Journal of Research in Education and Pedagogy
Intercultural Education Values: Insights from Primary School Teachers’ Views in North Macedonia
In an increasingly diverse educational landscape, understanding how teachers perceive the foundational values of intercultural education is critical for fostering inclusive classrooms and promoting social cohesion. This research investigated whether variables such as gender, level of education, prior intercultural education, teaching experience, and the school cultural structure affect teachers’ views on the values promoted by intercultural education. To explore these relationships, a structured questionnaire was designed and pilot‑tested before full deployment, ensuring clarity and relevance of all items. A 5-point Likert Scale consisting of 8 items was applied to 217 primary school teachers in the Republic of North Macedonia. The Scale’s reliability (Cronbach’s Alpha) coefficient was found to be 0.91. Data collection achieved a 72% response rate, allowing for robust subgroup comparisons across gender, educational attainment, and other factors. T-tests and Scheffé tests were performed to determine whether there are statistically significant differences in teachers’ perceptions based on the investigated variables. Significant differences were observed based on gender, teaching experience, the cultural structure of the school, and prior intercultural education. Detailed post‑hoc analyses clarified which groups differed most markedly, highlighting the impact of targeted training. Teachers believe that intercultural education, above all, promotes “tolerance towards the culturally different”, “reduction of stereotypes and prejudices”, and “coexistence of different cultures”. Drawing on these findings, practical recommendations are offered for policymakers and school leaders. Teachers need permanent training on cultural diversity to sustain and deepen their intercultural competence and to translate these values into everyday classroom practice.
Copyright (c) 2025 Bujar Adili, Makfirete Ameti, Jehona Rushidi-Rexhepi, Arbresha Zenki-Dalipi, Arita Agai https://creativecommons.org/licenses/by-nc/4.0
Enhancing Critical Thinking through Shakespeare’s Sonnet 116: A Problem-Based Approach in a Cross-Cultural Middle School Classroom
This study investigates how Shakespeare’s Sonnet 116 is used as a resource to encourage critical thinking among third-year middle school students in a multiculturally mixed classroom setting in Morocco. Twenty-five students were involved in a learning intervention in the PBL (problem-based learning) framework, with a focus on collaborative inquiry, cultural interpretation, and performance activities. A one-group pre-test/post-test design was used in this study to examine differences in the students’ critical thinking from prior to the intervention toward after the intervention. Findings suggested that students had learned to interpret literary topics, negotiate abstractions such as love or fidelity, and relate these to their real circumstances. Discussion and production outside of the sonnet had encouraged students to exercise their interpretive skills, and they had gained experience in cognition, argumentation, and reflection. The results provide evidence of the potential of embedding classics in contemporary pedagogy, such as PBL, to stimulate students’ cognitive engagement and promote intercultural understanding. The study also demonstrates the way Shakespeare’s works, if contextualized effectively, can overcome cultural frontiers and offer wider possible resources for literacy and critical understanding. The findings suggest that literature-based instruction can offer benefits beyond the development of academic literacy skills, in helping shape open-minded, reflective individuals who can engage in thoughtful exploration of diverse views. In the final analysis, the paper supports the pedagogical benefit of using Shakespeare in Moroccan schools and calls for both lovers of literature and lovers of education to tap into literature as a conduit for critical and culturally responsive pedagogy. These educational strategies enhance classroom conversation, foster interpretative independence, cultivate empathy, promote student agency, and stimulate profound engagement with many human experiences.
Copyright (c) 2025 Bendraou Rachid, Shih Yi-Huang, Sana Sakale, Taoufik Alaoui Hichami https://creativecommons.org/licenses/by-nc/4.0
Cross Fertilization of Ideas between Indigenous Knowledge and Western Science: Navigating the Complexity in Science Lessons
Learners find it difficult during science lessons when they are asked to relate their indigenous knowledge to Western science, not only that they do not know that they might know it in their indigenous language, but it difficult for them to translate it into the language of teaching and learning (LoTL). The complexity of the indigenous language in science lessons hinders the integration of IK in science lessons. The aim of the study was to investigate the complexity of indigenous knowledge in science lessons that are taught in English when the teacher includes learners’ lived experiences in science lessons. Social constructivism theory was used as the lens to analyse the data. The study employs the Dialogical Argumentation Instructional Model (DAIM) and Contiguity Argumentation Theory (CAT) as analytical tools to analyze the data obtained from the learners during science lessons. The study involved Grade 9 learners taught the topic on acids and bases in a rural school in the Ohangwena region. The data were generated using lesson observation and focus group interviews with learners. The major findings of this study show that learners are loaded with indigenous knowledge before they enter the science classroom, and teachers need to use this knowledge to enhance the conceptual understanding of learners in science lessons. The study also shows that using argumentation as a teaching model helped learners to reflect back and engage their indigenous knowledge in science lessons. However, some learners were not able to cross-fertilize the indigenous knowledge into scientific knowledge due to a lack of terminology in English. Thus, the study recommends that teachers need to be trained on how to integrate indigenous knowledge into their lessons.
Dialogical Argumentation Instructional Model
Copyright (c) 2025 Fredrick Simataa Simasiku https://creativecommons.org/licenses/by-nc/4.0
Documenting d/Deaf and Hard of Hearing Children’s Psychosocial Experiences at a School in Harare, Zimbabwe
The inclusion of d/Deaf and Hard of Hearing (d/DHH) may not be complete without considering their psychosocial issues. This study documented d/DHH’s psychosocial experiences in inclusive education at a mainstream school. The study employed a qualitative research approach and a narrative research design to guide the research process. The study population comprised all thirty-two mainstream teachers and all four school administrators at the school. Of the thirty-two teachers, ten were purposively sampled to make two Focus Group Discussions (FGDs) of five members each. Besides, two school administrators were also purposively sampled from the selected school to dialogue on their psychosocial experiences in educating d/DHH children. One of the major findings was that d/DHH children had language barriers to communicating with their hearing counterparts. The study also found that d/DHH children faced negative relationships with their hearing peers at the mainstream school, a form of social friction. The study further found that the d/DHH children benefited, psychosocially, from attending various activities with the hearing children. Based on these findings, the study recommended that all Teacher Education Programmes should make it mandatory that the Zimbabwe National Sign Language be an exit skill for all student teachers. The study further recommended that there be guidance and counselling programmes to enable d/DHH and hearing children to understand each other and cooperate.
Copyright (c) 2025 James Maizere, Loveness Dube https://creativecommons.org/licenses/by-nc/4.0
Differences in Factors that Limit School Efforts to Provide Mental Health Services by School Level: A National Analysis
The degree to which factors limited the efforts of school leaders to provide mental health services to their students was addressed in this multiyear investigation. We analyzed national data from the National School Survey on Crime and Safety for the 2015-2016 and 2017-2018 school years. A causal-comparative research design was used because of the use of pre-existing data. In this survey, school principals and/or designees were asked about numerous school programs, student achievement, and student demographic characteristics. We analyzed only those survey questions directly related to providing mental health services. Inferential statistical procedures revealed the presence of statistically significant differences in a lack of access to mental health professionals and a lack of community support for both school years. Elementary schools had a higher percentage of effort limited in a major way by a lack of access to mental health professionals and community support than did middle or high schools. Additionally, elementary schools had the highest percentage limited in a major way for: lack of parental support, concerns about reactions from parents, reluctance to label students, and payment policies. Implications for policy and practice were discussed, as well as recommendations for further study.
Copyright (c) 2025 Chastity Harper Simon, John R. Slate, Cynthia Martinez-Garcia https://creativecommons.org/licenses/by-nc/4.0
Innovative Teaching Strategies for Information Technology and Engineering Students
In our technologically globalized world, higher education teachers need to adjust themselves to modern teaching techniques to help students learn easily and be innovative. Integration of Information, Communication, and Technology (ICT) assists teachers in meeting the demand for technology-based teaching and learning tools. Innovative teaching tools are facilities that are currently replacing traditional teaching methods. In the fields of computer science and engineering, information and communication technology (ICT) innovative teaching approaches are regarded as one of the most crucial components for advanced teaching and learning. Teaching in Higher education is facilitated by a variety of software programs, apps, and information management systems. Innovative teaching encourages students’ engagement and cultivates the spirit of creativity. For engineering students to succeed in their fields of study, they need to have intrinsic motivation toward learning. Educators who are teaching computer science and engineering courses are required to be creative and use innovative teaching approaches to engage every student. The purpose of this paper is to share strategic knowledge with fellow lecturers in the field of computer sciences and engineering on how to effectively teach and engage students using various tools that are available on the internet and at our disposal. The focus of this paper was on innovative teaching strategies that students prefer to use in their studies. Findings from the study highlighted that most of the students preferred practical teaching methods and industry projects. Evidence was gathered from students enrolled under the Faculty of Engineering and Technology from Eswatini, Botswana, and Namibia campuses using a purposive sampling.
Copyright (c) 2025 Muhini L. Kahare, Emmanuel L. Howe https://creativecommons.org/licenses/by-nc/4.0
The Influence of Advanced Leadership Education on the Management of Pedagogical Transformation
While effective change management is contingent upon robust and strategic leadership, occupying a managerial position does not inherently confer the ability to lead change successfully. This study examined the effectiveness of school managers holding advanced leadership qualifications in implementing policies designed to facilitate pedagogical transformation. The study aimed to assess teachers’ policy knowledge and to determine the extent of institutional support provided for policy implementation. It is hypothesised that teachers working in schools led by managers with higher leadership credentials demonstrate greater policy knowledge and receive more professional support. Using a qualitative, descriptive, cross-sectional survey design, a semi-structured questionnaire comprising three sections - respondent demographics, policy knowledge, and support - was administered to 104 teachers from three purposively selected primary schools located on Mahé, the main island of Seychelles. Descriptive statistical techniques were applied to analyse categorical data, yielding item-response frequency percentages, while qualitative coding was used to identify emergent themes within textual data. The results indicated that while a significant number of teachers demonstrated policy knowledge deficiency, they nonetheless received adequate support, rendering the initial hypothesis only partially substantiated. Policy knowledge deficiency among teachers may result in strategic myopia, fragmented implementation of frameworks, and ultimately suboptimal outcomes. Conversely, adequate support can alleviate stress, encourage policy adoption, and contribute to improved educational attainment. This pioneering study conducted in Seychelles provides valuable insights into the impact of advanced leadership qualifications on pedagogical change management. It further presents evidence-based recommendations to address policy knowledge gaps among teachers, strengthen institutional support mechanisms, and guide future research, thereby deepening the understanding of challenges inherent in leading pedagogical transformation.
Copyright (c) 2025 Raymond Ndubisi Anyanwu, Sanage Anne-Marie Payet https://creativecommons.org/licenses/by-nc/4.0
Relationship Between Enthusiasm in Teaching and Teacher Turnover in Public Secondary Schools in Bushenyi Ishaka Municipality, Uganda
Teacher enthusiasm, defined as the integration of positive emotional experiences—such as enjoyment in teaching—with their outward expression through observable behaviors, is widely recognized as a vital attribute of effective and high-quality instruction. Although research on teacher enthusiasm has a long tradition within educational psychology, much of it has predominantly emphasized teachers’ external manifestations during instruction, including voice, tone, facial expressions, and body movements or gestures. The present study explores the relationship between enthusiasm in teaching and teacher turnover in public secondary schools in Bushenyi – Ishaka Municipality, Uganda. Specifically, it assesses the extent to which enthusiasm in teaching relates to teacher turnover in public secondary schools in Bushenyi-Ishaka Municipality. The research design was a cross-sectional design. A mixed-approach research approach, which blends quantitative and qualitative methods within a single study, was used. The population size was 4454, and the sample size used was 367 respondents selected randomly but proportionately depending on the number of teachers and students using Sloven’s formula. The instruments used for data collection were questionnaires and interview guides. The collected quantitative data were analyzed using Pearson correlation and multiple regression analysis with the aid of SPSS software version 27.0. Qualitative data were thematically analyzed. The reliability of 0.872 was established using the Cronbach formula. Frequencies, means, and percentages were also employed. The findings revealed a strong negative correlation between teaching enthusiasm (TE) and teacher turnover (TT), with a correlation coefficient of -0.789 (p < 0.05), indicating that higher teacher enthusiasm is associated with lower turnover rates. The multiple regression analysis showed that motivation contributes significantly to teacher turnover, explaining 64.5% of the variance (R² = 0.645). The model underscores the importance of teacher enthusiasm in reducing turnover rates. Therefore, teachers who demonstrate high enthusiasm for their work are more likely to stay in their positions, leading to a reduction in teacher turnover. Given the above findings, it is recommended that educational leaders prioritize the development of supportive teaching environments. By focusing on these areas, schools can improve teacher satisfaction and retention, ultimately leading to a more stable and effective educational setting for students.
Copyright (c) 2025 Tukahirwa Evas Bindeeba, Tukur Muhammad, Lucy Aja, Alex Behakanira Tumwesigye https://creativecommons.org/licenses/by-nc/4.0
Integrating Universal Design for Learning Principles in Chemistry Education
Universal Design for Learning (UDL) is a transformative educational framework for creating inclusive and equitable learning environments. Studies have documented its effectiveness in school chemistry education, particularly in improving accessibility and engagement. This study supported the understanding and application of UDL through a practice-based professional development programme for secondary school chemistry teachers teaching grades IX to XII using open educational resources (OERs) on atomic structure and organic chemistry, specifically designed in alignment with the principles of UDL. Teachers were given six weeks per module to engage with the content and apply UDL principles in their classrooms to improve instructional practices. The study investigated teachers’ understanding and application of UDL principles using pre-test and post-test assessments, lesson plan evaluations, classroom observations, and interviews. Test results showed that the intervention improved teachers’ UDL competencies, with remarkable gains in content representation in both the modules and student engagement through multiple strategies in atomic structure. However, the improvement in engaging students through multiple strategies during organic chemistry lessons and the use of multiple assessment methods across both modules was smaller, indicating a need for additional support in these areas. Lesson plans and reflection reports showed high proficiency in content representation and student engagement in both modules, and creating multiple means of expression in organic chemistry, but moderate proficiency in creating diverse opportunities for expression in the atomic structure module. This study emphasises the effectiveness of integrating UDL-based OERs into professional development initiatives for secondary school chemistry teachers. Such integration not only strengthens teachers’ instructional practices but also contributes to building more inclusive classrooms that accommodate diverse learners’ needs. Accordingly, this study recommends supporting teachers’ professional development programmes using UDL-based OERs to enhance their instructional practices and inclusive and equitable learning environments in chemistry education and beyond.
Copyright (c) 2025 Reeta Rai, Kezang Choden, Lhapchu Lhapchu, Sonam Rinchen https://creativecommons.org/licenses/by-nc/4.0
Struggling for Coherence: Analyzing Essay Writing Difficulties Among Filipino Junior High School Students
Despite ongoing efforts to strengthen writing instruction in the Philippines, coherence, the logical organization and flow of ideas, remains a persistent yet underexamined difficulty, particularly in essays written in Filipino. Most existing studies emphasize surface-level issues such as grammar and vocabulary, often overlooking the deeper organizational challenges students face. This study addresses that gap by exploring coherence-related difficulties among 131 Grade 7 and 8 students in a public school in Eastern Visayas, using a quantitative-descriptive design. The researchers applied the Complex Dynamic Systems Theory to understand coherence as an emergent, nonlinear skill shaped by learner characteristics and instructional context. Results revealed a mean coherence score of M = 2.26 (SD = 0.45), indicating poor to fair performance, with “ideas are very difficult to follow” scoring the lowest (M = 1.73). Contrary to common developmental assumptions, older students exhibited more coherence challenges (r = .34), and male students significantly underperformed compared with females (r = –.85). Strong positive correlations were observed between coherence and both general academic average (r = .87) and Filipino subject grade (r = .65). These findings suggest that coherence is not only linguistically demanding but also developmentally fragile, requiring targeted, differentiated instruction. The study offers new insights into how coherence may be better supported in multilingual classrooms and calls for curricular reforms that treat coherence as a core writing outcome in Filipino, not a peripheral skill.
Copyright (c) 2025 Hazel C. Ada, Aaron A. Funa https://creativecommons.org/licenses/by-nc/4.0
Addressing Pronunciation Challenges Among Filipino Senior High School Learners: Strategies and Pedagogical Implications
This study investigates common pronunciation challenges faced by Filipino Senior High School learners in their English language acquisition. It explores factors contributing to these difficulties, such as L1 influence, dialectal variations, and the lack of phonetic awareness. Additionally, it examines pedagogical strategies to enhance pronunciation skills and improve learners’ intelligibility. A total of 60 students from different strands are selected to participate in pronunciation tests and surveys. Through a mixed-methods approach involving pronunciation tests, surveys, and teacher interviews, the study identifies key error patterns, including difficulties with consonant sounds (/f/ vs. /p/, /v/ vs. /b/), vowel shifts, and incorrect word stress placement. These challenges are attributed to linguistic interference, limited exposure to native pronunciation models, and ineffective pronunciation instruction in the classroom. Findings suggest that explicit phonetic instruction, communicative activities, and technology-assisted learning can significantly improve learners’ pronunciation proficiency. The use of audiovisual materials, phonetic transcription, and real-life conversation practice is found to be effective in addressing these challenges. Furthermore, teacher training in pronunciation instruction and the integration of pronunciation-focused activities in English curricula are recommended to enhance students’ speaking skills. By addressing these pronunciation barriers, students can develop greater confidence in spoken English, facilitating better academic and professional communication.
Copyright (c) 2025 El Chamberlain Abellana https://creativecommons.org/licenses/by-nc/4.0
Digital Divide Challenges and Their Impact on Teaching and Learning in Secondary Schools in Anambra State
The world is becoming a global village where conventional teaching and learning is changing to meet the 21st century innovation demands in terms of technological advancement in service delivery in education all over the world. This research explores the challenges associated with the digital divide and its effects on instructional practices in public secondary schools within Awka South Local Government Area, Anambra State. The study was structured around three guiding questions and a single hypothesis assessed at a 0.05 level of significance. Utilizing a descriptive survey design, the study sampled 122 teachers from a population of 488 across 19 secondary schools, selected through simple random sampling. Data collection employed a validated 15-item instrument, demonstrating a reliability index of 0.74 using Cronbach’s alpha. Results indicated a significant relationship between digital divide components, specifically accessibility, and their educational consequences and effective teaching and learning. Key statistical results include: r = 0.607 and r = 0.542 (p < 0.05). Additionally, the regression model (F (4,118) = 20.271; p < 0.05) highlighted that digital divide variables collectively accounted for notable variations in instructional outcomes. Both access challenges (β = 0.449) and impact-related issues (β = 0.251) significantly influenced outcomes. Based on these insights, the study recommends, among other that the government should provide secondary schools with adequate facilities and equipment necessary to ensure that the digital divide is relinquished. This will go a long way to see that no school is left behind in the utilization of digital tools. Additionally, suggestions for further studies were made.
Copyright (c) 2025 Ijeoma Okenwa-Fadele, Ahmed Ademola Oyeyemi, Emillia Chinenye Akutaekwe, Goodseed Chidera Felix, Balami Daniel Ibrahim https://creativecommons.org/licenses/by-nc/4.0
Needs Analysis about Female Students’ Interest and Anxiety for the Development of the Science Module
Science is still the best way for a country to advance technologically in the modern world, and women have been engaged in scientific endeavors for decades. Therefore, it has been widely acknowledged that enhancing science education and providing female children with job opportunities is essential for national growth. However, gender inequality against female students in science classes has been acknowledged in Nigeria. This issue is caused by parental views, religious beliefs, cultural influences, and female students’ lack of interest and anxiety in science classes, which has led to a decline in the number of girls enrolled in secondary schools in Nigeria. Therefore, this study investigated the problems in science curricula and textbooks as well as the reasons for female students’ lack of interest in and worry about learning science. A checklist of questions about interest in and worry about learning science was used to examine the scientific curricula and texts. Focus groups with particular SS II female students were also held utilizing the interview methodology. The results showed that problems with the Nigerian scientific textbooks and curriculum contribute to the uninteresting nature of science instruction. However, the focus group interview results show that female students face obstacles that make them less enthusiastic and nervous about studying science in secondary school. This led to the determination that a teaching module incorporating factors related to interest and anxiety in science learning was necessary.
Copyright (c) 2025 Tukur Muhammad, Lucy Aja, Shakiro Joyce https://creativecommons.org/licenses/by-nc/4.0
Socio-Demographic Patterns on Child Abuse among Secondary School Students in Uganda
Child abuse remains a critical global concern with millions of children experiencing physical abuse at home with most of them living with mothers who suffer emotional abuse, hence becoming a serious problem. This study sought to examine the socio-demographic patterns of child abuse among secondary school students in Uganda. The study underscored the relationship between socio-demographic characteristics and levels of abuse experienced. Using a convergent parallel research design that combined both quantitative and qualitative methods. Data were collected from 239 students and 11 school administrators through questionnaires and in-depth interviews. Quantitative data were analyzed using Adjusted Odds Ratios (AOR), Confidence Intervals (CI), and p-values, while qualitative data were analyzed thematically. The findings revealed significant socio-demographic disparities in abuse experiences and reporting patterns. Female students were more likely to report abuse (AOR = 1.4, CI: 1.0–2.1, p < 0.022), indicating gender-specific vulnerabilities, while male students tended to underreport incidents due to stigma and societal expectations. Additionally, students from certain schools reported higher rates of physical and sexual abuse (AOR = 2.1, CI: 1.2–3.8, p < 0.022), highlighting the influence of institutional factors and the urgent need for improved oversight and accountability. Qualitative findings confirmed that physical harm, sexual harassment, and emotional abuse were the most common forms of abuse. Based on these findings, the study recommends strengthening gender-sensitive interventions, auditing and reforming school policies, tailoring child protection strategies to different socio-demographic groups, simplifying reporting mechanisms to be more child-friendly, and implementing comprehensive awareness campaigns. Therefore, there should be stronger national child protection policies within the education sector are crucial for ensuring the safety and well-being of children in Uganda.
Copyright (c) 2025 Ninsiima Patience, Bashaija Athanansio, Justine Momanyi Omare https://creativecommons.org/licenses/by-nc/4.0
A Survey on Artificial Intelligence Role in Transforming English Language Teaching
Artificial Intelligence (AI) has emerged as a powerful educational tool, offering innovative solutions to enhance learning outcomes across various disciplines. No reasonable explanation can convince today’s generation to ignore artificial intelligence in their educational and social practices. In the realm of English language education, AI technologies are revolutionizing traditional teaching methods, providing personalized learning experiences while preparing learners for the demands of the globalized world. This study explored the role of artificial intelligence in transforming English language teaching in the context of Eswatini. The main objective was to establish teachers’ views on the role of AI in language teaching. The study adopted a concurrent mixed-methods design, consisting of twelve (12) consenting participants. An open-ended questionnaire was used to collect data, which was later coded to allow inductive categories to emerge. Content analysis was used as a data analysis method. Furthermore, the qualitatively analyzed data were transformed into numerical values and were subjected to SPSS for descriptive statistics, mainly frequencies. The findings revealed that participants view AI as a helpful educational tool that could be used for English language teaching. The findings also revealed polarized views regarding whether or not AI is helpful. Some participants think AI is not helpful, and they will not use it for teaching. Others lament the fact that they are unfamiliar with AI and cannot use it in teaching. Based on the main findings, the study concludes by noting the value of using AI in English language teaching. There is a need for the adoption of AI to support English language teaching, especially in developing countries. These findings have implications for teaching and the development of an AI policy framework focusing on improving language teaching.
Copyright (c) 2025 Patrick Mthethwa, Sithembile Hlatshwayo, Nkosinathi Sibandze https://creativecommons.org/licenses/by-nc/4.0
Communication and Organisational Effectiveness in Selected Public Universities in Uganda
Organisational effectiveness is critical for universities as it enhances stakeholder satisfaction, improves employee relations, streamlines business processes, promotes learning and development, and contributes to overall institutional success. However, achieving organisational effectiveness has remained a significant challenge for public universities in Uganda. This study examined the influence of communication on organisational effectiveness, focusing on how communication structure, flow, climate, and message characteristics influenced organisational effectiveness. The study adopted the quantitative approach; hence, a correlational research design was employed in this study. The study focused on a sample of 231 university managers, which included a diverse group of both academic and administrative leaders from four public universities in Uganda. The carefully selected study participants represented the various levels of management within the institutions, ensuring a comprehensive perspective on the role of communication in organisational effectiveness. The data were gathered using self-administered questionnaires capturing detailed information on various aspects of communication, including structure, flow, climate, and message characteristics, and organisational effectiveness in terms of productivity, adaptability, and flexibility. The findings from the descriptive analysis revealed that while organisational effectiveness was moderate, communication levels were high. The PLS-SEM results showed that communication structure, flow, and climate had a significant positive effect on organisational effectiveness. The study concluded that a well-defined communication structure is essential for effective organisational effectiveness, effective communication flow involving smooth information exchange is crucial for organisational effectiveness, and an organisational climate that fosters effective information exchange is essential for organizational effectiveness. Therefore, university managers should focus on creating a clear communication structure, ensuring the smooth flow of information, and cultivating a conducive communication climate to promote organisational effectiveness. The implication of this study is that it underscores the importance of a well-defined communication structure, effective communication flow, and positive communication climate as essential components that can significantly enhance organisational effectiveness in universities.
Copyright (c) 2025 Wilberforce Turyahikayo, Wilson Mugizi https://creativecommons.org/licenses/by-nc/4.0
Exploring Professional Ethics in a Competence-Based Curriculum Implementation at a Teacher’s College in Rwanda
Professional ethics are crucial for implementing quality education within any society, as they play a vital role in deploying educational programmes in learning institutions. With this in mind, the researchers identified challenges related to professional ethics faced by staff at a Teacher Training College in Rwanda while implementing a Competence-Based Curriculum (CBC). These observations prompted the researchers to investigate the impact of professional ethics within the implementation framework, alongside various other potential factors. A qualitative approach and a single case study design were employed. Participants were purposively selected from the chosen Teacher Training College(TTC) in the Eastern Province for semi-structured interviews with six tutors. Ten student teachers were also purposively sampled for a focus group interview. Observations of tutors’ daily routines were conducted, and document analysis was utilised. The data generated were analysed thematically. The study was guided by Rogan and Grayson’s (2003) theory of Curriculum Implementation (CI) and Rest’s (1983) four-component model (FCM) of morality. The findings revealed that tutors’ professional conduct influenced their commitment to duty, preparation, methodology, and punctuality. Furthermore, the study established that tutors were not adequately equipped with professional ethics to interpret and implement the CBC in line with 21st-century trends. Additional findings indicated that tutors rarely related their teaching actions to ethical principles. Last but not least, student teachers had expectations of modelling best practices from their tutors. Fulfilled expectations would see effective CBC implementation. The study concluded that a lack of professional ethics in tutors affects effective CBC implementation in the TTC. Some recommendations include ongoing professional development to enhance the tutors’ cognitive and dialogical competencies necessary for reflecting on their actions, and equipping them with ethical reasoning and professional responsibility. Finally, the Government of Rwanda is urged to revisit the Tutors’ training curriculum to enhance professional undertakings.
Copyright (c) 2025 Joseph Dzavo, Onias Musaniwa, James Maizere, Christopher Mutseekwa, Emmanuel Nduwayo https://creativecommons.org/licenses/by-nc/4.0
The Influence of Science Laboratory Management on Increasing Manager Performance at SMA IT Yarsi Mataram
The aims of this research include exploring the influence of laboratory management on the performance of managers (laboratories) at SMA IT Yarsi Mataram. This research uses a quantitative approach with a correlational type of research. The research method uses statistical research methods with an analytical design. The data collection technique uses observation, which consists of 1 independent variable, namely laboratory management, and 2 dependent variables, namely manager performance and science process skills. There are 2 instruments used, namely a questionnaire instrument for manager performance variables, and an assessment sheet for science process skills. The total population is 78 people, and the sample is 30 people. The research results show that, among other things, there is no influence of laboratory management on manager performance; this can be seen from the significance value obtained from the ANOVA test, namely 0.221, which is greater than the 5% significance level, namely 0.05. This means that the differences or variations in laboratory management are not strong enough to influence changes in manager performance. This could be caused by other factors outside of laboratory management that are more dominant in influencing performance, such as leadership style, organizational culture, work motivation, or the performance appraisal system used. The implication of this study is the importance of the laboratory as a place to develop students’ science skills practically. So, to provide maximum implementation, laboratory management is needed with laboratory assistants who have good performance, so that the final results in science learning can achieve the intended goals.
Copyright (c) 2025 Hendy Aldian, Dwi Wahyudiati, Bahtiar Bahtiar, Salman Alfarisi https://creativecommons.org/licenses/by-nc/4.0
Hammond’s Cube Evaluation Model Adapted to Current Conditions: Is It Appropriate?
In the original model of “Hammond’s Evaluation Cube (1967)”, educational evaluation focused on three main dimensions: (a) Behavior, consisting of Cognitive, Affective, and Psychomotor aspects, (b) Instruction, consisting of Organization, Content, Method, Facilities, and Cost, (c) Institution, consisting of Student, Teacher, Administrator, Education Specialist, Family, and Community, with a 3×5×6 evaluation structure, resulting in a total of 90 evaluation cells. However, with the dynamic changes in education in the era of technology, the 21st-century global demands, and developments related to the Industrial Revolution 4.0 and Society 5.0, the author proposes further development of this model to make it more relevant in the modern educational context. The method used is a critical analysis and literature review of Hammond’s Evaluation Cube (1967), with an emphasis on the relevance of the model to current educational developments. The findings produced are that the author offers an updated model with three main dimensions: (a) Behavior, consisting of Cognitive, Affective, and Psychomotor aspects, (b) Instruction, consisting of Organization, Content, Method, Facilities, and Cost, (c) Institution, consisting of Student, Teacher, Administrator, Education Specialist, Family, Community, AI and Data Specialist, Technology/IT Support, and Policies/Regulations, with a 3×5×9 evaluation structure, resulting in a total of 135 evaluation cells. The implication of this study is that the “Hammond Evaluation Cube Adapted to Current Conditions (2025)” can be a richer and more relevant evaluation model for modern education. This model can help educational institutions identify needs, strengths, and challenges in technology integration and in preparing students for an evolving future.
Copyright (c) 2025 Ryan Angga Pratama https://creativecommons.org/licenses/by-nc/4.0
Enhancing School Adjustment in Secondary School Students through Artificial Intelligence
School Adjustment is a critical factor in the overall development and well-being of secondary school students, influencing their academic performance, social integration, and emotional health. The integration of artificial intelligence in education offers an innovative solution to support students during this transitional phase. This paper explores how artificial intelligence correlates with school adjustment. This study was conducted on secondary school students of CBSE, ICSE, and U.P board students. Here, to examine the school adjustment of secondary school students from CBSE, ICSE, and U.P. boards, and to explore the relationship between the use of artificial intelligence and their school adjustment across these educational boards. In this study, the researcher used self-constructed tools (Artificial Intelligence Scale and School Adjustment Scale). A total of 300 secondary school students’ data was collected using the psychological tools. This paper indicates that students have different levels of school adjustment due to boards. In CBSE and ICSE boards students school adjustment is higher than as compared to U.P board students because in U.P board school does not get effective learning resources. This study found a moderate correlation between artificial intelligence and school adjustment. This study highlights the transformative potential of artificial intelligence in fostering a supportive and inclusive school environment for secondary school students.
Copyright (c) 2025 Huma Naz https://creativecommons.org/licenses/by-nc/4.0
Fluency Development Approach on Students’ Reading Accuracy and Comprehension Level
Fluency Development approach (FDA), also called Fluency Development Lesson, is a useful approach to teaching reading fluency that involves modeling fluency reading, assisted reading, repeated reading, word study, performance reading, and home and school involvement. It assessed the reading accuracy level in Word Count Per Minute (WCPM) of students before and after exposure to FDA, identified the comprehension level of students before and after exposure to FDA, determined the significant difference in the reading accuracy level of the students before and after exposure to FDA, and ascertained the significant difference in the reading comprehension of the students before and after exposure to fluency development approach. This determined the effect of the FDA on the reading skill of the Grade 8 frustrated readers of Kalilangan National High School for the school year 2017-2018. The study used a pretest-posttest experimental design, which involved the 38 respondents, identified based on the Diagnostic Reading Inventory test. Also, it utilized two instruments: The Fluency Accuracy: Assessment and Norms, focusing on the word count per minute (WCPM) and the Philippine Informal Reading Inventory (Phil-IRI) materials in assessing the accuracy and reading comprehension level of students. The results revealed that the reading accuracy and comprehension level of students showed a significant difference in the posttest results. Both reading accuracy and comprehension level of students improved in the posttest, but the improvement was not enough to reach the level required for Grade 8 high school students. Despite the limitations, it could still be concluded that the FDA helped improve students’ accuracy and comprehension level.
Copyright (c) 2025 Losel Mae S. Abellana, Jeneifer C. Nueva https://creativecommons.org/licenses/by-nc/4.0
Derivative Classes in Secondary Education
The aim of this study was to identify how an experienced teacher introduces the concept of derivative in secondary education in Lisbon (Portugal) and to verify whether commognition, as proposed by Anna Sfard, is applicable in this context. The qualitative case study approach was adopted, data were collected in a public secondary school classroom, using observation techniques. The analysis focused on identifying the teacher’s methodological approach, based on Sfard’s four categories: Word Use; Visual mediators; Endorsed Narrative and Routine. However, routines were further subdivided into two subcategories: classroom routines and mathematical routines. Six episodes illustrating mathematical routines were analyzed in detail. The findings showed that symbolic, graphic and gestural visual mediators were consistently present in all lessons. The endorsed narrative was constructed through stated definitions and theorems that are demonstrated, and are consistently present in all lessons. The concept of derivative was constructed from the concept of average rate of change, followed by the notions of approximation, limit and finally derivative at a point. The approach to the concept of derivative was formalized, with some appeal to intuition. The study concludes that traces of commognition, as proposed by Sfard, are observed classes. Given the limited research on the teaching of derivatives at both the secondary and higher education levels, this study contributes valuable insights into how this fundamental concept of Differential Calculus is taught in secondary education.
Copyright (c) 2025 Circe Mary Silva da Silva https://creativecommons.org/licenses/by-nc/4.0
The Effective College Teacher: Views of Students
The teacher is one of, if not the most essential, factors in the teaching-learning process. The study explored the qualities of effective college teachers through the lens of the most important stakeholder of education - the students. The study involved college students of the University of Eastern Philippines Main Campus as respondents sampled proportionally from different year levels and colleges. The study utilized a descriptive research design and an open-ended questionnaire as an instrument. Responses of the students were classified into themes, utilizing frequency counts, percentages, and ranking as statistical tools. Characteristics of teachers were generally grouped into two categories – affective competence and professional competence. For students, an effective teacher is kind, understanding, approachable, and has good interpersonal relations for affective competence and knowledgeable, innovative, punctual, has good communication skills, and has technical know-how for professional competence. The two groups of competence are overlapping, as one cannot be easily demonstrated without the other. The students have varied conceptions of what an effective college teacher is. Learning institutions may consider these competencies in the evaluation of collegiate faculty members. Considering the effective characteristics of teachers in the evaluation of faculty members will redound to the overall improvement of the competence of faculty members.
Copyright (c) 2025 Ronato S. Ballado https://creativecommons.org/licenses/by-nc/4.0
Blended Learning: A Comprehensive Review of Recent Insights and Challenges
As education evolves alongside rapid technological advancements, blended learning (BL) has emerged as a key pedagogical approach that combines traditional face-to-face instruction with online components. This integration aims to create flexible, personalized, and dynamic learning environments. Grounded in constructivist learning theory, this study employs a qualitative approach, analyzing existing literature and post-pandemic developments to assess the benefits and challenges of BL in higher education. The findings underscore the transformative potential of BL in enhancing student engagement, improving learning outcomes, and fostering greater autonomy. However, the study also highlights persistent challenges such as technological barriers, unequal access to digital tools, and gaps in digital literacy among both students and faculty. Effective implementation of BL depends on thoughtful instructional design, strong alignment between delivery modes, and the use of active learning strategies such as collaborative projects, discussion forums, and multimedia integration. Institutional support, including reliable technological infrastructure, professional development, and scaffolded learning opportunities, is crucial to address these challenges and ensure inclusivity. The study also calls for future research into the long-term impact of BL on academic performance, learner motivation, retention, and psychological well-being. Emerging technologies like artificial intelligence (AI), virtual reality (VR), and learning analytics offer promising tools to enhance the personalization, adaptability, and scalability of BL environments. However, their integration demands deliberate policy planning, ethical oversight, and sustained investment. For educators, instructional designers, and policymakers, this study provides actionable insights that can be used to inform curriculum development, strategic planning, and institutional readiness for future educational models.
Copyright (c) 2025 Khawlah Ahmed https://creativecommons.org/licenses/by-nc/4.0
Writing Metacognitive Awareness and Writing Performance Anxiety among Senior High School Students at a Philippine University
Strengthening senior high school learners’ oral and written language skills is a prominent focus of the K12 program. In this level, students encounter intricate writing concepts that necessitate advanced cognitive abilities. Hence, metacognitive awareness is crucial in scaffolding students’ development and understanding of complex writing skills and conventions. This study sought to assess the relationship between senior high school students’ writing metacognitive awareness and writing anxiety. Two adopted questionnaires—the Metacognitive Awareness Writing Questionnaire (MAWQ) by Farahian (2017), and the Second Language Writing Anxiety Inventory (SLWAI) by Cheng (2004) were administered to 120 senior high school students who were selected through convenience and availability sampling. The data were analyzed using descriptive statistics (frequency, percentage, and mean), and Spearman’s rho test of relationship. The results revealed that the respondents demonstrate a commendable degree of metacognitive awareness in various aspects of writing. The study further noted that the respondents experience anxiety in performing writing tasks. Their anxiety in writing impacts their metacognitive abilities, as the analysis showed a significant moderate positive monotonic relationship (rs = 0.36224, p (2-tailed) = 5E-05) between the respondents’ extent of writing metacognitive awareness and level of writing anxiety. Therefore, students who have a high extent of metacognitive awareness may experience a high level of writing anxiety, and vice versa. Anchored on the findings, the study recommends that teachers implement various strategies to support students in managing their anxiety during the writing process. These strategies can contribute to improving the overall writing experience for senior high school students.
Copyright (c) 2025 Mark Joshua Roxas https://creativecommons.org/licenses/by-nc/4.0
Student’s Perception of Syllabus Adoption in Higher Education; Redesigning for the Age of AI
This research investigates the incorporation of artificial intelligence (AI) within higher education curricula, concentrating on students’ views regarding necessary syllabus modifications to adequately prepare for a future influenced by AI. The study delineates three primary objectives: to determine what elements should be included in the syllabus, to identify key AI tools for academic growth, and to understand the challenges associated with embedding AI into current educational frameworks. A qualitative research study was adopted, employing semi-structured interviews with ten students selected through purposive sampling. A thematic analysis was performed to uncover recurring themes and insights. The results reveal a significant demand for AI literacy, project-based learning, and practical applications as vital components of a restructured syllabus. Students identified tools such as Grammarly, ChatGPT, and specialized AI platforms for various disciplines as essential for academic achievement. Nonetheless, the challenges of over-reliance on AI, diminished creativity, and complacency were also noted. This investigation highlights the necessity for a syllabus that effectively balances technological integration with the maintenance of creativity and critical thinking. By considering student perspectives, higher education institutions can enhance readiness for graduates poised to enter an AI-influenced job market. The implications of this study suggest that educators should emphasize the inclusion of project-based learning modules that motivate students to leverage AI tools for addressing real-world challenges. Faculty development programs should aim at providing educators with the competencies required to assist students in the ethical and productive application of AI. Future inquiries should examine faculty opinions and the long-term effects of AI-enhanced syllabi.
Copyright (c) 2025 Tlalane Mosae, Rekha Kaushal https://creativecommons.org/licenses/by-nc/4.0
Direct and Indirect Evaluation Strategies for Course Outcome (CO)-Program Outcome (PO) Attainment of Engineering Physics Course
The constant pursuit of bettering goods, services, or procedures is known as continuous improvement. These initiatives may aim for “incremental” advancement over time or simultaneous “breakthrough” progress. This study examines the evaluation of course exit surveys used to rate first-year undergraduate engineering students at K J Somaiya College of Engineering, one of the higher educational institutions in Mumbai. Students’ perceptions of teaching and learning, their knowledge and abilities linked to Program Outcomes (POs), their assessments of the contributions of their lecturers, their views on academic resources and overall academic performance were all covered in the course exit survey for the subject of Engineering Physics. Prospective institute graduates’ questionnaires have been found to be one of the most useful tools for evaluating the program curriculum’s strengths and weaknesses. The effectiveness of the engineering physics course on the students of the first year B. Tech is determined by student input on their performance and satisfaction. The study was conducted for academic year 2023-24 syllabus structure, for different branches of first year students. The course exit survey is floated among the students in every semester. Outcome-based education strategies have been validated when the entire curriculum aligns with the program outcomes. According to the survey, roughly 70% of participants concur that the curriculum for the Physics is appropriate and helps in enhancing their life-long learning. The objective is to evaluate the effectiveness of the course, identify areas for improvement, and understand students’ perspectives on various aspects of the curriculum, teaching methods, and overall learning experience. The survey covers topics such as course content, teaching quality, assessment methods, and resources provided. The feedback collected is analyzed to provide actionable insights for enhancing the course structure and delivery.
Copyright (c) 2025 Archana Sharma https://creativecommons.org/licenses/by-nc/4.0
Conceptualizing Learner-Focused Pedagogy: Approaches to Instruction and Learning Outcomes
This research utilizes a structured narrative literature review methodology to examine the impact of learner-focused pedagogy on student engagement, autonomy, and academic achievement in different educational settings. Databases that included ERIC, JSTOR, Google Scholar, and various others were utilized to collect pertinent research, mainly published from 2013 to 2024. While the emphasis was on recent developments, 13 fundamental studies published prior to 2013 were intentionally included to provide key theoretical foundations, guaranteeing that the review presents both a historical perspective and a progressive synthesis. A structured narrative review was utilized to comprehensively synthesize various perspectives and emerging trends without using PRISMA or Cochrane protocols. The research emphasizes important methods like cooperative learning, ongoing assessments, and the use of technology that encourage critical thinking, self-management, and social growth. The results show that student-centered methods boost participation and develop key 21st-century abilities like problem-solving, adaptability, and teamwork. Nonetheless, obstacles like teacher readiness, institutional inflexibility, and unequal access to resources impede wider adoption. Addressing these obstacles necessitates focused professional growth, flexible curricula, and fair access to technological tools. This research provides actionable suggestions for teachers, decision-makers, and school administrators to create inclusive and flexible educational settings. Upcoming studies should feature systematic reviews following recognized protocols, longitudinal research to gauge lasting effects, and comparative evaluations to examine cross-cultural adaptability. By tackling current obstacles and encouraging evidence-informed methods, learner-centered education can enhance educational results and foster lifelong learning.
Copyright (c) 2025 James P. Takona https://creativecommons.org/licenses/by-nc/4.0
Student Engagement as a Factor of Successful Online Course Completion
The following monogram discusses a quantitative case study funded via a grant award which was aimed at discovering correlations of course access levels and academic success in an online gateway mathematics course at a higher education institution in south Florida, USA. In particular, the study aimed at investigating whether student engagement in a general education online mathematics course, College Algebra, as measured by the frequency of student course logins, might correlate with successful completion of the course itself. The study addresses the need for quantitative measures to identify at-risk student behaviors in online learning environments, where subjective faculty judgment often delays or limits effective interventions. Results obtained show a positive correlation between the frequency of student course logins and their respective final course outcomes. Despite challenges accessing a higher level of detailed course engagement data, as initially intended, the study results statistically support the hypothesis that increased course access correlates with better academic outcomes. The study also aligns with activity theory, which emphasizes that meaningful learning arises from active engagement, as well as with recent studies on student engagement challenges in online learning. It is the author’s point of view that the current study is an important first step in statistically quantifying such expected relations and promoting further study and application of quantitative metrics in regards to addressing online students’ course engagement challenges and hopefully lead to early warning systems that can increase timely interventions, and by extension, increase overall rates of student retention and success in online environments.
Copyright (c) 2025 Pascal Roubides, Adwyn Roubides https://creativecommons.org/licenses/by-nc/4.0
Stop Brain Rot! Why We Must Give Narrative Language Priority
The Oxford University Press (OUP) chose “brain rot” as the 2024 word of the year. Rot means decay or weaken – the latter is more appropriate in this context with a focus on mental deterioration due to technology use limiting higher-level thinking from less face-to-face talk. The British Broadcasting Corporation (BBC, 23.11.24) reported a national study of teenagers who spent between 7-14 hours daily on phones. They were asked to use cutback strategies, like putting phones on silent, leaving them elsewhere if studying or sleeping, and turning off notifications. Participant interviews revealed the benefits of reduction strategies, detailing more direct people contacts to feel happier, less anxious and better able to cope. Direct talking with others led to improved thinking and decision-making, so solving problems more effectively from sharing and refining ideas (Kalk et al, 2024). However, the communication process is marginalised in UK education and rarely fully taught and understood, but regarded as a workplace priority for effective job performance in cosmopolitan settings. Studies show a decline in cognition and appropriate actions dependent on high narrative language levels (R, Sage & L. Sage, 2024). Routine procedures are now implemented by intelligent machines (robots) requiring humans to operate at more complex thinking levels to solve life problems. This article results from a UK teenage pilot study finding that narrative discourse is a daily life-problem resulting from differing multicultural communication styles (Sage, 2024 in press). The introduction defines narrative, with 3 sections discussing the topic: 1) Narrative Discourse and Cognition 2) Information Processing Strategies, and 3) Brain Dominance Implications with a discussion and conclusion.
Copyright (c) 2025 Rosemary Sage https://creativecommons.org/licenses/by-nc/4.0