aspire for young students to benefit by developing strong critical thinking, creativity, and responsible engagement with AI technologies. This work supports more personalized, inclusive, and engaging learning experiences that address diverse needs. Ultimately, it prepares students with the essential competencies required for lifelong learning in an evolving digital world.鈥� – Ala鈥檃 Al-Fogara, teacher鈥檚 diploma lead and manager of ASAS program at Mu鈥檛ah University
- 鈥淭his partnership contributes to improving classroom instruction and student learning outcomes, while supporting long-term education system strengthening and future workforce readiness.鈥� – Laila Abu Qatousah, early grades technical advisor at ASAS 鈥� IREX
鈥淓xposure to internationally recognized practices enables us to integrate research-informed approaches into our programs and pass them on to future teachers.鈥� – Sahar Abu-Helu
- 鈥淓xposure to internationally recognized practices enables us to integrate research-informed approaches into our programs and pass them on to future teachers.鈥� – Sahar Abu-Helu, assistant professor in curricula and instructional methods for teaching English, faculty member in the Department of Teacher Preparation and Field Training at the University of Jordan/assistant dean for international accreditation and global rankings
- 鈥淚 particularly valued the diversity of perspectives. While most participants were faculty members, they came from a wide range of backgrounds, which enriched the discussions and enhanced the overall learning experience.鈥� – Amani Qashmer, associate professor, Educational Psychology Department, University of Jordan
- 鈥淲e are learning the importance of focusing on how to deliver engaging educational content that supports the teaching and learning process.鈥� – Ali Olimat, head of Early Childhood Education Department and manager of ASAS program at Hashemite University
Andrea Capizzi teaches in Peabody鈥檚 , while Brian Kissel is a professor in the . Peabody fosters interdisciplinary research among faculty and students and strives for the betterment of learning and human development practices around the globe.
