Sentence examples for a conducive learning from inspiring English sources

The phrase "a conducive learning" is not correct in English.
It should be "conducive to learning." You can use the corrected phrase when discussing environments or conditions that promote effective learning.
Example: "The new classroom design is conducive to learning, allowing students to engage more effectively with the material."
Alternatives: "favorable for learning" or "supportive of learning".

Exact(8)

to provide a conducive learning experience [ 3].

They recommend training of the clinical teachers, their reassurance, and establishing a conducive learning environment to mitigate such barriers [ 22].

Asked about problems at the Bronx school, Eileen Murphy, a city spokeswoman, said, "The school is very much in control and a conducive learning environment".

"The school has a conducive learning environment," says Nathalie.

To make the classroom a conducive learning environment, more quality teaching-learning material need to be made available & encouraged to use.

A PBL tutor either "thrills or kills tutorials" and "a conducive learning environment can overcome apparent cultural barriers …as there are firm evidence that nurture matters more than culture in the teaching learning environment" (Gwee 2008).

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Similar(52)

This survey has contributed to the establishment of Child Friendly School CFSS) practices by empowering students to take part in the decision making process for a more cohesive school community and conducive learning environment.

In addition, the informal and hidden curricula such as role modeling, reflective practice, critical thinking and conducive learning environment play an important role in learning about caring.

Conducive learning environment was cited as facilitator to the learning about caring.

When talking about the facilitators of the leaning about caring, participants in the four focus groups mentioned the conducive learning environment contributed to the learning about caring.

Conducive learning environment were described in the focus groups as caring teachers and preceptors (role modeling), caring learning environment and the microsystem that valued caring over simple curing and task completion.

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