Journal of Thematic Instruction
Volume
1
Issue
1
First Page
1
Last Page
8
Abstract
As universities adapt to meet evolving student needs, popular culture themed (PCT) courses have emerged as an innovative approach that integrates media with academic theory to foster engagement, critical thinking, and interdisciplinary connections. PCTs use popular culture themes that are not directly related to the course content to teach the course content. Despite their growing use across diverse disciplines, from STEM to the humanities, there is a lack of cohesive understanding, consistent terminology, and empirical research on the impacts of PCT courses in higher education.
This paper reviews existing literature on PCT courses organized by discipline, highlighting representative pedagogical strategies, benefits, and challenges. It identifies gaps in empirical research and calls for rigorous studies to examine student and instructor outcomes. To support this emerging field, the Journal of Thematic Instruction is introduced as a dedicated venue for high-quality research and best practices on themed instruction in higher education. By bridging academic content with students’ lived experiences, PCT courses exemplify the potential to enrich learning, encourage inclusivity, and inspire meaningful intellectual exploration.
Recommended Citation
Doody, K. R., Schuetze, P., & Swirsky, J. M. (2025). The State of the Field on Popular Culture Themed (PCT) Courses: Introducing the Journal of Thematic Instruction. Journal of Thematic Instruction, 1(1), 1-8. Retrieved from https://digitalcommons.buffalostate.edu/jti/vol1/iss1/1