Journal of Research in Education and Pedagogy
Behind the Bylines: News Writing Skills of Cagayan State University Lal-lo Campus Journalists
This embedded mixed-method research examined Cagayan State University (CSU) Lal-lo campus journalists’ proficiency in News Writing by integrating quantitative and qualitative approaches. The quantitative component involved assessing students’ news articles through an expert-validated rubric based on a five-point scale, focusing on headline construction, lead writing, overall organization, and use of references, all aligned with Associated Press (AP) standards. Analysis of inter-rater reliability indicated acceptable to strong agreement among the three evaluators, as reflected in both Cronbach’s Alpha and the Intraclass Correlation Coefficient. For the qualitative aspect, evaluators’ written comments within the rubric were analyzed to gain in-depth insights into the students’ writing skills and challenges. The data were treated using descriptive statistical methods alongside thematic analysis. Results showed that student journalists generally displayed adequate skills in news writing, particularly in demonstrating clarity, accuracy, ethical considerations, and basic formatting in headlines and attribution following standard guidelines. However, they encountered challenges in crafting concise and effective leads and in sustaining consistent structure throughout their articles. The findings further indicated that students had difficulty identifying appropriate news angles, organizing ideas logically, and applying the conventional inverted pyramid structure. Lead writing emerged as a key area needing improvement, reflecting limitations in recognizing essential facts and determining news value. Additionally, their outputs revealed issues related to completeness, verbosity, grammatical accuracy, angle selection, and identifying suitable lead types. In response to these concerns, the study recommends implementing targeted instructional strategies, such as regular lead-writing exercises, headline revision workshops, peer evaluation activities, and focused grammar instruction to strengthen students’ overall news writing abilities.
Copyright (c) 2026 Benmar B. Torres https://creativecommons.org/licenses/by-nc/4.0
Navigating Multilingual Communication in the Digital Age: The Role of Artificial Intelligence in Translanguaging
Advancements in technology, including the development of Artificial Intelligence (AI) tools, have renewed interest in translanguaging, with a particular focus on AI’s role in this context. AI is continuously and steadily developed to perform human tasks, such as thinking and responding to prompts. As a result, the transformative nature of AI has significantly impacted the education sector in ways never experienced before. This study explored how AI natural language processing (NLP) models and AI-powered tools lay a foundation for the translanguaging of Nguni languages. The study explored how the language translation tool, language learning tool, content creation tool, speech recognition tool, sentiment analysis tool, and educational tool are integral to the translanguaging discourse of the Nguni languages: isiNdebele, isiXhosa, isiZulu, and Siswati. The study was classroom-based action research in a certain South African University. Fifteen (15) participants in the study were a cohort in a postgraduate class. Data were collected using face-to-face interviews and analyzed using Thematic Content Analysis (TCA). The findings revealed that the convergence of AI and translanguaging offers benefits to learners, and that some AI-powered tools support translanguaging of the Nguni languages, although there are inequalities within the Nguni languages, with some being more dominant than others. The study also noted that the complexities embedded in the typologies of the Nguni languages in terms of suprasegmental notations and diction pose an enormous challenge in using AI for translanguaging. These findings have implications for the development of AI-powered tools appropriate for addressing the linguistic dichotomies among the Nguni languages.
Copyright (c) 2026 Patrick Mthethwa https://creativecommons.org/licenses/by-nc/4.0
Unveiling Smartphone Addiction Among Secondary School Students in an Emerging Country
This study aims to investigate smartphone addiction among secondary school students in Bangladesh, along with its causes, effects, and potential preventive interventions within the socio-cultural context. The present study employed a mixed-methods approach. The Smartphone Addiction Scale Short Version (SAS-SV) was administered in eight schools from four districts, considering urban and rural schools. Then, students’ data were collected randomly from each school. After that, twelve students who scored top on that scale were selected for in-depth interviews, along with twelve parents and twelve class teachers, who were chosen purposively. In addition, an educationist and a psychologist were purposively selected for the interviews. This study found that the percentage of high, moderate, and low-risk students was 23%, 22.3%, and 54.8%, respectively. The prevalence of moderate and high risk of smartphone addiction is greater among male students (57.3% and 63%, respectively) than among female students (42.7% and 37%). Besides, urban students exhibited higher percentages in the moderate (56.2%) and high-risk (68.5%) categories compared to rural students, who had lower percentages (43.8% and 31.5%, respectively). This study finds some factors, such as personal, parental, social, academic, and resource-related factors, that contribute to smartphone addiction among secondary school students. Moreover, this study finds that smartphone addiction has a detrimental effect on students’ personal, social, and academic well-being. This study proposes several preventive measures, including enhancing self-esteem and determination, raising awareness among all relevant stakeholders, implementing effective parental mediation, providing teacher training and engaging them in anti-addiction activities, establishing rules and regulations, and maintaining ongoing monitoring and supervision.
Copyright (c) 2026 Arifur Rahman, Tangina Akter, Nurun Nahar, Md. Mahbubur Rahman https://creativecommons.org/licenses/by-nc/4.0
Exploring the Integration of Socio-Emotional Learning Elements in Mother-Tongue Textbooks for Grades I–V in North Macedonia
Social and emotional learning (SEL) represents a fundamental dimension of holistic education, fostering students’ emotional literacy, empathy, and interpersonal competence as essential outcomes of schooling. The study employed a quantitative content analysis to examine the extent to which elements of SEL were represented in selected Albanian language textbooks used in the first, second, third, fourth, and fifth grades of basic education. The analysis focused on identifying explicit and implicit SEL components within textual and visual content, drawing upon the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) framework as the analytical lens. A total of five textbooks approved by the Ministry of Education and Science were purposively selected based on their mandatory use in public schools during the 2021–2025 academic period. The units of analysis consisted of all lessons, reading texts, and accompanying illustrations. Each content item was examined for the presence of at least one of the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The identification process followed a structured coding protocol developed for this study, and all data were entered into Excel and analyzed using descriptive statistics (frequencies and percentages) to determine the proportion of SEL elements across grade levels and literary genres. This methodological approach ensured both descriptive and interpretative validity, providing insights into how SEL competencies were integrated into language learning materials and to what extent they reflected the principles of holistic education. The findings revealed a moderate presence of SEL elements, with social awareness and relationship skills more prominent, suggesting the need for a more balanced integration of all competencies in future textbook revisions.
Copyright (c) 2026 Arbresha Zenki-Dalipi, Teuta Ramadani Rasimi, Bujar Adili https://creativecommons.org/licenses/by-nc/4.0
Key Success Factors in Faculty Professional Development Programs
Faculty Professional Development (FPD) plays a critical role in enhancing teaching effectiveness, strengthening academic capacity, and fostering a culture of continuous learning in higher education institutions. However, across many African university contexts, FPD initiatives remain fragmented, under-resourced, and weakly aligned with faculty needs and institutional priorities. This study examined the key success factors that enable effective and sustainable faculty professional development programs within Ugandan universities. Using a qualitative descriptive research design, data were collected through semi-structured interviews with fifty-six participants, comprising faculty members and administrators drawn from ten public and private universities across four regions of Uganda. The data were analyzed using thematic analysis supported by NVivo 12 software. The findings revealed seven interrelated success factors underpinning effective FPD programs: institutional commitment and support; relevance and customization of program content; continuous and comprehensive learning opportunities; active learning and participant engagement; peer collaboration and professional networking; integration of technology; and systematic evaluation for continuous improvement. These factors explain how institutional alignment, participatory program design, and sustained support mechanisms enhance faculty motivation, skill acquisition, and long-term professional growth. The findings were synthesized into a context-sensitive conceptual framework grounded in adult learning theory and organizational support theory, illustrating interactions between institutional structures and individual learning processes. This study contributes original empirical evidence to the literature on faculty professional development in African higher education. It offers practical implications for university leaders and policymakers seeking to design responsive, inclusive, and sustainable professional development systems. Although situated in Uganda, the findings provide transferable insights to comparable resource-constrained contexts.
Copyright (c) 2026 Afam Uzorka, David Makumbi https://creativecommons.org/licenses/by-nc/4.0
Between Policy Silence and Classroom Reality: Assessing Social and Emotional Learning in Public Secondary Schools in Nyamagana District, Tanzania
It was a general consensus that the function of the Education systems in the twenty-first century was not only to improve the learning achievements of students, but also to nurture their social and emotional growth. However, the current situation in Tanzania regarding students’ assessment is based on examinations and content knowledge. While Social and Emotional Learning (SEL) is widely acknowledged as having significant importance for students’ learning achievement and citizenship development, there is no knowledge regarding students’ SEL assessment in public secondary schools in Tanzania. This study set out to in order to find out the constraints encountered by teachers when evaluating students’ SEL in Tanzania, specifically in the Nyamagana district. The study was based on Social Cognitive Theory. In addition, this study was based on qualitative research using a descriptive design. Data collection was carried out using 55 teachers from five public secondary schools in Tanzania, using the interview and focus group discussion techniques. The findings of the study revealed some of the challenges that affect the effectiveness of SEL assessment. Among the key issues identified were the training of the teachers, the lack of standardized tools, the nature of the curriculum, the number of students, and the financial aspect. It was noted that because of these challenges, this situation complicates teachers’ efforts to meaningfully evaluate students’ SEL. Notwithstanding these constraints, the teachers have used other methods like observation, peer assessment, and role plays to monitor the students’ development of SEL. The conclusion of the study shows that despite the importance of the students’ SEL, there are certain policy issues that have made it difficult for teachers to assess the students’ SEL. The study recommends that the curriculum include students’ SEL in secondary schools in Tanzania. This is because the students’ SEL remains central to improving the well-being of the students and teachers.
Copyright (c) 2026 Mahona Joseph Paschal, Kasara Belias Ngoboka, Night Joel https://creativecommons.org/licenses/by-nc/4.0
Subject Content of Competency-Based Curriculum and English Language Teachers’ Attitudes Towards Teaching Reading Skills in Secondary Schools in Mpigi District, Uganda
Teacher attitudes toward subject content in Competency-Based Curriculum (CBC) are generally recognized as a decisive factor in the success of any educational reform. It is against this background that the objective of the study is to examine how the subject content in CBC influences the attitudes of English language teachers on teaching the reading skill in secondary schools in Mpigi District, Uganda. The study used a mixed-methods research design that combined both quantitative and qualitative methods, in which 148 respondents (English language teachers and Heads of English Department) were involved in completing structured questionnaires and interviews. The study population consisted of the English language teachers and their Heads of Department from 50 secondary schools available in Mpigi District, comprising 16 public-government-aided secondary schools and 34 private schools. The findings of the study reveal that positive attitudes of English language teachers about CBC content (relevance, clarity, potential for critical thinking) translate unevenly in practice. Teachers value the design and goals of the CBC reading content, but persistent implementation barriers, scope, and time, unclear teacher guidance, hidden preparatory workload, and lack of leveled materials constrain the curriculum’s full classroom realities and impact. The study concluded that while the CBC reading content is strong conceptually, practical implementation is constrained by limited scope, progression gaps, and a lack of leveled support materials. The study recommends a review and refinement of CBC reading content to balance breadth with classroom time realities, and greater contextual adaptation should be provided so that the reading materials reflect both urban and rural realities, thereby improving learner engagement across diverse school settings.
Copyright (c) 2026 Wasagali Rachel, Isa Muhammad Sulaiman, Kintu John https://creativecommons.org/licenses/by-nc/4.0
Implementing AI in Preschool Education: Pedagogical, Ethical, and Cultural Dimensions in the Cyclades, Greece
The accelerating integration of Artificial Intelligence (AI) into contemporary education has generated both opportunities and challenges across all educational levels, including early childhood education. This study investigates the perceptions, attitudes, and practices of kindergarten teachers in the Cyclades regarding the incorporation of AI into their pedagogical work. It aims to identify the perceived benefits and limitations of AI applications in early learning environments, as well as the extent to which prior professional training influences teachers’ readiness to adopt such technologies. An anonymous structured online questionnaire (five-point Likert scale) was employed to collect data on teachers’ knowledge, attitudes, and classroom practices related to AI. The findings reveal that participants generally acknowledge the pedagogical potential of AI to support creativity, individualized learning, and instructional efficiency. Nonetheless, significant concerns persist regarding data privacy, algorithmic bias, and the possible erosion of the interpersonal dimension that characterizes early childhood education. Statistical analysis (SPSS v.29) further indicates that teachers who have participated in AI-related training programs exhibit more favorable attitudes and a higher level of self-efficacy in implementing innovative digital tools. Overall, the results suggest that kindergarten educators in the Cyclades possess a basic conceptual understanding of AI and already apply its elements in practice, albeit cautiously and selectively. The study underscores the need for systematic and ethically informed teacher training programs that emphasize the critical use of AI as a supportive—not substitutive—agent in early education. Such an approach aligns with a pedagogical vision where technological innovation remains firmly grounded in human values and educational purpose.
Copyright (c) 2026 Zoi Apostolou, Irini Psarra https://creativecommons.org/licenses/by-nc/4.0
Physics Practical Performance Through Differentiated Instruction: Insight into Senior High School Physics Practical Instruction in Ghana
Recurring challenges in the physics practical performance of Ghanaian Senior High School (SHS) students, particularly in basic experiments like the simple pendulum, warrant fresh pedagogical approaches. Differentiated Instruction (DI), which tailors instruction to different learner needs, is a promising yet unexplored strategy in this context. This study aimed to establish the learning needs of selected SHS students in performing the simple pendulum experiment and pinpoint some DI strategies that enhance their practical performance. A quasi-experimental design was employed involving 160 Form 2 physics students (97 males and 63 females) drawn from two intact classes in two senior high schools in Ghana. A structured questionnaire manifested significant learning issues: 78.7% of the students lacked a clear conceptualisation of the relationship between pendulum length and period, with recording time (28.8%), graphing results (24.4%), and period calculation (23.8%) being primary issues. Furthermore, 53.1% felt uneasy with mathematical equations, and 79.4% lacked confidence to conduct the experiment individually. The experimental group (n=80) received a four-week DI intervention. Regression analysis of post-intervention data indicated five DI strategies that predicted improved performance: hands-on experimentation (β = 0.449, p < .000), teacher modification of learning styles (β = 0.192, p = .018), decreased complexity of lessons (β = 0.175, p = .022), students feeling comfortable demonstrating knowledge via experiments (β = 0.157, p = .025), and offering choices for assignments (β = 0.177, p = .016). A Mann–Whitney U test revealed that the DI group achieved significantly higher post-test scores compared to the control group (U = 3193.50, Z = –0.023, p = .982), with a medium-to-large effect size (r = .41). The study concludes that senior high school students exhibit diverse learning needs in physics practicals, which can be effectively addressed through adaptable and flexible differentiated instructional approaches. It recommends integrating these evidence-based interventions into teacher education and curriculum design to improve physics practical performance.
Copyright (c) 2026 Mustapha Issahaku, George Oduro-Okyireh, Isaac Owusu-Mensah https://creativecommons.org/licenses/by-nc/4.0
A Review of Cultural Literacy Within Course Outlines at an Australian University: An Innovative Use of Generative AI (ChatGPT) to Develop a Framework to Evaluate and Critique University Course Outlines
This study explores the integration of artificial intelligence (AI), specifically large language models (LLMs) like ChatGPT, in evaluating cultural literacy within higher education (HE) curricula. Recognizing the increasing importance of cultural literacy in preparing globally competent graduates, the research investigates the extent to which university course outlines incorporate these competencies across disciplines. The primary objectives are to develop an effective framework for assessing cultural literacy levels in course content and to evaluate the utility of ChatGPT as an analytical tool in this process. Using a mixed-methods approach, the study first employed ChatGPT to generate a four-level classification framework for cultural literacy, which distinguishes between courses with no evidence, potential for embedding, implicit presence, and explicit integration of cultural literacy. Subsequently, a dataset of 584 publicly available course outlines from a university’s website was analyzed. ChatGPT applied the framework to categorize each course, with human coders independently validating a subset of the assessments to ensure reliability. Inter-rater reliability metrics confirmed high agreement between AI-generated and human evaluations, underscoring the robustness of the methodology. The findings reveal that many courses, especially in disciplines with high international student populations such as Technology, Engineering, and Health, lack explicit cultural literacy content. However, the framework demonstrated effectiveness in systematically assessing these competencies and offered actionable insights for curriculum development. The study concludes that AI-powered tools like ChatGPT present a promising, efficient means for continuous curriculum auditing and enhancement to foster inclusive and globally aware graduates. It also highlights the potential for broader application across institutions and disciplines, emphasizing the importance of transparent validation processes to ensure the credibility and reproducibility of AI-driven assessments in higher education.
Copyright (c) 2026 Daniel Lee, Tin Nguyen https://creativecommons.org/licenses/by-nc/4.0
The Interplay Between Creative Production and Emotional Experience: The Influence of Emotional States and Creativity Motivation Among University Students
The general aim of the research is to investigate the dynamic relationship between creative production and emotional experience, with a particular focus on how engagement in creative activities shapes emotional states and how varying emotional states, in turn, influence the quality, originality, and overall character of creative outcomes among university students. Creativity is considered a complex process influenced by both positive and negative moods, which can stimulate different aspects of flexible thinking, persistence, and originality. For students, emotions are particularly relevant as they navigate academic challenges and personal development, making creative expression not only a tool for learning but also an outlet for self-regulation and growth. The research was conducted on a sample of 150 psychology students from universities in the Republic of North Macedonia. A descriptive-analytical method was applied, using a self-report questionnaire that measured students’ emotional experiences during creative work as well as their perceptions of creativity. Additionally, a culturally adapted scale for measuring creativity motivation was included to ensure relevance to the local academic context. Results show that the relationship between emotional states and creativity is strong, supporting the idea that well-being directly influences creative potential. This indicates that creativity is not only an outcome influenced by emotions but also a strategy for emotional regulation and psychological well-being. Findings suggest that the student sample demonstrates a well-balanced creative motivation profile. The results also carry important implications for the educational context. Fostering a supportive and emotionally positive learning environment may directly contribute to students’ creative potential.
Copyright (c) 2026 Gorica Popovska Nalevska https://creativecommons.org/licenses/by-nc/4.0
Teaching English to Learners with Dyslexia: Challenges, Strategies and Implications
This paper explores the challenges and prospects of teaching English to learners with dyslexic brains, with particular attention to how dyslexia influences language acquisition and classroom performance. Dyslexia poses specific difficulties in reading, spelling, and phonological processing, which can hinder progress in English as a foreign language if not appropriately addressed. The study aims to inform teachers and educational practitioners about effective, inclusive teaching practices that can be tailored to the needs of dyslexic learners, and provide insights for textbook designers and curriculum developers to consider learning difficulties when designing English language materials. To achieve these objectives, the study adopts a quantitative research approach. A structured questionnaire was administered to English language teachers to investigate their experiences, perceptions, and classroom practices when teaching students with dyslexia. The findings reveal that multisensory instructional techniques, differentiated instruction, and individualized support strategies significantly enhance learner engagement and language outcomes. Additionally, results indicate that teachers’ professional experience and prior training in learning difficulties strongly influence their confidence and perceived effectiveness when working with dyslexic students. Despite these positive practices, challenges persist, including large class sizes, limited resources, insufficient training opportunities, and the continued stigma surrounding learning difficulties. These obstacles often prevent teachers from fully meeting the individual needs of dyslexic learners. Overall, the study highlights the critical role of teacher training, inclusive classroom adaptations, and informed material design in supporting dyslexic students. The findings offer practical implications for educators, school administrators, and textbook designers, emphasizing the need for collaborative efforts to create more inclusive and accessible English language learning environments.
Copyright (c) 2026 Brahim Mrissa https://creativecommons.org/licenses/by-nc/4.0
Students’ Perspectives on Integrating Generative AI Tools into Teaching, Learning, and Assessment in Higher Education: A Case of the Royal University of Bhutan
This study explored students’ perspectives on the benefits and challenges of integrating Generative AI (GenAI) tools in teaching, learning, and assessment within five colleges under the Royal University of Bhutan (RUB). The study is timely and relevant as educators and students in Bhutan increasingly adopt GenAI tools, reflecting a broader global trend. The study outlines three primary objectives. First, it seeks students’ perspectives regarding the integration of GenAI tools in teaching, learning, and assessment in higher education, highlighting the GenAI tools used, the benefits they offer, and the challenges they may impose. Second, the study aspires to provide practical recommendations for educators and academics in higher education institutions for the effective integration of GenAI tools. Finally, the study aims to provide recommendations to relevant stakeholders and policymakers for the adoption or expansion of AI initiatives within the precincts of RUB colleges. This study employed a qualitative approach as qualitative research allows for a deeper understanding of human behaviour and experiences. A purposive sampling technique was used to ensure that participants were selected based on their potential to provide valuable insights relevant to the research objectives. Data were collected through semi-structured focus group interviews, with each group comprising six members (three male and three female). A total of 180 students participated across 30 focus group interviews conducted in five colleges, with six focus group interviews in each college. The data collected were transcribed, coded, and categorised into themes for analysis. To maintain confidentiality, the researchers used a systematic labelling system for both focus groups and individual students during the data analysis process, enabling a comprehensive and structured interpretation of the findings. The findings revealed key benefits of GenAI, such as providing quick and accessible information, fostering personalised learning, and offering emotional support. However, the findings also revealed challenges in terms of the reliability of AI-generated content, the potential hindrance to creativity and critical thinking, and the risk of social and emotional disconnect between students and their learning communities due to overreliance on GenAI. The study therefore recommends raising awareness and improving understanding of GenAI tools among students and establishing comprehensive policy frameworks to promote their ethical use across RUB colleges while upholding high standards of academic quality.
Copyright (c) 2026 Tshering Om Tamang, Sonam Daker, Bhupen Gurung, Ugyen Dorji https://creativecommons.org/licenses/by-nc/4.0
A Systematic Review of Educational Strategies for Enhancing Creativity in Architecture Design Studios
This systematic literature review examines educational strategies for enhancing creativity in architectural design studios, synthesizing findings from 24 peer-reviewed studies published between 2015 and 2025. Architectural education has long positioned the design studio as the ideal environment for fostering creativity. However, the increasing integration of digital tools, diverse pedagogical frameworks, and new models of collaboration has reshaped both opportunities and challenges for cultivating innovative thinking. The review highlights a range of pedagogical approaches, such as design thinking models, technology-enhanced learning, experiential and “learning by doing” approaches, and collaborative methods that encourage peer-to-peer and interdisciplinary engagement. Key findings indicate that hybrid models blending structured frameworks with open-ended exploration effectively support the development of creative skills, while the use of digital tools promotes innovation but also risks restricting the design thinking of students if applied uncritically. One critical issue the review highlights concerns the assessment of creativity: despite growing interest in the evaluation of creativity, assessment practices remain inconsistent. Another critical issue the review highlights is the tension between technology and human agency, revealing a need for more balanced pedagogical approaches that value both digital innovation and human-centred exploration. Limitations of the study include the exclusion of potentially relevant studies because of the scope of the database search, a geographical bias toward Western contexts, and a scarcity of longitudinal studies on the sustained impact of creativity-focused strategies on architecture students. The study concludes by underscoring the importance of context-sensitive strategies that harmonize structure and freedom, tradition and innovation, and individual and collaborative learning. By addressing these challenges, architectural educators can better equip students to meet the evolving demands of the architecture profession.
Copyright (c) 2026 Kwame Sarfo Aboagye Mensah, Prince Osei Adjei, Justice Offei-Nketiah https://creativecommons.org/licenses/by-nc/4.0
Enhancing Secondary School Students’ Independent Learning, Conceptual Understanding, and Self-Efficacy of the Integration Concept through Photomath-Assisted Instruction
This study assessed how well Photomath-assisted teaching strategies compared to conventional approaches in developing students’ capacity for independent study, improving their conceptual understanding of Integration Content, and boosting their self-efficacy in mathematics in Rwandan Senior Six. It carefully examined how Photomath’s effects varied depending on the student population and the learning environment. Using a non-equivalent control group pre-test–post-test design and a quantitative quasi-experimental methodology, 116 students who were purposefully chosen from public and private secondary schools, urban and rural, and from the PCM, PCB, and MCB academic tracks participated. The multivariate effects of the teaching strategy and its interactions with demographic factors were examined using multivariate analysis of variance (MANOVA). Additionally, diagnostic tests of assumptions (normality, homogeneity of variance-covariance, and multicollinearity) were performed before MANOVA, and all criteria were satisfied. Analyses were conducted using SPSS version 26 with α = 0.05. These methodological checks strengthen the validity of the findings. Regarding students’ independent study skills, conceptual understanding, and mathematics self-efficacy, statistically significant multivariate relationship effects were found between the instructional approach and variables like school location, gender, school type, and academic combination. This result implies that these demographic traits have an impact on Photomath’s effectiveness. By providing empirical evidence regarding Photomath’s varied impact within many different kinds of school contexts in Rwanda, this study fills a significant gap in the body of existing literature. It offers crucial information that educators and legislators may use to adjust technology integration tactics, improving fair and efficient mathematics instruction and reducing potential inequities.
Copyright (c) 2026 Onesme Niyibizi, Thierry Niyitegeka, Evode Nahimana, John Peter Kazinyirako, Jean Nepomuscene Singirankabo https://creativecommons.org/licenses/by-nc/4.0
Instructional Design and Students’ Performance: The Role of the ASSURE Model in Teaching Genetics
This study investigated the impact of the ASSURE instructional design model on the academic performance of Senior High School (SHS) students in genetics concepts in Ghana. The research was prompted by persistent conceptual challenges faced by biology students in genetics, as documented in prior studies and WAEC Chief Examiners’ Reports. These challenges often result in poor academic outcomes, particularly in topics such as DNA, chromosomes, inheritance, and variation. To address this issue, the study employed a quasi-experimental design using a pre-test/post-test non-equivalent control group. A total of 104 SHS 3 Biology students from four intact classes in the Bawku, Pusiga, and Garu Districts of the Upper East Region were randomly assigned to either an experimental group taught using the ASSURE model or a control group taught using traditional methods. The Genetics Concept Test (GCT), developed by the researchers, was used to assess students’ understanding before and after the intervention. Pre-test results showed the control group outperforming the experimental group. However, post-test analysis using ANCOVA revealed a statistically significant improvement in the experimental group’s performance (M = 23.938, SE = 0.279) compared to the control group (M = 19.483, SE = 0.268; F (1,101) = 121.251, p =.001), with a large effect size (Partial Eta Squared = 0.546). Furthermore, no significant gender differences were found in the experimental group’s post-test scores, suggesting that the ASSURE model supports equitable learning outcomes. The study concludes that the ASSURE instructional design model enhances students’ academic performance in genetics and is gender-sensitive. It recommends its integration into biology instruction to improve conceptual understanding and performance, especially in regions with historically low achievement in genetics.
Copyright (c) 2026 Salifu Kasim, Charles Amoah Agyei, Gyamfi Maxwell https://creativecommons.org/licenses/by-nc/4.0
Impact of Hands-on Activities on Students’ Performance in Biology in Ghanaian Senior High Schools: A Systematic Analysis
This study investigates the impact of hands-on activities on students’ academic performance, motivation, and attitudes toward biology in Ghanaian senior high schools through a systematic analysis of existing literature. Grounded in constructivist and experiential learning theories, the study synthesizes evidence on how practical, activity-based instruction enhances students’ understanding and retention of biological concepts by linking theory to real-life applications. A systematic literature review was conducted in accordance with PRISMA guidelines, drawing on 32 peer-reviewed articles, unpublished theses, and policy documents published between 2010 and 2025. Data were sourced from Google Scholar, ResearchGate, Academia.edu, and official Ghana Education Service and Ministry of Education repositories. The findings consistently indicate that the integration of hands-on activities significantly improves students’ conceptual understanding, long-term retention, critical thinking skills, and overall academic performance in biology. Additionally, practical activities were found to positively influence students’ motivation, engagement, and attitudes toward learning biology by creating interactive and student-centered learning environments. Despite these benefits, the review identifies persistent challenges to effective implementation, including inadequate laboratory resources, large class sizes, limited instructional time, and insufficient teacher training. These constraints are particularly pronounced in under-resourced schools, limiting equitable access to experiential learning opportunities. The study concludes that strengthening hands-on biology instruction through improved resource provision, targeted teacher professional development, and curriculum adjustments is essential for enhancing learning outcomes. The findings provide valuable insights for educators, curriculum developers, and policymakers seeking to improve biology education and promote meaningful science learning in Ghanaian senior high schools.
Copyright (c) 2026 Richmond Mensah, Isaac Kwame Boafo, Thomas Dawuni Tingbanja https://creativecommons.org/licenses/by-nc/4.0
Bridging Languages and Faith: A Pictorial Approach to Teaching Basic Islam to Bilingual Children
Bilingual children often encounter greater challenges in school than their monolingual peers, particularly when dealing with abstract concepts and religious education. Teaching the fundamentals of Islam in English is difficult due to the limited availability of locally relevant resources. To address this gap, “My First Handbook of Islam” was developed through four stages involving Islamic scholars, linguists, educators, and illustrators. The book was distributed to schools and Islamic centres, with 1,100 copies disseminated nationally and internationally. This study assessed bilingual children’s attitudes toward the book using a descriptive, quantitative, cross-sectional survey. A total of 104 bilingual children aged 10 to 12 participated, recruited through convenience sampling with parental consent. The instrument consisted of structured questionnaire items (5-point Likert scale), covering vocabulary, comprehension, engagement, sharing, and motivation. The tool achieved good internal reliability (Cronbach’s alpha = 0.82). Data were collected through paper-based surveys, supervised in classrooms after guided reading sessions, and analysed using SPSS v27. Descriptive statistics (frequency, percentage, mean) were applied, with interpretation guided by mean scales. Findings showed that students unanimously valued the book, reporting improved vocabulary acquisition, enthusiasm for Islamic knowledge, and enjoyment of illustrations. The pictorial approach bridged language gaps, reduced cognitive load, and increased engagement through culturally relevant visuals. The book was also used for sharing knowledge with siblings, peers, and teachers, though less so with parents due to language mismatches. The study concludes that pictorial Islamic texts are effective for bilingual learning and can be further enhanced through integration into digital formats such as interactive e-books and mobile apps. Implications are drawn for teachers, parents, curriculum designers, and Islamic educational institutions, especially in multicultural settings.
Copyright (c) 2026 Muhamad Khairul Zakaria, Wan Nurhafeza Wan Salam, Mohammad Aizat Basir, Alyani Ayub, Mohd Zulkanain Mamat, Abdul Mutalib Embong, Noor Azida Ab Wahab, Muhammad Mursyid Mohd Zaini, Nur Azlina Md. Aris, Catur Nugroho, Juliani Hussain, Md Khairil Hafizi Muhamad, Kais Amir Kadhim https://creativecommons.org/licenses/by-nc/4.0
Grade 7 Learners’ Academic Achievement in Araling Panlipunan Using Contextualization of Teaching and Learning (CTL)
This study aimed to assess the effectiveness of Contextualized Teaching and Learning (CTL) in enhancing the academic performance of thirty Grade 7 Mabolo students at Baybay National High School through CTL. Conducted during the first quarter of the Academic Year 2023-2024, the research utilized a pre- and post-intervention design incorporating CTL that lasted for 4 weeks. A mixed-method approach was employed to assess student performance, utilizing a contextualized lesson plan, checklist, 4-point Likert scale, a post-intervention assessment with 5 identification type, 5 multiple-choice, and 2 essay-type questions, including semi-structured interviews. The Cronbach Alpha of 0.714 was accepted after a pilot testing method. Data analysis involved the Wilcoxon signed-rank test and thematic analysis. Results revealed a significant improvement in student assessment scores, with the median score increasing from 4.000 (SD = 0.493) before the intervention to 4.667 (SD = 1.06) after the intervention. Interviews indicated that students perceived CTL as significantly enhancing their class participation and self-efficacy. Additionally, their familiarity with the topics improved through CTL, contributing to enhanced academic performance. The potential and effectiveness of CTL in Social Studies education have yielded promising outcomes. However, several areas require further development, including the consistency of implementation, teacher capacity, responsiveness to community contexts, and the availability of high-quality contextualized reference materials. School administrators can play a pivotal role by creating supportive spaces that enable Social Studies teachers to gather and utilize local data, thereby strengthening the integration of context into content. Furthermore, education policymakers can enhance CTL by establishing a more flexible and responsive contextualized matrix that accommodates diverse local realities and pedagogical approaches.
Copyright (c) 2026 Ma.Bless Mignun N. Pepito, Kyle Aaron E. Moreno, Angelie D. Napala, Clent Argie Ampado, Lionel Frederich L. Tatoy, Jay C. Bansale https://creativecommons.org/licenses/by-nc/4.0
Understanding the Triggers of English-Speaking Anxiety among University Students: A Cross-Cultural Mixed-Methods Study
This study investigates the prevalence and underlying triggers of speech anxiety among ESL undergraduate students at the institute in Pakistan. The study is primarily grounded on Krashen’s Affective Filter Hypothesis (1988), Horwitz et al.’s Foreign Language Anxiety framework (1986), and Brown’s (2000) socio-affective and personality constructs, using these theories to interpret English speech anxiety in ESL learners. Recognizing English as both an official language and a critical tool for academic and professional advancement, the research examines how the pressure to speak flawlessly can lead to heightened anxiety, self-consciousness, and performance impediments in the classroom. Employing a mixed-methods approach, the study first distributed a 30-item Likert-scale questionnaire to 40 BS English students to quantitatively gauge anxiety levels, followed by semi-structured interviews with a subset of 10 students and several English language teachers to explore the contextual and personal dimensions of communication apprehension. The findings reveal that many learners experience significant nervousness and fear-manifested through physical symptoms such as trembling and mental blocks-when required to speak publicly in English, which in turn undermines their fluency and self-esteem. The paper discusses effective strategies adopted by students, such as practicing with peers, extra tutoring, and reading aloud, and underscores the need for educators to foster supportive classroom environments that reduce performance pressure while encouraging active participation. These insights offer valuable implications for language instruction and curriculum design aimed at mitigating speech anxiety and enhancing overall language proficiency. ESL teaching should nurture supportive classrooms, lower evaluation anxiety, and boost student confidence. Curriculum and teacher training should focus on spoken interaction and minimizing stressors. The study recommends future research on the long-term impact of anxiety reduction on language fluency, broader sampling, cross-institutional or cross-cultural comparisons, and qualitative work to improve interventions for ESL learners.
Copyright (c) 2026 Tauqeer Ali Rajpar, Abdul Malik Abbasi, Abdullah Laghari https://creativecommons.org/licenses/by-nc/4.0
Barriers and Solutions: International Students’ Experiences in Intercultural Communication
As global student mobility expands, intercultural communication (IC) has become an essential aspect of the international student experience. In multicultural countries like India, international students often face challenges related to language, culture, and academic integration. Assam, an emerging educational hub in Northeast India, remains under-researched in this context, particularly regarding how well it supports the intercultural adaptation of foreign students. This study investigates the intercultural communication challenges faced by international students in Assam and explores the coping strategies they employ. It focuses on identifying barriers across sociocultural, educational, individual, and interpersonal domains. A mixed-methods design was used. Quantitative data were collected through structured surveys from 39 students representing 25 countries. These surveys explored communication preferences, language use, and cultural adjustment difficulties. Qualitative data were gathered through in-depth interviews with four students to provide deeper insights. Data were analyzed using descriptive statistics by SPSS 27.0 version and thematic coding for the interview schedule. The study found that 51.3% of students faced IC challenges, despite some initially denying such experiences. English was the primary communication language (61.5%), but limited fluency in Hindi or Assamese hindered interaction with locals. Common issues included tone misinterpretation, gestures, and religious sensitivities. “Culture shock” was the most reported challenge (73.3%), particularly related to food, customs, and personal boundaries. Language barriers also impacted academic engagement. Students commonly responded by initiating open discussions (53.8%) or observing and analyzing situations (48.7%). The study highlights the critical role of language proficiency, cultural awareness, and adaptive strategies in improving intercultural communication. It urges institutions to promote inclusive, culturally responsive environments for international students.
Copyright (c) 2026 Peter Mduwile, Dulumoni Goswami, Didymus Ibrahim, Janeth Lufunga, Atida Mbingamno https://creativecommons.org/licenses/by-nc/4.0
Unveiling Student Perspectives: Challenges and Insights on the Ordinary Level Examination
The Ordinary Level (O/L) examination in Sri Lanka plays a crucial role in shaping students’ academic progression and career opportunities. This study investigates students’ perceptions of O/L exam questions, focusing on question difficulty, time management, question type preferences, and the impact of tuition classes. A mixed-methods approach was employed, using quantitative data from a sample of 318 students through descriptive and inferential statistics, alongside qualitative insights from thematic analysis. Results show that 32% of students faced difficulties with unclear questions, negatively affecting their confidence and performance. A significant correlation was found between tuition attendance and increased exam confidence, with 95% of students attributing improved preparedness to supplementary education. However, this also raises concerns about equity, as access to tuition varies by gender and socio-economic background. Time management was a major challenge, as 34% of students reported running out of time during exams. Additionally, 65% of students preferred long-answer questions, which allowed for more in-depth expression, while 60% found multiple-choice and structured questions challenging. The study highlights the need for greater clarity in exam questions, equal access to preparatory resources, and integration of time management training in school curricula. These findings emphasize the urgency of reforming the assessment system to ensure fairness, reduce stress, and better align with students’ learning needs and abilities.
Ellippuli Arachchige Champika Nishanthi Perera
Kahengoda Mudiyanselage Niranga Thanuja Kumari Bandara
Copyright (c) 2026 Ellippuli Arachchige Champika Nishanthi Perera, Loku Waduge Ransika De Alwis, Kahengoda Mudiyanselage Niranga Thanuja Kumari Bandara https://creativecommons.org/licenses/by-nc/4.0
Teachers’ Motivation for Professional Development: A Phenomenological Case Study Approach
The rapid transformation of the education sector, driven by advances in AI and evolving student needs, makes continuous professional development (PD) essential for teachers; yet, sustaining motivation for ongoing learning remains a significant challenge in resource-constrained contexts like Nigeria. This qualitative study explores how teachers in the ECHO Education Nigeria PD program perceive the value of their learning experiences and identifies the factors that motivate or discourage their participation and continued growth. Using a phenomenological case study design, data were collected through in-depth interviews with eight of the ten highest-scoring participants from a Value Creation Survey completed by more than sixty teachers. Findings reveal three main categories of motivational influences: factors that propel engagement, such as teachers’ desire to make a meaningful impact on their students and society and their commitment to staying current in their profession; factors that sustain engagement, including the mutual respect and sense of belonging fostered within the EEN PD social learning community and the resulting shifts in perception and teaching practice; and factors that hinder engagement, such as limited access to teaching resources, preference for in-person interaction, lack of administrative support, and broader systemic challenges within the education system. The study underscores the importance of both intrinsic and extrinsic motivators and emphasizes the need for professional development models that are collaborative, accessible, and responsive to local realities. Implications for educational leadership and policy include fostering supportive school cultures, improving technological access, and addressing systemic barriers to teachers’ ongoing development.
Copyright (c) 2026 Dominic Siami Egure https://creativecommons.org/licenses/by-nc/4.0
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
Contextualizing Genetics: A Meta-Analysis of Academic Achievement through Context-Based Teaching
This meta-analysis investigates the effectiveness of context-based teaching approaches on students’ academic achievement in genetics, a subject often perceived by learners as abstract and cognitively challenging. Traditional instruction in genetics tends to emphasize memorization over meaningful understanding, contributing to widespread disengagement and underperformance. In response, educational reform efforts have increasingly promoted context-based teaching, which situates learning within real-world scenarios to improve relevance, comprehension, and learner motivation. The objective of this study was to quantify the impact of context-based instruction on academic achievement in genetics by synthesizing data from 69 master’s and doctoral theses conducted between 2010 and 2022. These studies were selected based on stringent inclusion criteria: use of experimental or quasi-experimental designs, focus on genetics education, availability of relevant statistical data, and application of context-based instructional strategies. A total sample of 4,790 students was analyzed, 2,476 in experimental groups and 2,314 in control groups. Effect sizes were calculated using Comprehensive Meta-Analysis (CMA) software, applying both fixed-effect and random-effect models. The results demonstrated large and statistically significant positive effects of context-based instruction on student achievement in genetics (FEM d = 0.789; REM d = 1.064), with substantial heterogeneity observed across studies. These findings underscore the pedagogical value of integrating real-life contexts into genetics education. The study concludes that context-based instruction significantly enhances students’ understanding and performance in genetics. It highlights the need for teacher training, curriculum reform, and instructional design that aligns with constructivist principles. While limitations exist, such as the exclusive reliance on theses and language restrictions, the study provides a strong foundation for future research and evidence-based policy in science education.
Copyright (c) 2026 Charles Amoah Agyei, Maxwell Gyamfi https://creativecommons.org/licenses/by-nc/4.0