Asian Journal of Education and Social Studies

Communicative Language Teaching in Low-Resource Multilingual Classrooms: A Critical Integrative Review of Principles and Material Dimensions with a Focus on Tanzania

2026-08-25T12:40:27+00:00

Communicative language teaching has been adopted as the official orientation of English language curricula across much of sub-Saharan Africa, yet the conditions that the approach presupposes are frequently absent from the classrooms in which it is mandated. Tanzania presents a demanding test of the approach. English becomes the medium of instruction at the point of transition to secondary schooling, most learners arrive with limited command of it, Kiswahili functions as the national lingua franca alongside more than a hundred community languages, and classes are large while teaching materials are scarce. This review examines what can defensibly be claimed about the operation of communicative principles under these conditions, with particular attention to the material dimension of implementation, meaning textbooks, supplementary and authentic resources, and the ways in which such artefacts are used, adapted or circumvented in practice. Literature was identified through structured searching of multidisciplinary, education-specific and African scholarly sources, and evidence was appraised for design adequacy, transparency, contextual specificity and consistency with independent findings. Three findings emerge with reasonable confidence. First, the recurring account of failed implementation rests on a version of communicative language teaching that its principal theorists have long abandoned, so that documented departures from an activity template are weak evidence about communicative principles as such. Second, the material base functions less as a delivery vehicle for method than as a constraint that shapes which interactional possibilities exist at all, and locally developed language-supportive materials show promise that remains inadequately evaluated. Third, the Tanzanian evidence base is dominated by small qualitative and self-report studies concentrated in accessible regions, with almost no learning-outcome data and no replication. Priorities for research are identified accordingly, together with the design features that would allow the field to move beyond documenting non-implementation.

Digital Learning and the Reconfiguration of Teachers’ Professional Roles: A Critical Narrative Review of Pedagogy, Competence, Agency and Artificial Intelligence

2026-08-25T13:20:31+00:00

Digital learning has moved from a supplementary mode of educational delivery to a structural feature of contemporary schooling and higher education. This transition has renewed a recurrent question: whether digital technologies diminish the importance of teachers or redistribute and intensify professional expertise. This critical narrative review examines evidence published from 1 January 2000 to 19 June 2026, while retaining earlier foundational work where necessary, to analyse how teachers’ roles are being reconfigured across technology-enhanced, blended, online and artificial intelligence-mediated learning. Literature was identified through ERIC, OpenAlex, OpenAIRE, CORE, DOAJ and Semantic Scholar, supplemented by citation searching and authoritative institutional sources. The synthesis focuses on five interrelated changes: the movement from content delivery towards pedagogical mediation; the expansion of teacher knowledge from tool proficiency to integrated digital and artificial intelligence competence; the growing importance of learning design, facilitation and classroom orchestration; the emergence of data interpretation, artificial intelligence oversight and ethical stewardship as professional responsibilities; and the interaction of these changes with teacher identity, agency, workload and organisational conditions. Evidence is strongest in showing that educational benefits from technology depend on pedagogy, teacher preparation, purposeful interaction and contextual support rather than on the technology itself. Research on online teaching similarly indicates that teacher presence, communication, assessment and design remain central, although the balance among these functions changes. By contrast, claims that artificial intelligence will substitute for teachers are weakly supported: current evidence is dominated by conceptual work, early-stage adoption studies, competency instruments and short-term interventions. Digitalisation can augment professional judgement when teachers retain decision authority and receive time, training and institutional support, but it can also intensify work, narrow judgement through datafication and reproduce inequalities. The review argues that contemporary teacher professionalism is best understood as technologically mediated human judgement rather than technological replacement. Research priorities include performance-based competence measures, longitudinal studies of role change, causal evaluations of professional learning, cross-cultural evidence and governance models that preserve pedagogical agency while enabling responsible human–artificial intelligence collaboration.

Multiple Intelligences Based Instructional Strategies and their Educational Implications: A Critical Narrative Review of Theoretical Warrant, Evidential Quality and Classroom Consequence

2026-08-27T10:21:26+00:00

Few proposals in educational psychology have travelled as far into classroom practice on as thin an evidential base as the theory of multiple intelligences. Since its educational translation in the late 1980s, the theory has generated a large family of instructional strategies built on the premise that learners possess relatively independent cognitive capacities that teaching can profitably target. Quantitative syntheses of classroom applications report unusually large achievement gains, yet the psychometric and neuroscientific claims on which the strategies rest remain unconfirmed, and a substantial critical literature now classifies the theory as an educational neuromyth. This review examines that contradiction rather than resolving it by assertion. It assembles evidence from theoretical, psychometric, neuroscientific, intervention, implementation and teacher-belief literatures, and evaluates the strength of inference each supports. Three findings structure the synthesis. First, the claim of intelligence independence is not supported by the available factor-analytic work, and no study has measured neural processing during activity characteristic of a nominated intelligence, so alignment analyses cannot function as validity tests. Second, the pedagogical family that travels under the theory's name is internally heterogeneous: strategies that pluralise the representation of content are logically separable from strategies that match instruction to a diagnosed learner profile, and only the latter depend on the contested theoretical claims. Existing effectiveness syntheses do not distinguish these designs, which makes their pooled estimates difficult to interpret. Third, the intervention literature exhibits recurrent design weaknesses, including small samples, inactive control conditions, undocumented instructional dosage and outcome instruments constructed for single studies, that leave the reported effects attributable to well-established mechanisms unrelated to the theory. The educational implications are therefore asymmetric. Practices emphasising varied representation, expanded assessment formats and broadened talent identification retain independent justification; profile-matched instruction does not. Priorities for future work include design-disaggregated replication, active-control trials with documented dosage and validated outcome measures, and studies of how theoretical labels shape teacher decision-making.

Rethinking Lecturer-Prepared Learning Materials in Ghanaian Higher Education: Policy, Pedagogical Practice and the Conditions for Independent Learning

2026-08-27T11:28:08+00:00

Lecturer-prepared notes, handouts, slide decks and learning-management-system materials are embedded in contemporary university teaching, yet their educational value depends on what they enable students to do beyond receiving information. This critical narrative review examines lecturer-prepared learning materials in Ghanaian higher education through the combined lenses of national policy, academic literacy, digital access, assessment, open education and self-regulated learning. Literature was selected from education and multidisciplinary scholarly sources, Ghanaian institutional repositories and authoritative regulatory materials, with international evidence on instructor-provided notes used where direct Ghanaian studies were limited. The evidence indicates a genuine policy and pedagogical tension. Prepared materials can reduce access barriers, provide structure for students studying through a second-language academic environment, support large classes and offer continuity where connectivity, devices, data costs or library use constrain participation. At the same time, highly complete and examination-aligned materials can become a de facto curriculum that displaces academic reading, source evaluation, generative note-taking and the planning and monitoring processes associated with independent learning. Ghanaian evidence on reading practices, information literacy, digital readiness and open educational resources supports both sides of this tension, but direct causal evidence comparing material designs remains scarce. International studies of guided and completed notes suggest that the distinction between support and dependency lies less in whether lecturers provide materials than in their completeness, timing, integration with active tasks and relationship to assessment. The review proposes a scaffold-to-autonomy framework in which lecturer-prepared resources orient students, guide processing, expose source provenance and progressively transfer responsibility for finding, evaluating and synthesising knowledge. Policy and quality assurance should therefore assess the learning function of materials rather than impose a simple prohibition or mandate. Stronger Ghanaian multi-institutional and longitudinal evidence is needed to determine which designs preserve equity while strengthening durable learner agency.

Cognitive Processes in Developing Techno-pedagogical Competency among Prospective Teachers: A Critical Narrative Review

2026-09-01T13:46:14+00:00

Techno-pedagogical competency is commonly discussed as a teacher's capacity to combine technological, pedagogical, and content knowledge, yet this formulation says relatively little about the cognitive work through which prospective teachers learn to make defensible technology-integration decisions. This critical narrative review examines that developmental problem by synthesising research on technological pedagogical content knowledge (TPACK), metacognition, self-regulated learning, professional reasoning, cognitive load, transfer, motivational beliefs, contextual knowledge, and emerging artificial-intelligence-mediated lesson design. The review searched accessible education and multidisciplinary scholarly sources for work published from 1 January 2005 to 27 June 2026, while retaining selected earlier foundational studies needed to interpret cognition and teacher knowledge. Evidence indicates that techno-pedagogical competency is better understood as an integrated, situated capability than as the accumulation of separate technical skills. Development appears to depend on repeated cycles of pedagogical problem representation, activation and coordination of content-pedagogy-technology knowledge, evaluation of technological affordances and constraints, design justification, metacognitive monitoring, feedback-based revision, enactment, and transfer. Direct evidence is strongest for structured metacognitive support, subject-specific TPACK modules, design-based learning, authentic technology experiences, and reflective feedback, although intervention studies remain comparatively few. Self-efficacy, technology-related beliefs, institutional support, field experience, subject matter, and contextual knowledge influence whether cognitive resources are translated into instructional action. Major limitations in the literature include heavy reliance on self-report measures, short interventions, cross-sectional mediation models, weak measurement of real-time reasoning, limited observation of classroom enactment, and scarce evidence linking prospective teachers' competency development with sustained practice or pupil learning. Recent generative artificial intelligence research extends the cognitive agenda by making prompt formulation, epistemic verification, ownership, and agency visible as new components of pedagogical reasoning. The review proposes a cognitive-developmental account in which competent technology integration emerges from calibrated knowledge, regulated reasoning, contextual adaptation, and accountable professional judgement rather than from tool proficiency alone.

Open Educational Resources in India: A Critical Narrative Review of Policy, Infrastructure, Adoption and Evidence

2026-09-02T06:40:24+00:00

Open educational resources (OER) have become strategically important to India because they offer a route to widening educational access while permitting educational materials to be reused, adapted and redistributed. India has also built an unusually large public digital-education ecosystem, including national repositories, course platforms and school infrastructures. Yet the presence of free digital content does not itself establish an OER ecosystem: openness depends on licensing and practical permissions, while educational value depends on discoverability, accessibility, curricular integration, institutional support and effective pedagogy. This critical narrative review evaluates the status of OER in India across conceptual, policy, infrastructural, adoption, pedagogical and equity dimensions. Literature published from 2002 to 28 June 2026 was examined through education-focused and multidisciplinary scholarly sources, supplemented by official Indian and international policy and platform documents. The evidence indicates substantial progress in publicly funded content creation and national-scale digital delivery, with NROER, NPTEL, e-PG Pathshala/Vidya-mitra, SWAYAM and DIKSHA forming important parts of the wider open-education landscape. However, these initiatives differ materially in licensing, adaptability, curricular function and institutional integration, and should not be treated as interchangeable forms of OER. Indian empirical research generally reports favourable attitudes towards OER and perceived usefulness, but actual use, Creative Commons literacy, institutional policy support and reuse practices remain uneven. The evidence base is dominated by cross-sectional surveys, single-institution or geographically bounded studies and self-reported outcomes; robust India-specific evidence on learning achievement, persistence, equity, cost, adaptation and long-term sustainability remains limited. Global evidence suggests that OER can preserve learning outcomes while reducing access barriers, but average achievement effects are small and implementation-dependent. The review argues that India has advanced further in open digital provision than in mature open educational practice. Future progress requires licence clarity, interoperable metadata, multilingual adaptation, accessibility, faculty and library capacity, institutional incentives, rigorous outcome evaluation and governance that treats openness as a pedagogical and rights-enabling property rather than a synonym for free online access.

Dr. B. R. Ambedkar's Vision of Social Democracy, Educational Transformation and Economic Thought: Contemporary Relevance in India

2026-09-02T08:05:01+00:00

B. R. Ambedkar's political, educational, and economic writings are often examined as separate strands, although his democratic thought treated social hierarchy, political representation, education, and material inequality as interdependent problems. This critical narrative review reassesses the contemporary relevance of that integrated framework in India. A transparent literature-selection approach was used to identify Ambedkar's primary writings and peer-reviewed scholarship on caste, democratic theory, education, affirmative action, labour markets, wealth, credit, political representation, and economic liberalization. The contemporary evidence indicates a dual pattern. Educational attainment, occupational mobility, and some dimensions of material welfare have converged across social groups in important periods and settings, while significant inequalities and discriminatory mechanisms remain visible in education, labour-market entry, credit, wealth, and access to opportunity. Evidence on affirmative action and political reservation also shows meaningful benefits, but the effects are heterogeneous across groups, institutions, gender, and outcomes. These findings support an interpretation of Ambedkar's social democracy as more than electoral equality: it links formal political rights to substantive social equality, public conscience, educational capability, representation, and institutional safeguards against entrenched power. His proposals for state action and state socialism should nevertheless be read in their historical context rather than transferred mechanically to a contemporary market economy. Their enduring relevance lies principally in the normative and institutional questions they raise about unequal starting positions, concentrated economic power, democratic inclusion, and the capacity of public institutions to secure equal citizenship. The review concludes that Ambedkar's integrated framework remains analytically valuable for contemporary India, provided it is used as a critical lens rather than as a substitute for current empirical evidence or context-specific policy evaluation.

Rethinking Assessment for Engineering Students in Higher Education in the Age of Generative AI: A Critical Narrative Review

2026-09-03T09:57:11+00:00

Generative artificial intelligence (GenAI) has unsettled a central premise of higher-education assessment: that the quality of a submitted artefact is a sufficiently trustworthy proxy for the competence of the named student. This problem is acute in engineering, where text, code, calculations, models, design rationales and technical reports can increasingly be generated or transformed by general-purpose and specialised artificial intelligence (AI) systems. This critical narrative review examines how assessment in higher engineering education should be reconceptualised when GenAI is simultaneously a learning resource, an emerging professional tool and a source of construct-irrelevant assistance. Literature published from 1 January 2018 to 27 June 2026 was searched, with earlier foundational assessment research retained when conceptually necessary. Evidence was synthesised around assessment validity, engineering task vulnerability, authentic and process-based assessment, AI literacy and evaluative judgement, academic integrity and detection, feedback and grading, equity, and programme-level governance. The literature indicates that neither blanket prohibition nor unrestricted adoption provides a defensible general solution. Authenticity alone is also insufficient, because realistic take-home tasks can remain highly susceptible to undisclosed AI influence. A more robust approach separates two complementary purposes: protected evidence of independent competence in threshold and safety-relevant capabilities, and AI-integrated evidence of professional judgement in tasks where responsible tool use is itself an intended outcome. These forms of evidence should be triangulated through staged work, oral explanation, live demonstration, provenance, and programme-level assessment mapping. AI detectors are too unreliable and potentially inequitable to serve as stand-alone evidence of misconduct, while AI-assisted feedback and grading show promise but require human oversight, particularly for complex engineering work. The review proposes a Dual-Assurance Assessment Architecture as an evidence-derived organising model rather than a validated framework. Its central implication is that assessment reform should prioritise the validity of inferences about student capability, not merely the detectability of AI use.

AI-assisted Teaching-learning Materials for School Students: A Critical Narrative Review of Opportunities, Classroom Practices and Implementation Challenges

2026-09-04T08:09:58+00:00

Artificial intelligence (AI) is reshaping how teaching-learning materials are designed, adapted, delivered and evaluated in school education. Earlier AI-supported materials relied mainly on constrained intelligent tutoring, adaptive practice and automated feedback, whereas contemporary generative AI can produce explanations, examples, questions, simulations, code, images and dialogic support in response to natural-language prompts. This critical narrative review examines how these capabilities can contribute to school students' learning, the practices through which teachers and students are using AI-assisted materials, and the conditions under which benefits or harms are more likely. Literature was selected through iterative searches of education-focused and multidisciplinary scholarly indexes, DOI and publisher records, and authoritative institutional sources, with emphasis on peer-reviewed K-12 research and evidence available through 27 June 2026. The synthesis indicates that AI-assisted materials can improve the responsiveness of instruction by supporting differentiated explanations, formative feedback, self-regulated learning, inquiry, programming and teacher preparation. Yet positive effects are not uniform. Studies vary in design quality, duration, subject area and degree of teacher mediation; some report gains in achievement or engagement, whereas others find weaker flow, self-efficacy or learning than conventional support. Generative systems also introduce epistemic risks through inaccurate or untraceable outputs, cognitive risks through over-reliance, and governance risks concerning privacy, bias, copyright, assessment integrity and unequal access. The evidence therefore supports a pedagogy-first model in which AI augments rather than substitutes for teacher judgement, materials are grounded in curricular sources, outputs are verified, students are taught to interrogate AI responses, and use is age-appropriate and governed by clear data and accountability rules. Future research requires longer-term, independently replicated studies across primary and secondary settings, stronger measures of learning processes and equity, and direct comparisons among design features rather than between AI access and non-access alone.

The Hidden Curriculum of Digital Citizenship in Higher Education: A Conceptual Framework for Responsible Digital Participation

2026-09-10T09:35:42+00:00

Digital citizenship in higher education is generally addressed through courses, workshops, policies and digital skills programmes. This paper argues that there is another equally significant form of learning that arises from the university's usual digital culture. Students learn the unwritten messages through lecturers' citation practices, peer interaction, data practices related to learning performance, communication expectations, academic integrity procedures, and patterns of online participation. All of these experiences constitute a hidden curriculum in the field of digital citizenship. Drawing on relevant peer-reviewed research on digital citizenship, hidden curriculum, digital literacy, digital identity, privacy, academic practice, inequality, participation and higher education, the paper presents a conceptual model that explains how responsible digital participation is developed informally. The model identifies five channels: teacher modelling, peer norms and group culture, platforms and digital systems, assessment and academic practices, and institutional culture and policy. These channels can strengthen or weaken five citizenship outcomes: information integrity; ethical action and academic honesty; privacy, safety, and well-being; respectful and inclusive participation; and civic voice and responsible contribution. The paper argues that universities cannot promote responsible digital citizenship solely through formal teaching; their ordinary digital practices must also reflect the values they wish to promote. The framework therefore shifts the focus away from seeing digital citizenship as merely a matter of individual students' responsible participation towards viewing it as a cultural and educational process that occurs throughout the university.

Self-Regulatory Assessment and Feedback Pedagogies and Their Impact on Persistence and Dropout in Tertiary Education

2026-09-10T13:11:28+00:00

Student dropout continues to pose one of the biggest challenges to learning and participation in higher education. This study discusses the ways in which self-regulatory assessment and feedback pedagogies can help to enhance student retention and minimise dropout in tertiary institutions. It adopted a narrative review of empirical research on self-assessment, peer assessment, formative assessment, feedback literacy, self-regulated learning, student engagement, retention, completion, and dropout. Drawing on 18 peer-reviewed and scholarly sources published between 2016 and 2026, the study reports that assessment designed for learning, with opportunities for reflection, enhances students’ monitoring of their own understanding; student-to-student feedback pedagogies, when conducted effectively, provide a forum for students to make judgements about their own and their peers’ learning; direct instruction and explicit pedagogical intervention support the development of ‘feedback literacy’, facilitating students’ understanding and use of feedback; and effective formative feedback supports students’ ability to set realistic goals and make progress towards them. These assessment and feedback behaviours may, under certain circumstances, mediate processes that ultimately contribute to reduced dropout by strengthening students’ overall resilience and engagement. The analysis suggests that self-regulatory assessment and feedback may influence student continuation by increasing the likelihood that students remain at university. The article recommends that institutions embed self-assessment, peer assessment, and reflective activities alongside appropriate monitoring and continuous feedback throughout learning and teaching, concluding that the identified self-regulatory assessment and feedback pedagogies can provide a practical foundation for reducing student dropout and improving engagement in tertiary education.

Microlearning for Teaching and Learning: A Systematic Review

2026-08-29T09:40:32+00:00

Background: Microlearning organises instruction into short, focused learning units that can be accessed flexibly. Its rapid adoption across school, university, professional and patient-education settings has outpaced consensus about its comparative effectiveness, the conditions under which it works, and the durability of learning.

Objective: To systematically review empirical evidence on microlearning for teaching and learning, with emphasis on knowledge, performance, retention, motivation, engagement, self-efficacy, behaviour and acceptability.

Methods: Publicly accessible scholarly sources were searched from inception to 23 July 2026 for eligible reports published from 1 January 2000 to 30 June 2026. Primary empirical studies were eligible when a deliberately brief, focused and usually digitally delivered learning intervention was evaluated in learners or recipients of education. One reviewer performed searching, deduplication, screening, extraction, risk-of-bias assessment and verification; all decisions were retained in an auditable ledger. Owing to pronounced heterogeneity in populations, interventions, comparators, outcome measures and designs, findings were synthesised by outcome domain without statistical pooling.

Results: Forty-eight records were captured, 10 duplicates were removed, 38 records were screened, 22 reports were sought, 20 full texts were assessed and 17 studies were included. Samples ranged from 19 to 213 participants and covered secondary education, higher education, professional development, health-professions education and adult education. Most comparative studies reported favourable immediate knowledge or performance, but long-term retention was assessed infrequently and one study found that an immediate advantage was not sustained. Motivation, engagement, efficiency and acceptability were commonly favourable, whereas self-efficacy results were mixed. Confidence was limited by small samples, non-randomised allocation, multicomponent interventions, self-reported outcomes, short follow-up and inconsistent reporting.

Conclusions: Microlearning is a promising instructional format for focused objectives and flexible delivery, particularly when it reduces extraneous burden, provides practice and feedback, and is integrated with broader pedagogy. The evidence does not support treating brevity alone as an effective mechanism or assuming durable learning across contexts. Larger preregistered comparative studies with common outcomes, active comparators and delayed assessments are required.

Enhancing Secondary School Students’ Performance in Electronics through PhET Simulation-based Instruction: Evidence from Kigoma Region, Tanzania

2026-08-24T11:10:43+00:00

Background: Electronics is an important component of secondary school physics, yet many students experience difficulty understanding its abstract concepts, particularly when instruction relies mainly on lectures, static diagrams, and limited practical activities. PhET interactive simulations provide visual and interactive learning experiences that may support students’ understanding of electronic concepts, especially in schools with limited laboratory facilities. However, evidence regarding their effectiveness in Tanzanian secondary schools remains limited.

Aim: The study aimed to determine the effectiveness of PhET simulation-based instruction in enhancing the performance of Form Four students in electronics.

Study Design: The study used a quasi-experimental pretest–posttest non-equivalent control group design.

Place and Duration of Study: Data collection took place in four public secondary schools in Kigoma Region, Tanzania, between March and June 2026.

Methodology: The participants were 164 Form Four students. Two schools (n = 75) received PhET simulation-based instruction, and two schools (n = 89) received lecture-based instruction. Data were collected using a 20-item electronics achievement test (Cronbach’s α = .83) administered before and after the intervention. Independent- and paired-samples t tests and effect sizes were used in the analysis.

Results: There was no significant difference between the groups at pretest (p > .05; ES = 0.04). The PhET group had higher scores than the lecture group at posttest (p < .001; effect size = 0.83). The PhET group also demonstrated a statistically significant gain from pretest to posttest (p < .001; effect size = 1.33), whereas the lecture group did not reach statistical significance (p > .05; effect size = 0.26).

Conclusion: The results showed that guided PhET simulation-based instruction positively affected students’ performance in electronics and could be used alongside conventional teaching methods, especially where laboratory facilities are limited.

Examining the Role of Digital Literacy Skills in Addressing the Digital Divide among Undergraduate Students

2026-08-25T06:30:09+00:00

Aims: To assess the digital literacy skills of undergraduate students and examine how digital access and technology usage factors influence their digital literacy.

Study Design: A descriptive-correlational research design.

Place and Duration of Study: The study was conducted among undergraduate students enrolled in higher education institutions in Kerala, India, during the academic year 2025–2026.

Methodology: A structured questionnaire was administered to 152 undergraduate students to collect data on digital literacy skills, digital access, and technology usage. Data were analysed using descriptive statistics, independent-samples t-tests, one-way ANOVA, and multiple regression analysis.

Results: Undergraduate students demonstrated a moderate to high level of digital literacy (overall mean = 3.47). They performed well in online safety, information searching, and basic cybersecurity practices but reported comparatively lower competence in professional digital communication and webinar participation. Independent-samples t-tests and ANOVA revealed no statistically significant differences in digital literacy based on gender, place of residence, year of study, or institution type (P > .05). Multiple regression analysis indicated that digital access and technology usage factors significantly predicted digital literacy skills (R = .409, R² = .167, F(6, 145) = 4.844, P < .001). Access to appropriate learning devices (β = .172, P = .027) and reliable internet connectivity at home (β = .299, P = .001) were the strongest positive predictors.

Conclusion: Meaningful access to digital resources contributes more to digital literacy development than the frequency of technology use alone. Strengthening access to digital devices, stable internet connectivity, and opportunities to develop professional digital communication skills can help reduce digital inequalities and enhance technology-enabled learning in higher education.

Reconstruction of Chemistry Knowledge Based on Local Culinary: Understanding Acid-Base Concepts through the Betawi Asinan Project

2026-08-25T09:19:27+00:00

Objectives: This study aimed to examine the effectiveness of Project-Based Learning (PjBL) integrated with Betawi Asinan local wisdom in improving students' cognitive learning outcomes regarding acid-base concepts.

Methods: This study employed a quantitative approach with a pre-experimental design utilising a One-Group Pretest-Posttest Design. The research involved 36 grade XI MIPA students at State Senior High School 71 Jakarta, selected through purposive sampling. Data were collected using a 10-item multiple-choice cognitive test (C1, C4, C5, C6) and analysed using descriptive statistics, normality tests (Kolmogorov-Smirnov), homogeneity tests (Levene's Test), Normalized Gain (N-Gain), and a Paired Sample t-Test via SPSS 26.

Results: The findings showed an increase in the class average score from 47.22 on the pretest to 86.94 on the posttest, with an average increase of 39.72 points. The Paired Sample t-Test indicated a statistically significant difference (t = 24.65, p < 0.05), rejecting the null hypothesis. Furthermore, 50.00% of the students were in the high improvement category (g ≥ 76%), 44.44% were in the moderate category, and 5.56% were in the low category.

Impact: The integration of cultural context into PjBL provided a connection between abstract scientific theories and tangible daily experiences. The findings suggest that this pedagogical approach may support contextual science education while also engaging students with regional culinary heritage.

Digital Creativity in Special Education: A Phenomenological Study of SPED Teachers' Use of Canva

2026-08-25T10:02:52+00:00

This qualitative phenomenological study explored the lived experiences of Special Education (SPED) teachers using Canva as a digital creativity tool for designing instructional materials and supporting inclusive education for learners with disabilities. The study was conducted at Queens Row Elementary School, Bacoor City, Cavite, Philippines, during the 2025-2026 school year, with data collection beginning on February 12, 2026. Five public elementary SPED teachers were purposively selected based on their current SPED teaching assignment, at least one year of teaching experience, actual use of Canva in preparing instructional materials, and willingness to participate. Data were generated using a phenomenological interview guide through a focus group discussion and individual semi-structured interviews. Audio- and video-recorded data were transcribed verbatim and analysed using Colaizzi's seven-step phenomenological method; member checking and reflexive documentation were used to support credibility and interpretive discipline. Participants perceived Canva as a practical and learner-centred design tool that helped them prepare clearer, more adaptable, and visually accessible materials while supporting differentiated instruction, collaboration, preparation efficiency, and professional confidence. Four cross-participant themes emerged: Accessible Canva Design, Multimodal Learner Engagement, Teacher Creative Empowerment, and Learner-Centered Restraint. The findings indicate how these five teachers understood and used Canva in their local SPED context; they do not establish causal effects on learner outcomes. The study recommends continued teacher training and technical support, careful attention to accessible and non-overwhelming design, and further multisite research incorporating classroom observation and direct learner-level evidence.

AI-Supported Oral Language Programmes: A Function-Allocation Framework for Understanding Instructional Authority and Intercultural Competence Outcomes

2026-08-25T12:47:44+00:00

Artificial intelligence (AI)-supported language learning systems are increasingly used in educational contexts, yet the allocation of instructional authority between automated systems and teachers remains insufficiently understood. This study examined eight institutional implementations of AI-supported oral language programmes across the United States, Japan, and China, involving 7,350 students. A convergent parallel mixed-methods design was used to classify implementations through a two-dimensional function-allocation framework encompassing inferential depth and curricular integration. Intercultural communicative competence outcomes were assessed using the Intercultural Development Inventory in six institutions and alternative validated instruments in two institutions, with pre-to-post change standardised as Cohen’s d. The qualitative component drew on programme documentation and interviews with programme directors. Across cases, effect sizes ranged from 0.18 to 0.43. Programmes with Embedded curricular integration showed larger median gains (d = 0.41) than Supplementary programmes (d = 0.21), while Integrated programmes showed intermediate gains (d = 0.32). Inferential depth did not display a comparable monotonic pattern. Qualitative findings indicated that the instructional value of AI-supported practice depended on curricular embedding, assessment alignment, validation practices, and continued human oversight, particularly for consequential judgements. These findings support a function-allocation perspective in which instructional outcomes are associated not simply with AI capability but with how automated functions are integrated into the curriculum and governed alongside teacher authority.

Peer Support, Confidence, Perceived Stressors, and Academic Performance among Bachelor of Science in Nursing Students

2026-08-26T10:22:10+00:00

Academic performance among nursing students is associated with various psychosocial factors that shape their learning experiences and educational outcomes. Hence, this study examined the relationships of peer support, confidence, and perceived stressors with the academic performance of Bachelor of Science in Nursing (BSN) students in selected higher education institutions in Davao del Sur. Using a descriptive-regression research design, data were collected from 317 BSN students through proportionate stratified random sampling. Results revealed that students reported a high level of peer support, with interaction obtaining the highest rating and inclusivity the lowest. They also demonstrated a high level of confidence across self-assurance, belief, resilience, and competence. Perceived stressors were likewise rated high, with workload identified as the most prominent stressor. Students demonstrated very satisfactory academic performance. Pearson correlation analysis showed weak but statistically significant negative relationships between academic performance and overall peer support, collaboration, inclusivity, and workload. Multiple regression analysis further revealed that the model significantly predicted academic performance. Among the predictors, competence was a significant positive predictor, whereas encouragement was a significant negative predictor. These findings highlight the importance of strengthening students’ competence and further examining the unexpected negative association between peer encouragement and academic performance among BSN students.

A Comparative Analysis of Pedagogical Alignment and Learner Academic Performance in Grant-aided and Public Secondary Schools in Eastern Province, Zambia

2026-08-26T10:58:05+00:00

This study examined pedagogical alignment and its association with learner academic performance in selected grant-aided and public secondary schools in Eastern Province, Zambia. Guided by Constructive Alignment Theory and Systems Theory, the study employed a convergent mixed-methods design involving 315 participants comprising 285 teachers, 22 head teachers and 8 Education Standards Officers. Quantitative data were collected through teacher questionnaires and analysed using descriptive statistics, an independent-samples t-test and Pearson’s correlation, while qualitative data from interviews, classroom observations and document analysis were analysed thematically. Findings indicated that stakeholders understood pedagogical alignment as coordination among curriculum objectives, instructional practices, learning activities and assessment. Grant-aided schools reported significantly higher alignment than public schools (reported t = -3.409, p < .001; d = 0.539). However, the reported correlations between the pedagogical strategies score and learner academic performance were weak and non-significant in grant-aided schools (r = .05, p = .594) and public schools (r = -.09, p = .483). A significant association was observed between misalignment strategies and learner academic performance in grant-aided schools (r = .28, p = .005). The study therefore concludes that pedagogical alignment should be understood as an enabling component of instructional quality rather than, on the evidence available in this study, an independent determinant of learner achievement. Strengthening instructional leadership, teacher professional development, assessment practices and school-level support systems is recommended.

Strategies for Enhancing ICT Access and Instructor Support in Adult Education Centres in the Coastal Region of Tanzania

2026-08-27T09:32:53+00:00

The increasing demand for digital learning and lifelong education has intensified the need for effective information and communication technology (ICT) integration in adult education centres, particularly in developing countries where access to educational technology remains uneven. In Tanzania, adult education centres continue to experience inadequate ICT infrastructure, limited instructor support, weak internet connectivity, and insufficient technical assistance, all of which constrain inclusive teaching and learning. This study examined strategies for enhancing ICT access and instructor support in adult education centres in the Coastal Region of Tanzania. Guided by policy implementation theory and the technology acceptance model, the study adopted a mixed-methods cross-sectional survey design to collect quantitative and qualitative data. A total of 60 respondents, comprising 40 adult learners, 16 instructors, and 4 coordinators, were selected from centres in Kibaha, Kisarawe, Mkuranga, and Kibiti through stratified random and purposive sampling. Data were collected using structured questionnaires, semi-structured interviews, and observation checklists. Instrument validity was established through expert review and pilot testing, while reliability was assessed using Cronbach’s alpha and test-retest procedures, yielding an alpha value of 0.79. Quantitative data were analysed using IBM SPSS through frequencies, percentages, means, and standard deviations, whereas qualitative data were transcribed, coded, and analysed thematically. The findings showed that the centres had moderately adequate ICT resources, particularly stable electricity supply and positive instructor attitudes towards technology use. However, gaps remained in ICT equipment, technical support, instructor training, and internet connectivity, limiting consistent ICT integration. The study highlights the need for improved infrastructure, continuous professional development, reliable technical support, and collaborative partnerships to strengthen sustainable digital learning in adult education centres.

A Qualitative Study on HIV/AIDS - Related Knowledge and Biomedical Prevention Strategies among Students in Tertiary Institutions in Lesotho

2026-08-27T11:37:43+00:00

Background: Tertiary students in Lesotho are exposed to several HIV prevention initiatives, but knowledge and availability do not necessarily translate into use.

Aims: This study set out to explore the level of knowledge and use of HIV/AIDS biomedical prevention strategies in institutions of higher learning in Lesotho.

Study Design: The study adopted a qualitative approach using focus group discussions with students and in-depth interviews with key informants.

Place of Study: The study was conducted at the National University of Lesotho (NUL) and Lesotho College of Education (LCE).

Methodology: All participants were purposively selected. A total sample of 80 participants, comprising 75 students, 2 internal stakeholder representatives and 3 external stakeholder representatives, was drawn from NUL. An additional sample of 40 participants was drawn from LCE and comprised 36 students, 2 internal stakeholder representatives and 2 external stakeholder representatives. In total, 111 students, 4 internal stakeholders and 5 external stakeholder representatives took part in the study. Data were analysed using open coding and classified according to dominant themes.

Results: Several themes emerged from the data: HIV/AIDS services at NUL and LCE; strategies for preventing HIV among students in institutions of higher learning; students’ perceptions of existing prevention strategies; preferred HIV/AIDS biomedical and prevention services among students; proposed strategies for preventing new HIV/AIDS infections; challenges related to the use of HIV biomedical and prevention strategies; and recommended strategies for strengthening HIV prevention. The findings show that although some biomedical prevention strategies are in place in institutions of higher learning, HIV/AIDS and related issues are not considered a priority, and some critical student needs and preferences are not accommodated.

Conclusion: Based on the findings, the study concluded that despite the availability of diverse HIV/AIDS prevention and biomedical strategies at both institutions, and students’ knowledge of these strategies, their utilisation remains low because of inconsistent service availability, limited awareness of other available HIV prevention services and other factors.

Uniting Art Integrated Learning and Indigenous Knowledge to Support Early Childhood Transition in Arunachal Pradesh, India

2026-08-28T11:22:09+00:00

This study examined how Art Integrated Learning (AIL) and Indigenous Knowledge (IK) may support the transition from early childhood education to primary schooling in Arunachal Pradesh. A qualitative design was used, with semi-structured interviews conducted with 50 primary school teachers from Aalo, West-Siang District, selected through convenience sampling. Thematic analysis indicated a marked gap between conceptual recognition and classroom implementation. Although teachers generally regarded AIL as beneficial, 60% reported limited knowledge of the approach and 80% had not received formal AIL training. Teachers identified storytelling, crafts, music, dance, weaving, and other local cultural practices as useful means of connecting classroom learning with indigenous knowledge. Ninety per cent believed that AIL could bridge traditional and modern educational practices, while 80% considered it important for strengthening students’ cultural connection. Participants also associated AIL with creativity, inclusion, and classroom engagement. However, implementation was constrained by limited professional preparation, inadequate resources, poor infrastructure, and insufficient institutional guidance. Teachers frequently relied on self-learning and informal classroom practices rather than structured pedagogical support. The findings suggest that AIL and IK have potential to provide culturally responsive continuity during early childhood transition, but their effective use depends on clearer implementation guidance, sustained professional development, appropriate teaching resources, and stronger institutional support within primary education in Arunachal Pradesh.

Senior High School EFL Teachers’ Beliefs and Self-reported Practices of Critical Thinking Integration:A Survey Study in China

2026-08-28T13:20:42+00:00

Critical thinking (CT) has been recognised as a key competency in 21st-century education and has been incorporated into China’s Senior High School English Curriculum Standards. Despite this policy emphasis, previous research has revealed that EFL teachers tend to hold positive beliefs about CT; yet they possess only a fragmented understanding of its core components. However, the specific nature of senior high school EFL teachers’ conceptual understanding of CT is underexplored. This study investigated senior high school EFL teachers’ beliefs, knowledge, and self-reported practices regarding CT integration, with three objectives: (1) to explore teachers’ conceptual understandings of CT, (2) to examine their beliefs about CT integration, and (3) to study their self-reported practices. Data were collected from 205 EFL teachers across five senior high schools in Qingzhou, Shandong Province, China, using a questionnaire with both closed-ended and open-ended items. The findings revealed that teachers valued CT but have a limited understanding of its core skills, and most could not define what CT involves. A few mentioned metacognitive skills such as self-regulation. While teachers held positive beliefs about the importance of teaching CT, they reported only moderate use of CT in their classrooms, and their beliefs did not always match their understanding of CT skills. Teachers also expressed a clear need for professional development, suggesting that they were aware of their own knowledge gaps. These findings highlight the need for targeted professional development that equips teachers with both conceptual understanding and practical strategies for CT integration. They also contribute to the existing literature on teacher cognition in EFL contexts.

Preparation and Selection of Instructional Media: A Highly Challenging Endeavour among Primary School English Language Teachers

2026-08-29T09:12:16+00:00

This paper aims to examine the key challenges that English language teachers face in their day-to-day preparation and selection of instructional media. The study identifies contributing factors that create these challenges as barriers to attaining the goals of communicative language teaching (CLT). The need to develop vocabulary knowledge and understanding of both form and meaning in language learning at the elementary level of education is among the reasons for choosing primary schools as the focus of this study. The study took place in Wete District, Zanzibar, where the target population included primary school English language teachers together with headteachers or representatives of school administrative staff. A qualitative research design was employed, using descriptive and explanatory forms of data collection, presentation, and discussion of findings. The study used purposive and convenience sampling techniques to select teacher respondents and headteachers from the target population, while their availability, consent, and cooperation were carefully considered. A total of thirty-two (32) English language teachers, comprising 19 males and 13 females from sixteen (16) primary schools, participated in the data collection process by consenting to complete the study questionnaires. Additionally, seven headteachers, comprising 5 females and 2 males, were purposively selected and interviewed, producing a total of 39 respondents who fully participated in the study. The findings revealed that multiple responsibilities among teachers, financial limitations, lack of classroom connectivity, limited teacher knowledge, large enrolled classes, teachers’ perceptions, low teacher motivation, lack of talents and intelligences, and low commitment among English language teachers are key challenges faced by primary school English language teachers in the preparation and selection of instructional media in the study area.

Transforming Learning: The Impact of Covid-19 on Digital Education in India

2026-08-29T12:17:36+00:00

This study aims to examine the impact of the COVID-19 pandemic on the perceptions of teachers and students in higher education institutions in India. A total of 105 teachers and students from higher education institutions were asked about their perceptions of digital education and the impact of COVID-19 on their understanding of digital education. Further, the participants were also asked about the issues associated with digital education based on their experiences during the COVID-19 pandemic. Interestingly, most participants viewed digital education as having future potential, but its effectiveness depends on how meaningfully it is integrated into teaching and learning practices. This indicates a need for educationists and researchers in the field of digital education to reflect more deeply on its relevance. This research aims to shed light on the inadequate implementation of digital education during the COVID-19 pandemic and the need to view digital education as part of the evolution of education rather than as a substitute for classroom education during natural disasters. Although this sudden shift was essential for maintaining learning, it frequently occurred without the necessary infrastructure, such as well-designed online courses or sufficient technical assistance for educators and learners. Therefore, this study examines the effectiveness of digital education based on the perceptions and experiences of teachers and students during the pandemic, using the Community of Inquiry Framework to interpret interaction, engagement and the perceived effectiveness of digital education. This study further examines multidimensional challenges, including pedagogical, infrastructural, social and institutional aspects that need to be understood to ensure the meaningful integration of digital education into mainstream Indian higher education institutions.

Stakeholders’ Involvement in Overcoming the Challenges in Improving Student Behavior and School Discipline: A Cambodian Primary School Case Study

2026-08-29T12:28:17+00:00

Improving student behaviour and school discipline in primary schools involves direct and indirect stakeholders whose roles and collaboration may shape disciplinary practices. This qualitative case study examined the challenges encountered in improving student behaviour and school discipline and the measures used to address them in selected primary schools in Kandal Province, Cambodia. The study was grounded in the understanding that students' behaviour and discipline are shaped by multiple stakeholders, including direct stakeholders (school officials, teachers, parents/families, and students) and indirect stakeholders (the Ministry of Education, volunteers, and NGOs). Data were collected through purposive sampling across five selected primary schools, involving 48 participants. Semi-structured interviews, focus group discussions, classroom observations, and documentary analyses were used to explore: (1) how stakeholders participate in improving student behaviour and school discipline, (2) how school principals collaborate with stakeholders, (3) the key challenges stakeholders encounter, and (4) the strategies used to address these challenges. Findings indicated that stakeholders implement discipline through a combination of disciplinary actions (e.g., verbal warnings, academic punishment, school labour punishment, and formal apology mechanisms) and school regulations (e.g., dress code, punctuality, health and safety, and special education-related rules). However, major challenges included family factors, teacher constraints, and peer-influenced forms of inappropriate conduct. To respond to these challenges, the schools emphasised strengthened school–family collaboration (including workshops, home visits, regular updates, and structured communication via social media) and improved principal–teacher collaboration (through moral instruction, Buddhist lessons, mindfulness/meditation practices, and school ceremonies). The study also highlighted the importance of classroom-management strategies such as clear rules and routines, behavioural interventions aligned with disciplinary approaches, and the development of positive teacher–student relationships. The study concluded that effective discipline improvement in Cambodian primary schools depends on coordinated stakeholder collaboration and consistent implementation of supportive, value-based, and classroom-centred strategies.

Voices of Inclusion: A Phenomenological Exploration of Teachers’ Experiences in Handling Learners with Disabilities

2026-08-31T09:17:48+00:00

Aims: This study explored the lived experiences of general education teachers serving as receiving teachers in implementing inclusive education and handling learners with disabilities in public elementary schools in the Division of Bacoor, Province of Cavite. It sought to describe their most significant experiences in teaching learners with disabilities in inclusive classrooms, formulate meanings from their significant statements, identify the themes that emerged from these meanings, determine the essence of their experiences, and derive recommendations to strengthen inclusive education practices in public schools.

Study Design: A qualitative phenomenological research design was employed.

Place and Duration of Study: The study was conducted in selected public elementary schools in the Division of Bacoor during School Year 2025–2026, with data collection from January to March 2026.

Methodology: Six general education teachers were purposively selected based on direct experience in inclusive classrooms. Data were generated through one-on-one, semi-structured, in-depth interviews lasting 30–60 minutes. Interviews were audio-recorded with permission, transcribed verbatim, and analysed using Braun and Clarke’s six-phase thematic analysis. Data saturation was reached after the sixth participant. Trustworthiness was supported through member checking, an audit trail, reflective journaling, and thick description.

Results: Findings revealed limited readiness, instructional and behavioural uncertainty, continuous classroom adjustment, emotional and psychological strain, collaboration, and limited institutional support. Three major themes emerged: Teaching Beyond Preparation: Entering Inclusive Classrooms Without Readiness; Navigating Behavioural Uncertainty in the Classroom; and Emotional Strain and Psychological Load of Inclusive Teaching.

Conclusion: Inclusive teaching was experienced as an ongoing process of entering, adjusting, enduring, and sustaining oneself within demanding classroom realities. The study proposed the Integrated Support Framework for Strengthening Inclusive Education Practices in Public Schools, consisting of Preparation and Institutional Support, Classroom Practice and Intervention System, and Teacher Well-being and Sustaining Support, connected through collaboration.

Professional Identity of Physical Education and Sport Teachers: A Comparative Study among Pre-Service and In-Service Teachers

2026-08-31T10:54:51+00:00

Professional identity (PI) is an important component of teacher development and may evolve during the transition from initial teacher education to professional practice. In Morocco, limited evidence is available on how the PI of physical education (PE) teachers differs between the end of pre-service training and the early stage of professional employment. This study investigated differences in PI between pre-service physical education teacher-trainees enrolled in initial teacher education at Morocco’s Regional Centres for Education and Training Professions and novice in-service PE teachers with one year of professional experience. Adopting a quantitative research design, the study employed a Likert-type professional identity scale to collect data from 128 teacher-trainees completing their initial training and 107 novice teachers. Factor analysis supported the three-dimensional structure of the scale—self-image, perceived self-efficacy, and commitment to teaching physical education—and the 18-item scale demonstrated good overall internal consistency. Comparative analyses revealed a statistically significant difference in the overall PE PI Index between the two groups (ΔM = 0.09, p = 0.038, η² = 0.019), with higher scores among teacher-trainees, although the effect size was small. A statistically significant difference was also observed for the self-efficacy dimension (ΔM = 0.12, p = 0.042, η² = 0.018). By contrast, analyses examining gender and the type of bachelor’s degree held by participants revealed no statistically significant effects on PI across the transition from initial teacher education to professional practice. These findings underscore the dynamic and evolving nature of PI during the transition into the teaching profession. In particular, they suggest that the idealised professional self-conceptions developed during initial teacher education may be challenged by the personal, professional, relational, and contextual constraints encountered by novice teachers upon entering the profession. The findings therefore highlight the need for more practice-oriented and contextually responsive teacher education programmes, as well as sustained support for educational stakeholders involved in fostering the PI development of PE teachers.

Effect of Reflective Parental Training in Parents of Younger Children with Autism Spectrum Disorder on Alexithymia: Pre and Post Intervention Study

2026-08-31T11:00:07+00:00

Background: Parents of young children with Autism Spectrum Disorder (ASD) may experience difficulties in identifying and describing emotions, which can affect emotional regulation and parent–child interaction. Brief reflective parenting is intended to strengthen reflective functioning and awareness of mental states.

Objective: This study examined the effect of a four-week Brief Reflective Parental Training intervention on alexithymia among parents of young children with ASD.

Methods: Parents were purposively recruited in Delhi NCR. Approximately 30 parents were contacted, 20 consented to participate, and 13 were included in the final analysis. Eligible parents had children aged 3–8 years who scored above 70 on the Indian Scale for Assessment of Autism and had no neurological conditions. Participants attended four weekly group sessions of 1.5 hours each. Alexithymia was assessed before and immediately after the intervention using the Perth Alexithymia Questionnaire. Pre- and post-intervention scores were compared using the Wilcoxon rank test.

Results: The reported mean alexithymia score decreased from 80 (SD = 23.6) before the intervention to 65 (SD = 20.27) after the intervention. The reported Wilcoxon statistic was Z = −3.066, with p = .002.

Conclusion: The findings indicate a post-intervention reduction in alexithymia scores. However, the small sample, absence of a control group, reliance on parent-reported assessment, and lack of follow-up mean that the findings should be interpreted as preliminary.

Parental Involvement in Public Pre-primary Education in Ilemela District, Tanzania: Factors Influencing Participation

2026-08-31T11:45:42+00:00

This study explored the factors influencing parental involvement in public pre-primary education in Ilemela District, Mwanza Region, Tanzania. The study was guided by Bronfenbrenner’s Ecological Systems Theory, which explains children’s learning and development through interactions among family, school, community and wider social systems. A qualitative research approach within the interpretivist paradigm was adopted, using a case study design to gain detailed insights into parents’ participation in pre-primary education. The target population comprised 39 public pre-primary schools in Ilemela District Council. Participants included 20 parents of children attending selected public pre-primary schools, 20 teachers and 2 pre-primary education officers. Ten (10) public pre-primary schools were purposively selected, and data were collected through semi-structured interviews and focus group discussions. The data were analysed thematically to identify recurring meanings and patterns related to parental participation in pre-primary education. The findings showed that three interrelated factors influenced parental involvement. First, parents’ awareness of the academic benefits of pre-primary education motivated them to enrol children, monitor attendance and support learning at home. Second, socio-cultural beliefs, community expectations, peer influence and guidance from local educational authorities shaped parents’ decisions to participate in pre-primary education. Third, school-related factors, including a welcoming school environment, teachers’ attitudes, communication practices and supportive parent-teacher relationships, encouraged parents to engage in school activities. The study concluded that individual awareness, social expectations and institutional practices shaped parental involvement in pre-primary education. It recommended strengthening parent-teacher collaboration, enhancing community sensitisation and fostering school environments that promote trust, communication and shared responsibility for children’s early learning.

Challenges Facing the Implementation of the School Feeding Programme in Public Primary Schools in Ileje District, Tanzania

2026-08-31T12:55:50+00:00

School feeding programmes are widely credited with improving enrolment, attendance and learning, yet their implementation in low-income settings remains uneven. Drawing on Maslow’s hierarchy of needs, this study analysed the challenges facing the implementation of the school feeding programme in public primary schools in Ileje District, Songwe Region, Tanzania. Working within a pragmatic paradigm, the study adopted a mixed-methods approach and a convergent descriptive survey design. Questionnaires were administered to 200 teachers, selected through simple random sampling, and semi-structured interviews were conducted with 35 school food management committee members, selected purposively, giving 235 participants in total. Quantitative data were analysed using means and standard deviations in SPSS version 28; qualitative data were analysed thematically. Teachers identified low parental participation (M = 3.69, SD = 1.380), poor quantity of food (M = 3.66, SD = 1.372) and unaffordable food prices (M = 3.60, SD = 1.503) as the leading challenges, with lack of effective supervision (M = 3.49, SD = 1.607) and poor quality of food (M = 3.46, SD = 1.322) rated marginally above the agreement threshold. The dispersion of responses was substantial across all five items, indicating that implementation varies considerably between schools rather than failing uniformly. Committee members’ accounts converged on parental participation but added two dimensions that the questionnaire did not measure: logistical and operational constraints, particularly food storage and kitchen infrastructure, and shortages of cooks, programme managers and health educators. The study concludes that the binding constraint in Ileje is not the absence of a national policy framework but the reliance of that framework on household contributions that many parents are unable or unwilling to sustain. Diversifying programme financing, investing in basic storage and preparation facilities, and strengthening transparent communication with parents are recommended.

Evaluating Multiple Teaching Methods in High-school Geography: A Mixed-methods Case Study from Goa, India

2026-09-01T12:11:53+00:00

Aims: This study investigates the relative effectiveness of Multiple Methods of Teaching (MMT), compared with traditional lecture-based instruction, in improving student performance and conceptual understanding in high-school geography in Goa, India.

Study Design: A mixed-methods, pre-intervention–post-intervention quasi-experimental design.

Place and Duration of Study: Government high schools, North and South Districts of Goa, India, during the academic year 2021–22.

Methodology: Through stratified random sampling, 303 students (Grades VIII–X) and 14 geography teachers were recruited, and data were collected using pre-validated questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analysed using descriptive statistics and the chi-square test, while qualitative responses were coded thematically.

Results: Phase I (lecture-only) yielded a mean score of 44.56 (SD = 23.77). Phase II (MMT: demonstration, observation, project-based, and laboratory methods) increased the mean to 51.69 (SD = 23.55). The reported chi-square test (χ² = 3.3, df = 6, P > .05) did not indicate a statistically significant relationship between instructional diversity and student achievement. Qualitative findings corroborated a marked preference among both teachers and students for participatory, observation-based, and field-centred pedagogies over conventional chalk-and-talk delivery.

Conclusion: The use of multiple, student-centred pedagogical approaches was associated with improved learning outcomes in secondary-level geography. The findings have implications for curriculum design, teacher professional development, and education policy in Goa and comparable Indian school contexts, although the statistical evidence should be interpreted cautiously.

Emotional Intelligence and Social Intelligence among Prospective Teachers in Trichy and Namakkal Districts of Tamil Nadu, India

2026-09-01T13:39:20+00:00

This study examined emotional intelligence and social intelligence among prospective teachers in the Trichy and Namakkal Districts of Tamil Nadu, India. A correlational survey design was employed with 200 Bachelor of Education trainees selected from five colleges through simple random sampling. Data were collected using measures of emotional intelligence and social intelligence, and the internal consistency coefficient for each instrument was .89. Descriptive statistics, independent-samples t-tests, Pearson’s product–moment correlation, and Cohen’s d were used for analysis. The results showed that 59% of trainees had moderate emotional intelligence, while 56% had moderate social intelligence. Female trainees obtained significantly higher scores than male trainees on both constructs, and urban trainees scored significantly higher than rural trainees. The largest group difference was observed for locality in emotional intelligence, with Cohen’s d = 0.85. Emotional intelligence and social intelligence were strongly and positively correlated, r(198) = .72, p < .01, indicating substantial statistical overlap between the two measures without implying causation. The findings suggest that socio-emotional competencies are relevant to the preparation of prospective teachers and may be supported through structured learning, reflective practice, mentoring, and experiential activities. The study provides context-specific evidence concerning these competencies among Bachelor of Education trainees in the two selected Tamil Nadu districts. The results should be interpreted within the limits of the sample, measures, and correlational design.

Sinugbuanong Binisaya Nursery Rhymes in Primary Grades: An Early Development Index (EDI) Checklist

2026-09-01T13:52:22+00:00

This study examined Sinugbuanong Binisaya nursery rhymes through the Early Development Instrument (EDI) framework and developed an EDI-based checklist to identify the developmental domains and subdomains reflected in the selected rhymes. A quantitative descriptive-evaluative design was used. Content analysis assessed the selected rhymes against EDI domains and subdomains, while fifty-five ECE teachers in Digos City evaluated the checklist for content validity, usability and feasibility, and overall quality. The findings showed that the rhymes reflected one to two EDI domains, with variation in subdomain coverage. The highest domain coverage involved two of the five EDI domains, while the most developmentally varied entries reflected three subdomains. Teacher evaluation produced mean scores of 4.63 for content validity, 4.73 for usability and feasibility, and 4.74 for overall quality. These ratings indicate strong perceived relevance, clarity, practicality, and overall acceptability among the participating validators. The results further show that no single rhyme represented all EDI domains or subdomains, supporting the use of multiple rhymes when broader developmental coverage is desired. The developed checklist provides a structured basis for identifying culturally relevant Sinugbuanong Binisaya nursery rhymes according to the developmental characteristics reflected in their lyrics, actions, and messages. Further testing is needed to establish broader reliability and construct-related validity.

Digital Language Laboratories in Indian Secondary Education: Effectiveness, Pedagogical Integration, Implementation Challenges and Policy Alignment

2026-09-02T08:13:59+00:00

Digital language laboratories have re-emerged in Indian school-education discussions as networked environments for listening, speaking, pronunciation, multimedia practice, formative feedback and digitally mediated interaction. Their educational value, however, cannot be inferred from the presence of computers, headsets or language software. This critical narrative review evaluates the effectiveness of digital language laboratories for secondary education, examines the pedagogical conditions under which they are most defensible, analyses implementation constraints in India, and situates laboratory adoption within the national policy and curriculum landscape. Literature from education, applied linguistics and educational technology was synthesised alongside India-specific empirical studies and official policy documents. The strongest international evidence indicates that technology-supported language learning can improve selected language outcomes, but effects are heterogeneous and depend on task design, learner engagement, feedback, teacher mediation and opportunities to transfer laboratory practice into authentic language use. Evidence directly testing language laboratories in Indian secondary schools is comparatively sparse, geographically concentrated and often methodologically weak, with small or single-site samples, short interventions and limited use of standardised outcome measures. Consequently, positive local findings should be treated as proof of feasibility rather than proof of scalable effectiveness. Indian policy strongly supports digital infrastructure, multilingual education, competency-oriented pedagogy and technology-enabled teaching, yet does not establish a dedicated national standard for language laboratories. The central implication is that a digital language laboratory should be treated as a pedagogical service model rather than a hardware project. Sustainable value requires curriculum-linked tasks, teacher professional learning, reliable maintenance, equitable access, multilingual and accessible content, valid assessment, and routine evaluation of use and outcomes. Future research should prioritise multi-state comparative designs, authentic oral-language measures, long-term transfer, implementation fidelity and cost-effectiveness.

Staying the Course: Lived Experiences of Early-career Teachers Informing an Enhanced Faculty Development and Retention Program

2026-09-03T08:13:56+00:00

Aims: This study explored, described, and interpreted the lived experiences of early-career teachers with one to five years of teaching experience in a private basic education institution, focusing on the personal, professional, and organisational factors influencing their decision to remain in or leave teaching. It also identified the challenges encountered, support mechanisms fostering resilience and professional commitment, and used these experiences to develop an Enhanced Faculty Development and Retention Program (EFDRP).

Study Design: A qualitative descriptive phenomenological approach was employed.

Place and Duration of Study: The study was conducted in a private basic education institution in South Cotabato, Philippines, during School Year 2025–2026. Data were collected over approximately eight to ten weeks from August to October 2025.

Methodology: Ten (10) early-career teachers with one to five years of teaching experience were selected through purposive criterion sampling from the elementary, junior high school, and senior high school departments. Data were gathered through individual, in-depth, semi-structured interviews lasting approximately 45–60 minutes, supplemented by reflective journals, field notes, and researcher observations. With informed consent, interviews were audio-recorded, transcribed verbatim, and analysed using Colaizzi’s (1978) seven-step descriptive phenomenological method. Significant statements were extracted, meanings were formulated and clustered into themes, and an exhaustive description was developed. Rigour was established using Lincoln and Guba’s (1985) criteria of credibility, transferability, dependability, and confirmability through member checking, peer debriefing, reflexive journalling, and an audit trail.

Results: Five superordinate themes emerged: (1) role overload and the gap between pre-service preparation and classroom reality; (2) the unmet need for structured and sustained mentoring; (3) the emotional labour of classroom management and professional isolation; (4) the importance of visible, responsive administrative support; and (5) purpose, relational meaning, and incremental mastery as protective factors against attrition.

Conclusion: Teacher retention was shaped by the interaction of role overload, mentoring experiences, emotional demands, administrative support, and professional purpose. Supportive leadership, meaningful mentoring, and positive learner relationships strengthened resilience and commitment. The EFDRP was therefore developed around four components: structured mentoring and coaching, workload management and role clarification, responsive instructional leadership, and teacher recognition and wellness initiatives.

Causes of Low Academic Performance in Schools of Samtse Dzongkhag

2026-09-03T10:10:04+00:00

Low academic performance in Samtse Dzongkhag may reflect interconnected challenges related to teachers, resources, parental engagement, learner characteristics, and language. This cross-sectional descriptive-correlational survey examined teachers’ perceptions of factors associated with low academic performance across schools in Samtse Dzongkhag. Data were collected from 172 teachers out of a target population of 932, yielding an 18.5% response rate. A structured questionnaire examined five domains: human resources, curriculum and teaching-learning materials, parental and community involvement, learner interest and attendance, and language-related challenges. Descriptive statistics, chi-square tests, ANOVA, and correlation analyses were employed, with Bonferroni adjustment applied to control for multiple testing. Findings indicated that 33.1% of teachers perceived some degree of teacher shortage, while 69.7% reported frequent language-comprehension difficulties among students. Teacher adequacy differed significantly by school level, while science-laboratory availability differed significantly by geographical location. Teacher confidence also differed significantly by years of service. Resource-related perceptions were positively intercorrelated, suggesting that perceived resource challenges may co-occur across domains. The findings highlight the need for targeted teacher support, equitable resource provision, strengthened parental engagement, and language-responsive instructional support. Given the reliance on teacher perceptions and the absence of objective achievement data, the findings indicate perceived associations rather than demonstrated causal effects.

Traffic Noise Analysis in Urban Jakarta: A Contextual Approach to Physics Education

2026-09-03T12:05:32+00:00

Aims: To investigate urban traffic noise levels at four strategic locations in Jakarta and evaluate the efficacy of a field-based learning approach for teaching sound-wave concepts to physics education students.

Study Design: A mixed-methods design involving a cohort of 12 physics education students and combining empirical quantitative acoustic measurements with qualitative descriptive analysis of pedagogical outcomes.

Place and Duration of Study: Four strategic locations surrounding the Universitas Kristen Indonesia (UKI) campus in Cawang, East Jakarta (PGC Cililitan, the vicinity of Halim Perdanakusuma Airport, Cawang Baru, and Kampung Melayu Bus Station). Data were collected during morning, midday, and afternoon sessions.

Methodology: Students utilised a validated digital Sound Level Meter application to collect primary acoustic data at six specific observation points per location. Measurements, together with observations of traffic volume and the physical environment, were recorded across three time intervals. Concurrently, the students' written investigative reports were qualitatively evaluated to assess their conceptual understanding of wave physics and proficiency in measurement-error analysis.

Results: Sound intensity varied significantly across the locations. The vicinity of Halim Perdanakusuma Airport recorded the highest noise levels (average levels >90 dB, with a peak of 110.53 dB), largely driven by aviation operations. Cawang Baru exhibited significant midday surges, peaking at 91.00 dB. High traffic volumes and urban-canyon effects exacerbated noise accumulation, whereas vegetative cover provided natural attenuation. Pedagogically, the field-based approach was effective; 75% (9 of 12 students) successfully articulated sources of empirical bias and performed error analysis based on their field data.

Conclusion: The findings indicate that integrating real-world acoustic investigations into the physics curriculum can help bridge abstract theoretical concepts with tangible urban realities. This contextual approach can support students' science process skills, meaningful learning, and scientific literacy among future educators.

Assessing Research Technical Assistance Needs: Basis for a Research Capability-building and Technical Assistance Program in the Schools Division of Zamboanga del Sur

2026-09-04T08:14:35+00:00

Background: Research capability-building requires a needs-based understanding of the areas in which education personnel require technical support.

Aims: To assess the research technical assistance needs of education personnel in the Schools Division of Zamboanga del Sur as a basis for developing a responsive research capability-building programme.

Study Design: A quantitative descriptive research design using a cross-sectional survey approach.

Place and Duration of Study: Schools Division of Zamboanga del Sur, Philippines, in June 2026.

Methodology: A total of 1,139 education personnel participated in the study. Data were collected through a survey questionnaire adapted from Insorio (2024). Quantitative data were analysed using frequencies, percentages, and weighted means, while responses to open-ended questions were coded, categorised, and quantified to identify recurring priority needs and specific forms of support.

Results: The overall research technical assistance need was rated Highly Needed (M = 3.28). Data analysis competencies registered the highest need (M = 3.31), followed by dissemination and utilisation (M = 3.29), technical competencies (M = 3.28), and methodological competencies (M = 3.26), all interpreted as Highly Needed. Conceptual competencies obtained M = 3.25 and were interpreted as Needed. Notably, 958 (84.1%) of the 1,139 respondents had not conducted research within the previous five years. Training and workshops emerged as the most preferred support modality (n = 1,000), followed by coaching and mentoring (n = 760), peer collaboration (n = 602), and modular learning (n = 308). The priority needs were clustered into three areas: research design, methodology, and conceptual development; data analysis, interpretation, and technical competencies; and research writing, dissemination, and utilisation.

Conclusion: Education personnel demonstrated substantial technical assistance needs across the research cycle, with the greatest need in data analysis and other application-oriented competencies. The findings support the development of a comprehensive and sustained research capability-building programme integrating structured training, coaching and mentoring, and peer collaboration.

Common Barriers to Academic Accessibility for Students that School Leaders Perceive in Ward Secondary Schools within Morogoro Municipality, Tanzania

2026-09-04T11:27:18+00:00

Academic accessibility is important for ensuring equitable participation in secondary education, yet students may encounter institutional, socioeconomic, instructional, and resource-related barriers. This study examined common barriers to academic accessibility for students as perceived by school leaders in ward secondary schools within Morogoro Municipality, Tanzania. Guided by Adams’ Equity Theory, the study employed a convergent parallel mixed-methods design across ten wards. Thirty participants were selected using simple random and purposive sampling. Quantitative data were collected through questionnaires administered to heads of schools, while qualitative data were obtained through interviews with Ward Education Officers. Questionnaire reliability was assessed using Cronbach’s alpha in SPSS version 20, yielding a coefficient of 0.71, and qualitative data were analysed thematically. School leaders perceived inadequate financial resources, insufficient inclusive teaching, inadequate assistive technology, limited differentiated learning structures, excessive teacher responsibilities, limited availability of special education professionals, inaccessible infrastructure for students with physical disabilities, limited parental participation, and weaknesses in the implementation and accommodation of accessibility policies as barriers. They also perceived unemployment among educated people as an indirect factor that may reduce educational motivation and aspirations. The study concludes that the identified barriers operate through unequal access to educational resources, support, participation opportunities, and, in some cases, motivation. Strengthening school leadership capacity, resource provision, inclusive support, and collaboration with relevant stakeholders may improve academic accessibility in ward secondary schools.

Effect of a Curriculum-aligned STEM Educational Kit on Grade 9 Students’ Academic Achievement: A Post-test-only Quasi-experimental Study

2026-09-04T11:32:41+00:00

Hands-on STEM resources are increasingly used to connect abstract scientific and mathematical ideas with observable and manipulable learning experiences, yet classroom evidence from Grade 9 students in the Indian context remains limited. This study evaluated a curriculum-aligned STEM Educational Kit for selected Grade 9 Science and Mathematics content. A post-test-only quasi-experimental design with intact groups was used with 80 students from one GSEB secondary school. The experimental group (n = 40) received STEM Educational Kit-based instruction and the control group (n = 40) received conventional classroom instruction covering the same curriculum content. The intervention was implemented over four weeks with approximately 40 hours of total study time across the two groups. Academic achievement was assessed using a common 40-item multiple-choice post-test comprising 20 Science and 20 Mathematics items. The experimental group obtained a higher mean score (M = 24.38, SD = 5.40) than the control group (M = 21.93, SD = 4.80). The mean difference was 2.45 points on the 40-point scale, 95% CI [0.18, 4.72], t(78) = 2.146, p = .035. The standardised mean difference was Cohen’s d = 0.480 and Hedges’ g = 0.475. A Mann–Whitney sensitivity analysis also favoured the experimental group (U = 1072, p = 0.0088). The findings are consistent with broader evidence supporting experiential and integrated STEM learning. However, because intact groups were used and no pre-test was administered, baseline equivalence was not directly established. The results should therefore be interpreted as evidence that STEM Educational Kit-based instruction was associated with higher post-test achievement rather than as an unqualified causal estimate.

Teaching Workload and Perceived Organizational Support: Predicting Teacher Turnover Intention

2026-09-05T11:06:37+00:00

This study examined whether teaching workload and perceived organisational support predict teacher turnover intention among early childhood teachers in public elementary schools. A predictive research design was employed with 128 Kindergarten to Grade 3 teachers from 13 public elementary schools in Tugbok East District, Davao City, during the 2025–2026 school year. Respondents were selected through stratified random sampling. Data were collected using adapted survey questionnaires measuring teaching workload, perceived organisational support, and teacher turnover intention. Descriptive statistics, Pearson correlation analysis, and multiple regression analysis were used. The results indicated very high levels of teaching workload, perceived organisational support, and teacher turnover intention. Teaching workload had a moderately high, positive, and significant relationship with teacher turnover intention (r = .726, p < .05). Perceived organisational support likewise showed a moderately high, positive, and significant relationship with teacher turnover intention (r = .646, p < .05). Multiple regression analysis showed that teaching workload and perceived organisational support significantly predicted teacher turnover intention, with teaching workload emerging as the stronger predictor. The model accounted for 56.3% of the variance in teacher turnover intention. These findings indicate that both teaching workload and perceived organisational support are statistically relevant to turnover intention in the study context. The results may inform school-level review of workload distribution and organisational support while recognising that additional factors may also contribute to teachers’ intention to leave.

Chinese-English Translation of Museum Public Signs within the Comprehension-Expression-Adaptation Framework: A Qualitative Case Study

2026-09-05T14:13:15+00:00

Museum public signs mediate historical and cultural information for linguistically diverse audiences, and their translation requires both source-text accuracy and target-language accessibility. This qualitative case study applies Li Changshuan’s Comprehension-Expression-Adaptation (CEA) framework to nine Chinese-English bilingual exhibition-text pairs from the Nanning Museum of Urban Construction. The corpus comprises 43 photographs of bilingual signs collected during an on-site visit. Of the corresponding English translations, six exhibited comprehension-level problems, five expression-level problems, and three adaptation-level problems, while the remaining twenty-nine showed no noticeable problems. Comparative textual analysis was used to identify source-target discrepancies and to classify each case according to the CEA dimension that best represented the dominant problem, while recognising that individual examples may involve more than one dimension. The cases illustrate three recurring types of difficulty within the selected data: semantic misinterpretation and information loss at the comprehension level; grammatical, collocational, lexical, and tense-related problems at the expression level; and insufficient or inappropriate mediation of culture-specific and historical-institutional terms at the adaptation level. Revised translations are proposed for each case. On the basis of the case analysis and current museum-translation scholarship, the study recommends systematic verification of historical meaning and terminology, idiomatic target-language editing, and audience-oriented adaptation through selective explanation, transliteration, or reformulation where needed. Because the analysis is based on nine selected text pairs from a single museum, the findings are illustrative rather than estimates of the prevalence of particular error types. The study provides a focused application of the CEA framework to museum exhibition discourse and offers practical considerations for Chinese-English museum-text revision.

Teachers' and School Leaders' Perceptions of the Leadership Feedback System in Relation to Leadership Effectiveness and Students' Academic Achievement

2026-09-07T12:55:23+00:00

This study examined how teachers and school leaders in schools under Thimphu Thromde, Bhutan, perceived the Royal Civil Service Commission's (RCSC) Leadership Feedback System (LFS), and how these perceptions were associated with perceived instructional leadership effectiveness and students' academic achievement. A pragmatic, mixed-methods, descriptive-correlational design with a sequential explanatory structure was used. Quantitative data were collected from 93 teachers and 19 school leaders using researcher-developed 5-point Likert questionnaires. Qualitative data were collected through 17 semi-structured interviews with a purposively selected subset of participants. Quantitative data were analysed using descriptive statistics, Cronbach's alpha, Pearson correlation, multiple linear regression, independent-samples t-tests, and one-way ANOVA. Qualitative data were analysed using Braun and Clarke's (2006) thematic analysis. Subscale reliability coefficients ranged from α = .76 to .79, indicating acceptable internal consistency. Both teachers and school leaders perceived the LFS positively overall (M ≈ 4.02). Teachers rated feedback regularity and specificity most highly, while constructive dialogue and multi-source perspectives received the lowest ratings. LFS perception was strongly associated with perceived achievement outcomes among leaders (r = .928, p < .001) and moderately to strongly associated among teachers (r = .680, p < .001). In the teacher regression model, structural and institutional support was the only significant predictor of perceived achievement link (b = 0.793, p < .001), whereas general LFS perception was not significant (b = −0.081, p = .275). The qualitative findings identified time and workload constraints (58%), lack of systematic follow-up (36%), and resource and professional-development gaps (31%) as the leading barriers. The findings suggest that the developmental value of the LFS depends substantially on what happens after feedback is collected, particularly structured follow-up, dialogue, and institutional support.

Suicidal Ideation: Prevalence and Determinants among Undergraduate Students

2026-09-08T12:24:56+00:00

Suicidal ideation among undergraduate students is an important mental-health concern that may be associated with academic, psychological, interpersonal, and social difficulties. This study examined the prevalence of suicidal ideation among undergraduate students, assessed differences between male and female students, and explored factors associated with suicidal ideation. An explanatory sequential mixed-methods design was employed. The quantitative component involved 60 undergraduate students from the humanities and social sciences at Cotton University, Guwahati, Assam, selected through convenience sampling. Suicidal ideation was assessed using the Suicidal Ideation Scale, followed by semi-structured interviews with students exhibiting moderate levels of suicidal ideation. Of the 60 participants, 49 (81.67%) were classified as having mild suicidal ideation, comprising 29 males and 20 females, while 11 (18.33%) exhibited moderate suicidal ideation, comprising 10 females and one male. No participant was classified within the severe category. Female students recorded a higher mean suicidal ideation score (48.9) than male students (19.0), and the study reported a statistically significant gender difference. The qualitative findings identified several themes associated with suicidal ideation, including escape from reality, insecure attachment, negligent parenting, specific personality characteristics, and exposure to bullying behaviour. The findings indicate that suicidal ideation was present at varying levels among the participating undergraduate students and that its associated factors were multidimensional. Institutional screening, supportive relationships, accessible counselling, and appropriate referral mechanisms may therefore be relevant to student mental-health support.

The Influence of Socio-economic Factors on Adherence to Antiretroviral Therapy (Art) among HIV-positive Pregnant Women: A Case of Chipata District, Eastern Province, Zambia

2026-09-09T07:35:43+00:00

Background: Sustained antiretroviral therapy (ART) adherence during pregnancy is important for maternal health and prevention of vertical HIV transmission. This study examined ART adherence and its socio-economic, geographic, and health-system correlates among HIV-positive pregnant women in Chipata District, Eastern Province, Zambia.

Methods: A cross-sectional mixed-methods study was conducted among 300 HIV-positive pregnant women attending four health facilities. Quantitative data were collected using structured questionnaires and analysed with descriptive statistics, Pearson chi-square tests, and multivariable binary logistic regression. The modelled outcome was optimal adherence, operationally defined in this study as taking at least 95% of prescribed doses without an interruption exceeding 48 consecutive hours. Qualitative data were obtained from eight key-informant interviews with healthcare providers and four focus-group discussions involving 28 women and were analysed thematically.

Results: Optimal adherence was observed in 146 participants (48.7%), whereas 154 (51.3%) were classified as sub-optimally adherent. In the adjusted model, women aged 25-34 years had higher odds of optimal adherence than those aged 15-24 years (aOR = 2.45, 95% CI 1.38-4.36; p = .002). Higher odds of optimal adherence were also observed among married women (aOR = 1.92, 95% CI 1.09-3.38), women with secondary or tertiary education (aOR = 1.88, 95% CI 1.06-3.34), those with monthly income >=1000 ZMW (aOR = 1.79, 95% CI 1.03-3.11), urban residents (aOR = 2.23, 95% CI 1.24-4.01), and women living <=5 km from a health facility (aOR = 2.14, 95% CI 1.22-3.75). Participant-reported ART availability, satisfaction with counselling, and receipt of follow-up support were significantly associated with adherence in bivariate analyses. Qualitative findings described interacting barriers related to poverty and distance, social relationships and disclosure, health-service experiences, and the tension between treatment knowledge and day-to-day constraints.

Conclusion: Sub-optimal ART adherence was common in this facility-based sample. The findings support locally adapted strategies that reduce access barriers, strengthen patient-centred counselling and follow-up, and account for social and economic vulnerability, while recognising that the cross-sectional design does not establish causality.

Teacher Preparedness for Competency-Based Curriculum Implementation: A Comparison of Public and Private Junior Schools in Upper Eastern Kenya

2026-09-09T07:40:02+00:00

Background & Purpose: The successful enactment of Kenya’s Competency-Based Curriculum (CBC) heavily depends on teacher readiness. This study evaluated teacher preparedness for CBC implementation in Junior Schools across the Upper Eastern Region of Kenya, through a comparative analysis of public and private institutions.

Methodology: A mixed-methods research design was adopted, targeting Head Teachers, Teachers, Parents Association Chairpersons, and County Quality Assurance and Standards Officers (CQASOs). Quantitative data were collected from 372 respondents (n = 240 public, n = 132 private) using structured questionnaires, while qualitative insights were gathered through key informant interviews. Data were analysed using descriptive statistics, cross-tabulations, Chi-square tests of independence, and sector-differentiated linear regression models.

Key Findings: The overall status of CBC implementation was moderately high (M = 3.77, SD = 0.98). However, designing authentic competency-based assessments emerged as the primary pedagogical challenge (M = 3.68). Inferential testing revealed a statistically significant association between school type and teacher preparedness, X²(2, N = 372= 11.283, p = .004, with 64.9% of private school teachers exhibiting high preparedness compared to 35.3% in public schools. Linear regression confirmed teacher preparedness as a significant predictor of CBC implementation fidelity (R² = .412, β = 0.684, p < .001). Sectoral regression demonstrated stronger explanatory power in private schools (R² = .510, β = 0.768) than in public schools (R² = .338, β = 0.592), reflecting structural constraints in public institutions.

Recommendations: The study recommends transitioning from short-term cascade training to continuous, school-embedded mentorship, prioritising equitable infrastructure provision in public schools, and institutionalizing supportive quality assurance audits to close the public-private implementation divide.

Exploring Effective Teaching Strategies for Improving LGCSE Learners’ Sesotho Writing Skills in Lesotho

2026-09-09T11:47:48+00:00

The persistent difficulties experienced by LGCSE learners in developing effective Sesotho writing skills indicate a need to strengthen writing instruction in Lesotho secondary schools. This study explored teaching strategies used to improve LGCSE learners’ Sesotho writing skills. Guided by the Process Writing Approach, the study adopted a qualitative methodology within an interpretivist paradigm and used a case study design. Participants comprised six Sesotho teachers and nine Grade 11 LGCSE learners drawn from three secondary schools in the Botha-Bothe district. Data were generated through semi-structured interviews, classroom observations and document analysis and were analysed thematically. The findings identified brainstorming and explicit instruction, guided writing, collaborative writing, constructive teacher feedback, and language support with vocabulary development as useful strategies for supporting learners’ writing development. Brainstorming supported idea generation and organisation, while guided writing enabled teachers to scaffold learners throughout writing tasks. Collaborative writing created opportunities for learners to exchange ideas and review one another’s work, whereas constructive feedback supported revision and correction. Continued use of Sesotho, together with vocabulary explanations, sentence frames and contextual examples, supported learners’ written expression. Overall, the findings indicate that learner-centred, process-oriented instruction can provide structured opportunities for planning, drafting, feedback, revision and language development. The study highlights the value of integrating these strategies consistently into Sesotho writing lessons to support learners’ confidence and writing competence.

Attitude Towards Learning Computer Programming and Programming Self-Efficacy of Bachelor of Science in Information Technology Students

2026-09-10T10:28:49+00:00

Many BSIT students struggle with low self-efficacy and inconsistent attitudes towards programming, which can hinder their learning progress and overall performance in programming courses. Addressing this gap is essential for understanding how students' mindsets shape their ability to succeed in IT education. This study investigated the relationship between attitudes towards learning computer programming and programming self-efficacy among BSIT students. The study used a descriptive-correlational design and included 215 enrolled BSIT students selected through total enumeration. Questionnaires were used to measure attitudes in terms of willingness, negativity, and perceived necessity, as well as programming self-efficacy in terms of independence, persistence, and ambition in programming tasks. The results showed that students' attitudes towards learning programming were moderate. Willingness was high, whereas negativity and perceived necessity were moderate. Programming self-efficacy was generally high, with high ratings for ambition and independence/persistence, suggesting that students were generally confident in completing programming tasks despite having only moderate overall attitudes towards learning programming. Correlation analysis shows a positive relationship between attitude and self-efficacy (r = .456), indicating that students who hold more favorable attitudes toward learning programming also tend to exhibit higher levels of confidence in programming tasks. Regression analysis shows that the willingness to interact with programming and perceived necessity are together predictive of self-efficacy, explaining about 43% of the variance (R² = .434). Negativity did not predict self-efficacy. In practical terms, students who were more motivated to learn and viewed programming as important were likely to have greater confidence in performing programming tasks. Based on the findings, it is recommended that the learning process focus on increasing students' willingness to learn and explaining the importance of programming. This may increase students' confidence and enhance learning outcomes. The findings also support the objectives of providing quality education, preparing students for IT-related jobs, and providing equal opportunities for all students.

Challenges Facing Community Involvement in Students’ Academic Performance in Public Secondary Schools: Evidence from Mtwara District Council, Tanzania

2026-09-10T10:57:13+00:00

This study examined the challenges facing community involvement in students’ academic performance in public secondary schools in Mtwara District Council. Working within a pragmatic paradigm, the study adopted a mixed-methods approach and a descriptive design. Five community secondary schools were selected by systematic random sampling from the 21 community secondary schools in the district. Questionnaires were completed by 85 school-level respondents (45 students, 20 teachers, and 20 school committee members), and interviews were held with 15 education officials (5 district secondary education officers, 5 ward education officers, and 5 heads of school), giving 100 participants in total. Quantitative data were analysed using frequencies and percentages, while interview data were analysed thematically. Among school-level respondents, the challenges most widely endorsed were lack of parental involvement in children’s education (78.8%), insufficient communication between schools and communities (71.8%), and conflict between the school timetable and students’ household responsibilities (62.4%). Cultural differences (58.8%) and limited school resources (55.3%) attracted narrower majorities. Of the four challenges put to officials in comparable terms, communication, cultural difference, and timetable conflict were confirmed almost unanimously, but only 3 of the 15 accepted limited resources, and all 5 heads of school rejected it. Interview accounts located the communication problem in a specific accountability gap: communities are told when funds arrive but are not told how they were spent, and no district secondary education officer reported that communities give feedback on school policy. The study concludes that the challenge the evidence specifies most fully is the weakness of two-way accountability between schools and the communities that support them, and it recommends structured reporting to parents on the use of school funds alongside scheduling arrangements that accommodate students’ household obligations.

Internal School Quality Assurance Practices and Students’ Academic Achievement in Secondary Schools in Muleba District, Tanzania: A Perception-based Survey

2026-09-11T13:14:03+00:00

Internal school quality assurance (ISQA) is the principal mechanism through which Tanzanian secondary schools are expected to monitor, evaluate, and improve teaching and learning. This study examined the relationship between ISQA practices and perceived students’ academic achievement in public secondary schools in Muleba District, Kagera Region. Guided by Total Quality Management theory, the study employed a cross-sectional survey design. Data were collected from 240 respondents, comprising 160 teachers and 80 members of school ISQA committees drawn from 16 public secondary schools, using a structured questionnaire (Cronbach’s alpha = .89 for the ISQA scale and .84 for the achievement scale). Data were analysed using descriptive statistics, Pearson product-moment correlation, and simple linear regression. Respondents rated ISQA implementation highly overall (M = 4.07, SD = 0.68). Record-based practices received the highest ratings, whereas feedback to teachers after supervision and professional support for instructional improvement received the lowest. ISQA implementation was positively correlated with perceived academic achievement, r(238) = .671, p < .001, and accounted for approximately 45% of the variance in the outcome, R² = .450, F(1, 238) = 194.73, p < .001. The findings indicate that ISQA in these schools operates more as a compliance and monitoring routine than as a mechanism for instructional development. Because both variables were reported by the same respondents in a cross-sectional design, the association is likely to be inflated by common method variance and does not support causal inference. Strengthening feedback and professional support may therefore warrant greater attention than further monitoring requirements.

Instructional Supervision and Teacher Retention: Evidence from Public Primary Schools in Ijara Sub-County, Kenya

2026-09-12T09:30:00+00:00

Teacher retention has been shown to improve the stability and continuity of teaching, thereby leading to higher learner performance. However, teacher retention remains a persistent challenge among public primary schools in Ijara Sub-County, Garissa County. Despite recognition of the role of instructional supervision in teacher retention, limited research has examined how instructional supervision of school heads influences retention of teachers in such marginalized settings. The current study, therefore, examined the effects of instructional supervision on teacher retention in public primary schools in Ijara Sub-County. This study targeted 28 head teachers and 292 teachers in public primary schools in Ijara Sub- County, Garissa County, Kenya. The study used a census to select all 28 head teachers and a simple random sample to select 30% of the 292 teachers, for a total of 88 teachers. Data were collected using a questionnaire and interview guide. Quantitative data were analysed to produce descriptive and inferential statistics, while thematic analysis was used for qualitative data. The study found that instructional supervision has a strong, positive, and significant relationship with teacher retention. Specifically, monitoring of students' lessons (β = .316, t = 4.475, p < .001), teacher mentoring (β = .715, t = 11.996, p < .001), and teacher development assistance (β = .184, t = 2.606, p = .011) had statistically significant positive effects on teacher retention. Qualitative findings further established that supportive instructional supervision significantly influenced teachers’ decisions to remain in their schools. The study concluded that head teacher instructional supervision significantly influences teacher retention in public primary schools in Ijara Sub-County. The study recommends policies that promote supportive instructional supervision, with emphasis on mentoring, guidance, constructive feedback, and professional development.

Effects of TikTok Video Viewing on the Aesthetic Literacy of Junior High School Students in China: A Quasi-experimental Study

2026-09-12T13:39:24+00:00

This study examined the effects of structured TikTok video viewing on the Aesthetic Literacy of junior high school students in Anshan, China. A quasi-experimental pre-test–post-test control-group design was employed with 112 Grade 7 and Grade 8 students, comprising an experimental group (n = 56) and a control group (n = 56). The experimental group participated in a four-week TikTok Intervention, while the control group continued with regular learning activities. Aesthetic Literacy was assessed through Cognitive Engagement, Emotional Response, and overall Aesthetic Literacy. Descriptive statistics, independent-samples t-tests, paired-samples t-tests, and 2 × 2 mixed-design repeated-measures ANOVAs were used to analyse the data. The pre-test results showed no significant differences between the two groups across the three outcomes (p > .05), indicating comparable baseline conditions. Significant Time × Group interactions were found for Cognitive Engagement, F (1, 110) = 122.182, p < .001, partial η² = .526; Emotional Response, F (1, 110) = 72.587, p < .001, partial η² = .398; and overall Aesthetic Literacy, F(1, 110) = 292.621, p < .001, partial η² = .727. These results demonstrated that the pre-test–post-test improvements were significantly greater in the experimental group than in the control group across all three outcomes. The findings indicate that structured TikTok video viewing was associated with substantial improvements in both the cognitive and emotional dimensions of Aesthetic Literacy among junior high school students.

Teacher Identity through the Lens of Policy and Structure of School Administration in Odisha, India

2026-09-12T13:45:22+00:00

Teacher identity is increasingly shaped by the interaction between educational policy expectations, administrative structures, professional beliefs, and everyday working conditions. In Odisha, recent policy reforms emphasise teacher autonomy, reflective practice, and professional responsibility; however, their implementation often occurs within hierarchical administrative systems, uneven institutional support, and expanding non-academic demands. Understanding how teachers negotiate these policy and structural pressures is therefore important for examining the evolving nature of their professional identity. This study examines how educational policy aspirations and the structure of school administration shape the professional identity of elementary school teachers in Odisha. It adopts a qualitative, exploratory, and interpretive design and draws on the narratives of 60 male and female teachers working in government and private schools. The analysis focuses on the relationship between policy expectations, institutional arrangements, professional beliefs, and everyday working conditions. The findings indicate a persistent gap between reform-oriented policy expectations and teachers lived professional realities. Although policy frameworks position teachers as reflective practitioners, autonomous professionals, and agents of educational change, participants described top-down decision-making, administrative workload, uneven infrastructure, limited resources, accountability pressures, and non-academic responsibilities. These conditions were experienced differently across government and private schools and were further shaped by geographical and gender-related constraints. At the same time, teachers demonstrated resilience, ethical commitment, and adaptive professional agency by negotiating institutional demands while attempting to sustain their responsibility towards students. The study therefore presents teacher identity as dynamic, relational, and continuously negotiated rather than fixed. It concludes that meaningful professional empowerment depends on context-sensitive implementation, adequate structural support, participatory governance, relevant professional development, equitable resource allocation, and recognition of teachers’ professional roles. These conditions may help align policy aspirations more closely with the realities of elementary schooling in Odisha.