International Journal of Current Educational Studies
The International Journal of Current Educational Studies (IJCES) is a peer-reviewed online journal. IJCES is published twice a year, in June and December. The IJCES is a non-profit journal, and its publication is entirely free of charge.
Effective November 01, 2025, all newly published articles in the International Journal of Current Educational Studies (IJCES) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). Articles published before this date remain under the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Left Behind at the Margins: Gender and the Unequal Landscape of Reading Literacy in South Africa
Literacy is foundational for cognitive development, lifelong learning, and socio-economic participation. However, a notable gap remains in examining reading literacy within the general population. This study aims to identify the gendered factors influencing reading literacy in South Africa. A nationally representative sample of 10,297 individuals was analyzed using multivariate logistic regression in STATA. Results revealed notable gender disparities. Younger participants were more likely to be literate, with higher effects among males (OR = 2.87, 95% CI [1.66, 4.95]) than females (OR = 2.47, 95% CI [1.27, 4.79]). Education was the strongest predictor; females with secondary education showed the highest effect (OR = 190.79, 95% CI [124.61, 292.10]), while males with higher education demonstrated a similar impact (OR = 98.91, 95% CI [28.61, 341.99]). Media exposure, particularly radio listening and internet use, has a positive influence on literacy outcomes. Regional disparities persisted, with Limpopo, Mpumalanga, Eastern Cape, and North West exhibiting disproportionately low literacy levels. These findings underscore the need for targeted educational interventions tailored to high-illiteracy provinces, including adequate resources and funding for community-based reading centers and adult education programs, ensuring equitable access to quality education.
Copyright (c) 2025 Oratilwe Penwell Mokoena, Eunice Lebogang Sesale https://creativecommons.org/licenses/by/4.0
Embodied or Digital? Navigating the Tensions of Hybrid Teaching Practice Supervision in South African Higher Education
In South African higher education, student teachers must complete practical school placements under supervision. While supervision is crucial for teacher preparation, few studies explore how supervisors balance face-to-face and online modalities, especially in resource-constrained contexts. This article examines how teaching practice supervision is navigated, focusing on the interplay between physical presence and digital engagement, and the tension between administrative and mentoring responsibilities. An autoethnographic approach was used, drawing on the researcher’s experiences across multiple supervision cycles. Data were collected through reflective journals, memory work, and field notes, capturing personal narratives and emotional responses. Three themes emerged: embodied presence fosters relational engagement and supports student teachers’ professional growth; digital supervision provides flexibility but is constrained by connectivity and reduced relational depth; and institutional demands create tension with mentoring, shaping supervision quality. Adequate supervision requires a hybrid approach that integrates physical and digital modalities. Universities should prioritize school visits, strengthen digital infrastructure, streamline administrative tasks, and provide professional development in digital pedagogy and reflexive practice. These measures can enhance supervision quality, ensuring student teachers receive robust instructional guidance and meaningful relational support, even in challenging and resource-limited settings.
Copyright (c) 2025 Sakhiseni Joseph Yende https://creativecommons.org/licenses/by-nc/4.0
AI in Rural Classrooms: Challenges and Perspectives from South African Educators
Despite growing interest in artificial intelligence (AI) in South African education, limited research has examined how rural educators perceive and navigate AI integration. This study explores educators' perspectives, adaptive strategies, and lived realities in under-resourced rural schools. Eight educators from Eastern Cape, Limpopo, Mpumalanga, and North-West provinces were purposefully selected. Data were collected through written responses and semi-structured online interviews, and were analyzed thematically. Ethical safeguards included informed consent, pseudonyms, and confidentiality. Findings reveal that AI integration is hindered by inadequate digital infrastructure, unreliable connectivity, and limited access to devices. Educators also face insufficient digital literacy and a lack of professional development, leaving them underprepared for AI-supported teaching. Weak institutional support and gaps between policy and practice further constrain adoption. Moreover, AI tools often remain linguistically and culturally misaligned, reducing learner engagement. Equity and ethical concerns—access, data privacy, and algorithmic bias—raise the risk of exacerbating educational inequalities rather than reducing them. This study underscores the need for targeted investment in digital infrastructure, contextualized teacher training, and inclusive AI design that reflects local languages and cultures. The findings extend beyond South Africa, contributing to global debates on equitable AI adoption in education across the South.
Copyright (c) 2025 Oratilwe Penwell Mokoena, Solly Matshonisa Seeletse https://creativecommons.org/licenses/by-nc/4.0
The Self-Regulation for AI-Based Learning Scale: Psychometric Properties and Validation
Artificial intelligence technologies are transforming university students' learning processes, making self-regulation skills increasingly crucial. However, existing self-regulation scales inadequately reflect AI-assisted learning environments' unique dynamics. This study developed the Self-Regulation for AI-Based Learning Scale (SRAILS) for university students and examined its psychometric properties. The scale comprises four main dimensions and nine sub-dimensions: motivational components (intrinsic/extrinsic motivation, self-efficacy), cognitive/metacognitive strategies, time and task management, resource management, and technological adaptation. The study included 750 university students from various Turkish faculties. Exploratory Factor Analysis supported construct validity, while Confirmatory Factor Analysis confirmed the nine-factor structure, demonstrating good model fit. Convergent and discriminant validity were established. Cronbach's alpha and McDonald's omega reliability coefficients ranged from .853-.913. Criterion-related validity was confirmed through significant positive correlations between all scale dimensions and external criteria: academic GPA, technology interest, and digital literacy levels (r = .20-.60, p < .01). SRAILS provides a comprehensive, reliable assessment of students' self-regulation skills in AI-assisted learning environments. This scale contributes originally to literature by enabling personalized learning experience design and supporting effective instructional strategy development.
Copyright (c) 2025 Eyüp Yurt https://creativecommons.org/licenses/by-nc/4.0
How Technological Readiness Shapes Pre-Service Teachers’ Digital Material Design Competencies: A Structural Equation Modeling Approach
Despite the growing emphasis on digital competencies in teacher education, many pre-service teachers struggle to design digital learning materials effectively. Among the influencing factors, technological readiness, defined as individuals’ tendency to adopt and embrace new technologies, has emerged as a critical but underexplored predictor. This study investigates how technological readiness impacts digital material design competencies among pre-service teachers while also exploring the roles of gender and personal computer ownership. Drawing on data from 506 education students at a Turkish university, this study employed the Technological Readiness Scale and the Digital Material Design Competencies Scale. Structural equation modeling (SEM) confirmed that technological readiness significantly predicts digital material design competencies, highlighting the centrality of affective and cognitive preparedness over demographic or access-related variables. When gender, computer ownership, and grade level were controlled, technological readiness was found to be a significant predictor (β = .63, p < .001). These findings emphasize that fostering technological optimism and innovativeness may be more effective in enhancing digital competencies than focusing solely on access or demographic equity. The study suggests that teacher education programs should embed readiness-building interventions early in training to better equip pre-service teachers for technology-integrated classrooms.
Copyright (c) 2025 Zeynep Akin Demircan , Gülçin Ercan Çeliker , İsmail Kaşarcı https://creativecommons.org/licenses/by-nc/4.0
Artificial Intelligence in Geography Teaching: Potentialities, Applications, And Challenges
This study aims to comprehensively examine the potential of artificial intelligence (AI) technologies in geography education in terms of their application domains, pedagogical contributions, and key challenges. Using a descriptive method based on a literature review, the findings reveal that natural language processing, learning analytics, location-based systems, and intelligent tutoring systems effectively support student-centered learning. AI applications contribute significantly to physical and human geography instruction mapping, classification, analysis, and prediction tasks. However, limitations such as inadequate infrastructure, disparities in teacher competencies, and ethical/privacy concerns hinder effective classroom integration. Therefore, the study recommends developing in-service teacher training programs, implementing AI-supported instructional scenarios, creating culturally responsive and localized content, and promoting ethical data use awareness. It also emphasizes the need for experimental research using quantitative and qualitative methods to evaluate AI's pedagogical value in enhancing students' mapping skills, spatial thinking, and conceptual understanding. Overall, AI technologies are not merely technical tools but transformative mechanisms capable of reshaping geography learning environments.
Copyright (c) 2025 Cennet Şanlı https://creativecommons.org/licenses/by-nc/4.0
Digital Literacy, Motivation, Self-Regulation, Interest, and Task Difficulty as Predictors of Performance in Online Learning: A Path Analysis
Studio-based art and design education, especially in hands-on fields like ceramics, faces significant challenges during crises requiring remote learning. The sudden shift to online environments disrupts the experiential learning essential to such courses. This study examined the effectiveness of the Studio-Based Clay Course Model, which integrates multimedia tools and instructional videos to support clay instruction in both physical and virtual formats. The study investigated how digital literacy, motivation, self-regulation, course interest, and task difficulty predict academic performance in an online learning context. Data were collected via a structured questionnaire from 148 students in Ghana. Path analysis, conducted using Jamovi software, revealed that motivation, course interest, and self-regulation significantly predicted academic performance (β = .6121, p < .001), and task difficulty had a notable impact (β = .2339, p = .024). Digital literacy did not directly predict performance (β = .0892, p = .367) but influenced it indirectly through motivation and self-regulation. The model explained 71.4% of the variance in academic performance. While limitations such as limited digital access and challenges in replicating hands-on activities online were noted, the findings suggest that the Studio-Based Clay Course Model fosters resilience and supports student success in remote studio-based learning environments.
Copyright (c) 2025 Betty Essuman, Harry Barton Essel, Rudolf Steiner, Aaron Daniel Akuteye, Albert Benjamin Essuman https://creativecommons.org/licenses/by-nc/4.0
The Impact of 6+1 Traits of Writing Model On Seventh-Grade Students' Fairy Tale Writing Skills and Writing Attitudes: A Mixed Methods Study
Previous research highlights the positive effects of the 6+1 traits of the writing model on students' general writing skills; however, its impact on fairy tale writing remains unexplored. This study examines how the 6+1 traits of the writing model affect seventh-grade students' fairy tale writing skills and attitudes. The study group comprised 43 seventh-grade students from a public school in the 2022-2023 academic year. A quasi-experimental design with a control group was used for the quantitative phase, while a case study approach was adopted for the qualitative phase. The experimental group received instruction based on the 6+1 traits writing model, whereas the control group followed traditional methods. Data were collected through the 6+1 analytical writing and assessment scale, a writing attitude scale, and semi-structured interviews. Quantitative analysis, including descriptive statistics and hypothesis tests, revealed that the 6+1 traits writing model significantly improved students' fairy tale writing skills (d = 1.15) and writing attitudes (d = 1.57). Qualitative findings supported these results, with students reporting enhanced writing abilities and motivation. Based on these findings, the study recommends integrating the 6+1 traits of the writing model into middle school writing instruction to foster both skill development and positive writing attitudes.
Copyright (c) 2025 Mehmet Mustafa Marangoz, Ferhat Ensar https://creativecommons.org/licenses/by-nc/4.0
An Evaluation of the 2024 Geography Curriculum Learning Outcomes in Türkiye Based on the Revised Bloom’s Taxonomy
This study aimed to analyze the learning outcomes in the Geography Curriculum developed under “the Century of Türkiye Education Model” introduced in 2024, using the Revised Bloom’s Taxonomy as a framework The research was conducted using a case study design. The data were obtained from the website of the Board of Education and Discipline of the Ministry of National Education. A total of 76 learning outcomes from the geography curriculum were examined. The data were analyzed using descriptive analysis. The results showed that the learning outcomes in the curriculum predominantly focus on the conceptual knowledge level within the knowledge dimension. In the cognitive process dimension, the learning outcomes are largely focused on the evaluation level, while the learning outcomes at the creation level are notably limited. This finding indicates that although the curriculum provides opportunities to support analytical and critical thinking skills, it falls short in fostering creative thinking processes. Based on these findings, it is recommended that increasing the number of learning outcomes at the creation level could enhance students’ creative problem-solving, innovative thinking, and ability to produce original works.
Copyright (c) 2024 Cennet Şanlı https://creativecommons.org/licenses/by-nc/4.0
Cross-Cultural Challenges: Bullying Experiences of Indonesian Expatriate Students in Malaysia
This qualitative study examines the phenomena of bullying and cyberbullying among Indonesian students in Malaysia whose parents are expatriates. The focus on this specific demographic aims to uncover how their unique sociocultural backgrounds shape their experiences related to bullying, both as victims and perpetrators. Utilizing semi-structured interviews with 21 students from Sekolah Indonesia Kuala Lumpur, the research delves into their understandings and encounters with various forms of bullying, including physical, verbal, and cyber aspects. Thematic analysis of this group's vulnerabilities and behavioral patterns reveals a complex interplay of cultural integration challenges and social dynamics. The findings highlight a dual role of students as both targets and agents of bullying, influenced heavily by their transnational identities. This study proposes the development of culturally sensitive interventions that cater specifically to the needs of transnational students, aiming to enhance the efficacy of anti-bullying strategies within multicultural educational settings. By addressing the nuanced needs of these students, the research underscores the importance of implementing targeted educational and psychoeducational programs that promote understanding, empathy, and resilience across diverse student populations. This tailored approach is anticipated to foster safer, more inclusive school environments that prevent bullying and support expatriate students' holistic well-being.
Copyright (c) 2024 Tri Na'imah, Herdian, Gisella Arnis Grafiyana, Fatin Rohmah Nur Wahidah, Nia Anggri Noveni, Dian Bagus Mitreka Satata, Suyoto https://creativecommons.org/licenses/by-nc/4.0
Higher Education and Cultural Capital: The Role of Parental Education in Greek Medical School Choices
This study examines the relationship between parental educational attainment and access to Greek medical schools from 2006 to 2014, employing Bourdieu’s concepts of cultural capital and habitus as a theoretical framework. The findings reveal a strong association between students’ access to prestigious medical schools and their parents’ educational attainment, with 72% of entrants having parents holding tertiary qualifications. This pattern reflects the systemic advantage conferred by higher cultural and social capital, which equips students from privileged backgrounds with the resources and dispositions necessary to succeed in competitive academic environments. Despite policies aimed at expanding higher education access, the results highlight persistent stratification, where students from lower socioeconomic backgrounds remain underrepresented. While the Greek economic crisis temporarily influenced admission thresholds, particularly among middle-class families, it did not significantly disrupt existing hierarchies within medical education. These findings align with global studies demonstrating that widening access does not inherently eliminate qualitative disparities within elite educational pathways. The study underscores the need for comprehensive policy reforms addressing structural inequalities in higher education, emphasizing not only expanded access but also equitable representation in high-status fields like medicine.
Copyright (c) 2024 Angeliki Giotakou https://creativecommons.org/licenses/by-nc/4.0
Sustainability Education and Critical Thinking Integration in General Education
Education and critical thinking are integral in the achievement of Sustainable Development Goals (SDGs). Thus, this study aims to examine the extent of integration of sustainability education (SE) and critical thinking (CT) in General Education (GE). This research employed a descriptive quantitative method approach through a self-assessment survey questionnaire. The participants of the study were GE faculty from three universities, who answered the researcher-made questionnaire to assess the extent of integration of SE and CT in their GE courses. The self-assessment results indicate moderate to high integration of sustainable development concepts, values, attitude, and critical thinking skills in GE. Consequently, the integration of specific sustainability concept, critical thinking skills, and values varies from high to weak level for individual courses. Noticeably, some courses have weak integration of environmental and economic concepts along with the critical thinking skill of theory building and synthesis. While integration is observed to some extent, overall results suggest a need for improvement in integrating and interrelating the different dimensions of sustainability within each course as sustainability education advocates interdisciplinarity to address multifaceted problems and issues.
Copyright (c) 2024 Joseph Jintalan, Rodrigo A. Litao https://creativecommons.org/licenses/by-nc/4.0
AI in Education: Shaping the Future of Teaching and Learning
This study examines the impactful incorporation of Artificial Intelligence (AI) in higher education, emphasizing its ability to improve teaching methods, simplify administration, and facilitate individualized learning. By analyzing literature and assessing case studies, this study demonstrates how AI promotes creativity, enhances critical thinking, and provides personalized learning experiences. Moreover, AI streamlines repetitive tasks like scheduling and communication, allowing educators to concentrate on impactful student interaction and instructional creativity. Nonetheless, the research also highlights significant challenges, including ethical worries regarding data privacy and algorithmic bias, issues of equity such as the digital divide, and the dangers of reduced human interaction. Tackling these challenges necessitates careful design and teamwork to guarantee that the incorporation of AI is in harmony with educational principles. The results indicate that, if applied thoughtfully, AI has the potential to transform higher education into a more adaptive, inclusive, and effective system, aligning technological advancements with the fundamental goal of promoting fair and significant learning opportunities.
Copyright (c) 2024 James P. Takona https://creativecommons.org/licenses/by-nc/4.0
A Literature Review: The Impact of Experiential Learning on Developing Students' Critical Thinking Skills in Indonesia
The use of the experiential learning model within learning often remains underutilized despite its proven effectiveness in enhancing students' abilities across various domains. There is a need for a review of existing studies applying this pedagogical approach. This research aims to disseminate the impact of research that has been carried out on the development of knowledge science. These findings affirm the effectiveness of experiential learning in cultivating critical aspects of students' thinking, aligning with the demands of modern education that emphasize deep and critical thinking skills. This model consistently contributes positively to students' abilities in analysis, evaluation of arguments, and making rational conclusions based on evidence. Students engaged in experiential learning show increased cognitive activity, more comprehensive participation, and high motivation to develop critical thinking skills. The stages of implementing this model, from concrete experience to active experimentation, blend real-world experiences with the development of students' critical thinking skills. This process involves direct experience, reflection, conceptualization, and implementation, reflecting a student-centred, experientially-based learning approach. This research provides a strong basis for considering the adoption of experiential learning to enhance the quality of learning and the development of critical thinking skills in future educational endeavours.
Copyright (c) 2024 I Komang Mertayasa, Mitro, Nyoman Sumarni, Kristha Adelia Indraningsih https://creativecommons.org/licenses/by-nc/4.0
The Role of Law in Ensuring Access to Special Education: The Views of Teachers
The primary goal of this research is to explore teachers' perspectives on the role of law in ensuring access to special education. Special education aims to provide equitable educational opportunities to students with diverse learning needs. This qualitative study involved in-depth interviews with twenty teachers from primary, high school, and university backgrounds. Thematic analysis of the data revealed various perspectives on how the law can ensure access to special education, including awareness of the legal framework, challenges in providing access, the role of teacher advocacy, student empowerment, and views on equity. The study examines the practical implications of legal mandates, policies, and procedures by analyzing teacher interviews. Findings highlight both appreciation for the protective measures provided by law and concerns about implementation challenges, resource constraints, and the balance between legal compliance and teacher autonomy. This research underscores the complex interplay of law, educational practices, and teachers' experiences ensuring access to special education. The findings will benefit the academic community and special education support services. By shedding light on teachers' perspectives, this study offers valuable insights for policymakers, educators, and stakeholders interested in advancing inclusive education practices and promoting equitable opportunities for all students.
Copyright (c) 2024 Md Sefatul Islam https://creativecommons.org/licenses/by-nc/4.0
The Role of ChatGPT in English as a Foreign Language (EFL) Learning and Teaching: A Systematic Review
The potential role of ChatGPT in English as a foreign language (EFL) learning and teaching has not yet been fully elucidated. Therefore, a systematic review was conducted using Web of Science to identify the effectiveness of ChatGPT in promoting EFL learning and teaching. The database was searched until May 2024. The review summarizes findings from twenty-one studies extracted from the Web of Science database to get a better insight into the advantages and drawbacks of using ChatGPT in the field of EFL education. The review results showed that ChatGPT significantly improved students’ EFL learning experiences and teachers’ teaching practices. The main advantages of ChatGPT in EFL education are that it can improve learners’ language proficiency and basic language skills of speaking, listening, reading, grammar, vocabulary and especially the writing skill in addition to its ability to increase motivation and engagement, enhance learner autonomy, and provide individualized learning opportunities. Despite these beneficial effects, students and teachers approach ChatGPT with caution mostly because of its limitations and ethical issues. This systematic review research contributes to the understanding the key benefits and drawbacks of ChatGPT in the specific area of EFL teaching and learning.
Copyright (c) 2024 Özgül Balcı https://creativecommons.org/licenses/by-nc/4.0
Language-Related Barriers and Insights to Overcome the Challenges of English Medium Instructed Learning Environment for Undergraduates
The practice of English Medium Instruction in the tertiary phase of education in the non-Anglophone circle is a significant but perplexing argument. The void of academic exploration of the students’ authentic perspectives and the challenges they face due to the quick transfer of the academic language from L1 to L2 without any smooth procedure is a critical ground that needs investigation. Thus, the current study aimed to explore the language-caused challenges and the strategies utilized by the students to overcome the challenges of the EMI learning environment in the tertiary phase of education. The study utilized the purposive sampling method and data was collected through a questionnaire survey and semi-structured interviews. Qualitative thematic analysis was utilized to analyze the collected data. The findings highlight that the significant language gap between secondary and tertiary education is the primary reason for students' language difficulties. However, students have developed strategies to tackle these language-related challenges. The study concludes by proposing potential solutions to facilitate a smoother transition from an L1-based learning environment to an L2-based learning environment.
Copyright (c) 2024 Rashmika Chalithani Lekamge, Chitra Jayathilake, Clayton Smith https://creativecommons.org/licenses/by-nc/4.0
Exploring the Relationship between Authentic Assessment and Teaching Professional Competence Acquisition among Undergraduate Science Student-Teachers in Higher Education Institutions in Tanzania
Authentic assessment has garnered significant interest among scholars in Higher Education Institutions (HEIs) globally. This study investigated the relationship between authentic assessment and the acquisition of teaching professional competencies among undergraduate science student-teachers in HEIs in Tanzania. Utilizing a quantitative research approach with a descriptive survey research design, we sampled 231 third-year students enrolled in the Bachelor of Science with Education (BSC. ED) Programme. Data were collected through questionnaires and documentary review, and analyzed by using inferential statistics, specifically through multiple linear regressions. The findings indicate a positive relationship between authentic assessment and teaching professional competencies. Furthermore, the results demonstrate a positive relationship between authentic assessment tools such as portfolios, projects, teaching practice, and practical work, and specific competencies including content, pedagogical, and generic knowledge, albeit with variations depending on the tools employed. This study argues that the implementation of authentic assessment positively correlates with the acquisition of teaching professional competencies among undergraduate science student-teachers in HEIs. To ensure students attain teaching professional competence essential for navigating the labor market economy, course instructors must prioritize the utilization of authentic assessment tools.
Copyright (c) 2024 Baraka Nyinge, Dr. Rose Matete, Francis Kyambo William https://creativecommons.org/licenses/by-nc/4.0
Exploring Pre-Service Teachers’ Algebraic Thinking Levels: A Mixed Method Research
The study was to assess the algebraic thinking levels of prospective basic education teachers using SOLO taxonomy. Sequential explanatory mixed methods design was used for the study. 250 Pre-service mathematics teachers from four selected colleges of education in the Eastern region of Ghana were purposely sampled for the study. The data were collected with the aid of super item test and unstructured interviews as instruments. Descriptive statistics (means and standard deviations) and analysis of variance were used to analyse the quantitative data whereas thematic analysis was employed to analyse the qualitative data. The study revealed that the pre-service teachers showed good algebraic thinking at uni-structural and multi-structural levels of the SOLO taxonomy, but performed abysmally at relational and extended abstract levels. The study recommended that Mathematics tutors at the Colleges of Education in Ghana should use the SOLO model for teaching and evaluation of their students. This would help improve pre-service teacher algebraic thinking levels early enough for preservice teachers’ overall progress in teaching mathematics after school.
Copyright (c) 2024 Emmanuel Antwi Adjei, Richard Asumadu Oppong https://creativecommons.org/licenses/by-nc/4.0
Examining the Influence of Gamification on the Enjoyment, Engagement, and Motivation of Secondary School Students: A Case Study of Vevox
This paper attempts to investigate the impact of a game-based learning using an application “VEVOX” on learners’ enjoyment, engagement, and motivation. Using a quantitative method, a total of 80 participants from Secondary School completed a questionnaire on the impact of gamification approach on learners’ enjoyment, engagement, and motivation. Data was collected and analyzed using SPSS. Overall, the results indicate that “VEVOX” impacts learners’ enjoyment, engagement, and motivation positively. Furthermore, the findings imply that gamification for learning should consider that pupils are not identical, but have different perspectives; not all learners are necessarily fascinated in the same element with similar degrees, also the nature of game-based learning should be kept under this impression instead of forcing things on learners.
Copyright (c) 2023 Insaf Khoudri, Abderrafii Khoudri https://creativecommons.org/licenses/by-nc/4.0
Awareness on Assistive Technology among Pre-Service Teachers to Promote Inclusive Education
This research investigates the awareness of Assistive Technology among preservice teachers in the context of promoting inclusive education. A quantitative survey method was employed using a Guttman scale, validated by experts. The sample consisted of 222 preservice teachers from five B.Ed. colleges in Kasargod District, Kerala. The survey questionnaire, comprising 35 items, assessed awareness of different domains of Assistive Technology. Preliminary results demonstrated good internal consistency of the used instrument. The analysis of the collected data involved descriptive statistics, percentage analysis, and t-tests using SPSS 15.0 and MS Excel. The study found that the awareness of Assistive Technology among preservice teachers was at a moderate level, with no significant variations based on gender, pedagogy subject, or locality. The study also explored factors affecting awareness, finding that while preservice teachers were aware of these tools, their implementation in classrooms remained limited. This research contributes to the understanding of preservice teachers' awareness of Assistive Technology in an Indian context. It underscores the need for comprehensive training to bridge the gap between knowledge and effective utilization of Assistive Technology to support inclusive education. Future efforts should focus on enhancing the practical implementation of Assistive Technology in educational settings.
Copyright (c) 2023 Bhaskar Gurramkonda, Vanitha C. https://creativecommons.org/licenses/by-nc/4.0
A Systematic Review on Assessment Practices in Inclusive Schools in India: Barriers and Opportunities
Assessments are integral to the educational process, fostering student development and expediting the teaching-learning continuum. They not only guide teachers in shaping students' learning trajectories but also aid in the selection of Teaching-Learning Materials (TLM), procedural decisions, diagnosing children's needs, and overall administrative system enhancement. Inclusive education relies heavily on assessment techniques as vital tools providing valuable insights into students' progress and learning requirements. This information enables teachers to ensure proper educational placements and make informed decisions. This paper employs a systematic literature review method (SLR) using PRISMA techniques to explore tools and techniques in inclusive schools, along with barriers and opportunities in implementing assessment practices. The findings underscore the availability of diverse assessment tools in schools, yet reveal a deficiency in teachers' training on proper implementation. General educators, compared to special educators, exhibit lower levels of training, skills, and updates. The implementation of various assessment techniques positively impacts students by providing appropriate facilities and services. The study recommends the necessity for additional teacher training programs and updates to the curriculum.
Copyright (c) 2023 Ramakanta Pradhan, Lopamudra Gochhayat https://creativecommons.org/licenses/by-nc/4.0
Basic Computing Knowledge of Students with Visual Impairments
This study investigated the computing knowledge of students with visual impairments in a Ghanaian university. Using the case study research design, 103 students were randomly sampled from a population of 118 students with visual impairments. A test instrument was used to collect data for the study. Descriptive statistical methods were used to analyze the data. The results of the study indicated that the participants were knowledgeable in some aspects of basic computer operations, while they were not competent in the use of software. The study concluded that students with visual impairments can gain knowledge and competence in basic computer operations and the use of software and applications if the necessary steps are taken. It was recommended that students with visual impairments should be given access to computers and training by competent ICT professionals who understand the technological needs of students with visual impairments.
Copyright (c) 2023 Ebenezer Ofori Atta, Ephraim Quaynor Teye, Adam Awini https://creativecommons.org/licenses/by-nc/4.0
Survey of Corruption and Falling Standard of Education in Tertiary Institutions in Rivers and Anambra States with Impact on Nigeria
All over the world, education is known as the bedrock for socio-economic development, but the reverse seems to be the case in Nigeria. This necessitated the "survey of corruption and falling standard of education in tertiary institutions in Rivers and Anambra States with impact on Nigeria." Two research questions and hypotheses guided the study. A descriptive survey research design was adopted. From the population of 2,500 lecturers, a sample size of 333 was drawn using the Krechie and Morgan Table of 1979. A four-point response options questionnaire validated by three experts was used. The instrument's reliability was established using Cronbach's alpha which yielded alpha coefficients of 0.84 and 0.80. Mean was used to answer the research questions, while one-way analysis of variance (ANOVA) and t-test were used to test the null hypotheses at a 0.05 significance level. Findings and others revealed that the impact of corruption practiced in tertiary institutions in Rivers and Anambra states on Nigeria was very high. Therefore, among other things, it was recommended that the fight against corruption in Nigeria's education system be reinvigorated by (ICPC) and (EFCC).
Survey of corruption falling standard of education
Copyright (c) 2023 Philip Festus Ukata, Virginia Nkechi Okeke https://creativecommons.org/licenses/by-nc/4.0
Exploring the Impact of Covid-19 on Higher Education in India: A Systematic Review of Online Teaching –Learning and Examination Practices
The Covid-19 pandemic has affected every sphere of the society. The sector of education & especially higher education is not an exception from this. Facing and resolving problems and issues can help us gain competence and knowledge through the learning experience they offer. So the Covid-19 Pandemic also forced us to be empowered with new technologies, which will serve our purpose soon and at present. When it started, all the higher education institutions in India were closed, and the online teaching-learning system commenced. From 2020 to 2022, we were in the crisis of the Pandemic. In between that period, many research reports on online teaching-learning and online examination have been published. Therefore, now the need of the time is to analyze the impact of the Pandemic on teaching-learning & also online examination as it was new for us. So the paper aims to give a comprehensive report of the scenario of online teaching-learning & online examination during Covid-19 in Higher Education in India. The result of the study will be helpful for researchers and education stakeholders to understand the state of the crisis and the measures taken to address it, including the strategies to mitigate the situation.
Keywords: Covid-19, Higher Education, Online teaching-learning, Online examination
Copyright (c) 2023 Lopamudra Gochhayat, Soumya Ranjan Das https://creativecommons.org/licenses/by-nc/4.0
A Systematic Review of 21st-Century Chemistry Laboratory Experiments and Classroom Instructions Facilitated/Aided With Digital Technologies and E-Resources
The study is a systematic review that looked at several technological tools used by academics to support 21st-century chemistry classroom instruction and lab experiments. Different databases, search engines, journals, and libraries were searched to obtain the most recent and relevant studies conducted from 2012 to 2022. The result reveals that the VR2E2C system, Authentic Intelligent Robotics for Chemistry (AIR-Chem), and LEGO-based automation device were the robotics tools used by researchers to facilitate classroom instruction of chemical concepts, including inorganic and general chemistry. It also reveals that the type of web resource that is integrated with an LMS, such as Google Classroom, Edmodo, Mooc, Moodle, and others, is the one that is utilized most frequently. Furthermore, the findings reveal that the virtual laboratories used for facilitating chemistry instruction include the Virtual Reality Multisensory Classroom (VRMC), Blackboard Learning System (BLS), PhET interactive simulation, ChemVLab+, and Interactive Molecular Dynamics in Virtual Reality (iMD-VR). Other findings reveal that computer and mobile device software applications used by researchers include Elements 4D, MoleculAR, iMolview Lite, MATLAB, Courseware, and CHEMTrans. The study concluded that technological advancement in the twenty-first century revolutionized chemistry instruction, making it more realistic than abstract.
Copyright (c) 2023 Hassan Aliyu, Corrienna Abdul Talib https://creativecommons.org/licenses/by-nc/4.0
Development and Validation of the Inspiration from Nature Scale for Primary School Students
This research aims to develop a valid and reliable scale that determines primary school students' level of inspiration from nature. The scale is called the Inspiration from Nature Scale (IfNS). Participants are primary school students studying in Konya in the second semester of the 2021-2022 academic year. In line with the purpose of the research, the literature related to the scale development process was reviewed, and an item pool was created. In line with the opinions of field experts, 19 of these items were decided, and the scale was applied to 847 students studying in different provinces. Exploratory and confirmatory factor analysis, Cronbach alpha analysis, item analysis, test-retest reliability and criterion validity were performed to examine the validity and reliability of the scale. As a result of the factor analysis performed with the data obtained, the scale structure was determined as three factors (interest, bonding, fear) and 13 items. The Inspiration from Nature Scale has been determined as a valid and reliable tool that can be used to reveal primary school students' levels of inspiration from nature.
Copyright (c) 2023 Ahmet Kurnaz, Arzu Erçin https://creativecommons.org/licenses/by-nc/4.0
Investigation into The Effectiveness of The “I Love My School” Intervention Program Regarding the Improvement of Attitudes Toward School
The current study aims to examine the effectiveness of the "I Love My School" intervention program designed to improve primary school students' levels of attitude towards school. The study was conducted at a primary school in the Selçuklu district of Konya province in the 2021-2022 academic year. A quasi-experimental design with a pretest-posttest control group was employed in the study, and the participants consisted of primary school 1st, 2nd, 3rd, and 4th grade students. There are 30 students in the control group and 32 students in the study group. The pre-test and post-test results of the groups were compared via nonparametric analysis techniques. The research results reveal that the "I Love My School" intervention program has positively improved primary school students' levels of attitude towards school positively. Hence, it is recommended to implement such programs as "I Love School" and similar in-school intervention programs to support the commitment of primary school students who cannot receive family support regarding love, value, adaptation, and trust regarding school.
Copyright (c) 2022 Ahmet Kurnaz, Canan Şentürk Barışık, Arzu Erçin, İsmail Alkış https://creativecommons.org/licenses/by-nc/4.0
Examining the ICT Level of Projects Done by Teachers on Social Networks in Turkey in Terms of Different Variables Example of eTwinning Activity
In this research, the competency of teachers using technology in eTwinning projects was evaluated in terms of different variables. The research was carried out in the causal comparison model. The research participants consisted of 42.745 projects that applied to the eTwinning quality label in Turkey in 2022. The data of the research were obtained from the evaluations of the technology used in the projects during the project evaluation process of the eTwinning National Support Organization of Turkey. The data of the research were analyzed with descriptive statistics. As a result of the research, it was found that female teachers with a quality label, teachers having international projects, teachers working with children in secondary and high school, and teachers with more project experience use technology better in their eTwinning projects. The technology competency of teachers living in the city center is similar to working in the countryside. According to these results, studies can be carried out for male teachers to improve their competency level in technology in eTwinning projects, and more incentives should be given to them to do projects; training to teachers should be given according to the school types.
Copyright (c) 2022 Mehmet Fatih Döğer, Ahmet Kurnaz https://creativecommons.org/licenses/by-nc/4.0
Use of Kahoot! for Assessment in Chemistry Classroom: An Action Research
Kahoot! is a game-based learning platform used to review students' knowledge, for formative assessment, or as a break from traditional classroom activities. This study implements formative assessment in chemistry education classroom instruction using Kahoot! to monitor students' development and assess their interest in learning. The action research adopted experiments and survey design. Thus, two instruments (a test and a survey) were designed to obtain data from 32 enrolled undergraduate chemistry education students at Sokoto State University. A paired-sample t-test was conducted to monitor students' development between different test scores performed by the same respondents. The result indicated that while pairs 3 and 4 had no significant difference, there was a significant difference between pairs 1, pair 2, pair 5, and pair 6. Moreover, the results also revealed an effective enhancement of students' interest when Kahoot! is implemented as a tool for formative assessment in chemistry instructions. Kahoot! is a free online game-based application that includes quizzes, discussions, and surveys that make learning challenging, fun, and engaging. The study concluded that teachers should cautiously reap the benefits of Kahoot! in engaging, interesting, and monitoring students' development in learning.
Copyright (c) 2022 Hassan Aliyu, Corrienna Abdul Talib, Abdulrashid Abubakar Garba https://creativecommons.org/licenses/by-nc/4.0