Teaching Practitioners Program in Social Science Learning Resources

Banjarmasin, September 18, 2026 — The Department of Social Science Education, Faculty of Teacher Training and Education (FKIP), Universitas Lambung Mangkurat (ULM), conducted a Teaching Practitioners session as part of its efforts to strengthen learning that integrates academic knowledge with practical experience in school settings.

The Teaching Practitioners session was held as part of the Social Science Learning Resources course on Friday, September 18, 2026, at Lecture Room 5, FKIP ULM. The session was attended by students from the 2024 cohort, Class A2, and featured Muhammad Ilham, S.Pd., Gr., a teacher at SMP Negeri 7 Banjarmasin, as the teaching practitioner.

Strengthening Students’ Understanding through Practical Perspectives

The involvement of a teaching practitioner provided students with an opportunity to gain perspectives that are closely connected to the realities of Social Science learning in schools. The practitioner’s experience enriched the course material, particularly in understanding how various learning resources can be utilized contextually in the teaching and learning process.

Through this activity, students were expected not only to develop a conceptual understanding of learning resources but also to gain an overview of their practical application in school settings. This practical experience can support students in developing their ability to identify, select, and utilize relevant learning resources according to students’ characteristics and the learning environment.

Bridging Higher Education and School Practice

The Teaching Practitioners program also represents an effort to strengthen the connection between higher education and schools. Interaction between university students and teachers as education practitioners creates opportunities for the exchange of experiences, insights, and knowledge that can enrich the learning process at the university level.

For Social Science Education students, this experience is particularly important in preparing them to become future educators who are capable of connecting academic concepts with the practical needs of schools. Learning in the Social Science Learning Resources course therefore extends beyond theoretical understanding and encourages students to explore its practical application in authentic educational contexts.

Contributing to the Sustainable Development Goals

The Teaching Practitioners program contributes to the achievement of the United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality Education and SDG 17: Partnerships for the Goals. Through practitioner-based learning, students are provided with opportunities to strengthen their knowledge, skills, and practical understanding as future educators.

In relation to SDG 4, the activity supports the development of quality, relevant, and inclusive learning by connecting university-level academic knowledge with authentic educational practices in schools. The direct involvement of an experienced teacher provides students with practical insights that can enrich their preparation as future educators.

The activity also reflects SDG 17 by strengthening collaboration between higher education institutions and school practitioners. Such partnerships create opportunities for knowledge exchange and collaborative learning, supporting the development of educational practices that are more responsive to the needs of students and schools.

Strengthening Future Educators through Collaboration

The Teaching Practitioners session is expected to become an integral part of efforts to strengthen learning within the Department of Social Science Education, FKIP ULM. Collaboration between academics and education practitioners serves as an important step in equipping students with relevant knowledge, skills, and practical experience to respond to the evolving demands of Social Science learning in schools.

By bringing practitioners into the university learning environment, the Department of Social Science Education continues to provide students with meaningful opportunities to connect theory, experience, and professional practice. This approach supports the development of future educators who are prepared to contribute to quality education and build stronger partnerships within the education ecosystem.