The persistence of ineffective pedagogy: a dead horse theory approach to teaching methods

Abstract

The persistence of ineffective pedagogy: a dead horse theory approach to teaching methods The study investigates the persistence of ineffective pedagogical practices in Jordan, Malaysia, and Australia through the lens of the dead horse theory. Conducted between October 2024 and April 2025, the research uses an explanatory sequential mixed-methods design, beginning with a large-scale survey followed by in-depth interviews to contextualize the quantitative results. A total of 690 participants—including K-12 teachers, higher education faculty, and school administrators-completed the survey, while 50 interviewees (15-20 per country) were purposively selected based on teaching experience, institutional role, and level of technology use. The findings reveal that traditional, teacher-centered methods such as lecture-based instruction and summative assessments remain dominant across all three countries, despite widespread recognition of their limitations. Although awareness of AI-based educational tools was highest in Australia (65%), actual usage remained low across all contexts, with Jordan reporting the lowest levels of integration. Barriers to adopting innovative pedagogies and technologies include inadequate infrastructure, limited teacher training, curriculum rigidity, and cultural resistance to change. These systemic constraints reinforce the cyclical persistence of outdated teaching methods, consistent with the dead horse theory metaphor. The study highlights the need for targeted professional development, curricular reform, and investment in technological infrastructure to support the transition toward student-centered, technology-enhanced learning environments. By addressing these barriers, educational systems can move beyond entrenched, ineffective practices and foster more adaptive, engaging, and future-ready teaching approaches.