Asian Journal of Education and Social Studies

Toy-Based Learning for Foundational Literacy and Numeracy in Indian Early Childhood Education: A Critical Narrative Review

N. H. Vasoya , R. P. Vansdadiya — Mon, 27 Jul 2026 00:00:00 +0000

Toy-based pedagogy has become a prominent feature of early childhood policy in India since the National Education Policy 2020 and the subsequent National Curriculum Framework for the Foundational Stage identified structured play with toys and games as a route to foundational literacy and numeracy. The evidentiary basis for this policy emphasis, however, is drawn largely from international developmental and educational psychology rather than from research conducted within Indian early childhood settings. This review critically synthesises the international and Indian literature on toy-based and play-based learning as it bears on foundational literacy and numeracy in children aged approximately three to eight years. It examines the theoretical foundations of guided play, the mechanisms by which manipulable objects such as blocks, puzzles, board games and indigenous toys appear to support spatial, numerical and language development, and the extent to which these mechanisms have been tested within Indian anganwadi and primary school contexts. The review distinguishes evidence of moderate to strong quality, principally meta-analytic and experimental work on guided play, block construction and mathematical manipulatives, from the more preliminary and largely descriptive literature on toy-based pedagogy as implemented in India. It further considers structural constraints on implementation, including anganwadi infrastructure, teacher preparation, gendered patterns of toy use, and unequal access to play materials across rural, urban, and socio-economic contexts. The synthesis indicates that guided, adult-scaffolded play with well-chosen manipulables carries a defensible evidence base for numeracy and, to a lesser extent, literacy outcomes, while claims specific to toy-based pedagogy as codified in Indian policy remain empirically underdeveloped. The review concludes by identifying priority questions for rigorously designed research within Indian foundational-stage classrooms and anganwadi centres, and by proposing a conceptual framework linking toy affordances, pedagogical guidance, and contextual constraints to foundational learning outcomes.

Exploring the Digital Transformation of Bangladesh's Education System: A Critical Narrative Review of ICT Integration

Md. Al Murshed, Ummy Anisa Tabassum — Tue, 28 Jul 2026 00:00:00 +0000

Bangladesh has pursued information and communication technology in education through digital content, multimedia classrooms, teacher-development initiatives, online platforms and, more recently, an explicit policy commitment to blended learning. Yet the system’s digital transformation remains uneven, with substantial differences between policy ambition, institutional capacity and learners’ actual opportunities to benefit. This critical narrative review examines the trajectory of technology integration across primary, secondary and higher education, evaluates the implementation barriers revealed before and during the coronavirus disease 2019 disruption, and develops priorities for a more equitable and educationally consequential transformation. Literature published principally from 2009 to 21 May 2026 was identified through live searches of accessible scholarly indexes, journal and DOI records, institutional repositories and authoritative national and international sources, supplemented by citation searching. The evidence indicates that Bangladesh has expanded the visibility and acceptability of digital education, but much of the empirical literature measures attitudes, intentions and self-reported experiences rather than learning outcomes, institutional performance or long-term equity effects. The strongest recurring constraints are unreliable connectivity and electricity, device and data affordability, multidimensional digital exclusion, weak pedagogical integration, uneven teacher support, limited institutional readiness, fragile maintenance arrangements and misalignment between digital delivery, curriculum and assessment. Pandemic-era online learning accelerated experimentation but also exposed a system dependent on household resources and urban connectivity. Studies of teacher development suggest that school-embedded, iterative and context-sensitive support is more credible than short technical training, while higher-education studies consistently favour blended over fully online provision. Future progress therefore depends less on adding isolated platforms than on building a resilient learning ecosystem that guarantees minimum access, strengthens teacher and leadership capability, supports Bangla and accessible content, governs data and artificial intelligence responsibly, and evaluates whether technology improves learning, inclusion and system responsiveness.

Values-driven Sustainability in Halal Tourism: A Critical Review of Ethical Foundations, Empirical Evidence and Governance Challenges

Hani Ernawati, Punang Amaripuja, Salam Setiyawan, Andreas Rudiyanto — Tue, 28 Jul 2026 00:00:00 +0000

Halal tourism has moved within three decades from a marginal descriptive category to one of the most rapidly expanding and heavily promoted segments of the international travel economy. Its growth has been accompanied by an increasingly confident claim: that because halal tourism is grounded in a religious ethical system, it is intrinsically more sustainable than the conventional mass tourism it seeks to supplement or displace. This critical narrative review interrogates that claim. Drawing on peer-reviewed scholarship published between 1989 and 2026, it examines the conceptual architecture of halal tourism, the Islamic ethical constructs most frequently invoked in support of its sustainability credentials, and the empirical record concerning environmental, social, economic and governance outcomes. The review finds a persistent and consequential gap between normative aspiration and documented practice. Islamic ethical resources relevant to sustainability are substantial and coherent, and the objectives of Islamic law offer a defensible evaluative framework that in several respects anticipates contemporary sustainability thinking. Yet the operational reality of halal tourism has been shaped predominantly by market segmentation logics, in which certification functions as a device for reassurance and differentiation rather than as an instrument of ecological or distributive accountability. Environmental performance is largely unmeasured; social outcomes for host communities are asserted more often than demonstrated; certification regimes remain fragmented, costly and weakly connected to environmental criteria; and the evidence base is dominated by cross-sectional attitudinal studies concentrated in a small number of destinations. The review argues that a values-driven sustainability agenda for halal tourism requires the translation of ethical principle into measurable indicators, the integration of environmental accounting into halal assurance systems, and governance reform that redistributes decision-making authority toward host communities. Four summary tables consolidate the conceptual, empirical and governance findings.

Historical-Comparative Linguistics and Ecolinguistics: A Critical Review of Language Change, Contact, and Ecological Sustainability

Sun Jiaze , Dwi Widayati , Dardanila, Suhandano — Mon, 27 Jul 2026 00:00:00 +0000

Historical-comparative linguistics and ecolinguistics have developed along largely separate trajectories for over two centuries, the former concerned with the reconstruction of proto-languages and the regularities of sound change, the latter with the discursive and material relationships between language and the natural world. Yet both fields converge on a shared premise: language is neither static nor autonomous but is shaped by, and in turn shapes, the ecological and social systems in which it is embedded. This review synthesises recent scholarship across both traditions, tracing developments in the comparative method, computational historical linguistics, language contact and borrowing, and the bibliometric consolidation of ecolinguistics as a distinct discipline oriented towards natural rather than purely social ecologies. It further examines the empirical evidence linking linguistic diversity to biological diversity, the accelerating pace of language endangerment and its parallels with species extinction, and the growing recognition of Indigenous languages as repositories of ecological knowledge relevant to conservation practice. The review identifies a persistent methodological gap between the quantitative rigour of computational historical linguistics and the qualitative, discourse-analytic orientation of much ecolinguistic scholarship, and argues that closer integration of these approaches could strengthen both the scientific credibility and the applied relevance of language-ecology research. Future directions, conclusions and limitations are discussed with reference to interdisciplinary collaboration, policy translation and the ethical stewardship of linguistic and biocultural heritage.

Negotiating Health in Educational Spaces: Perception, Practice and Peer Pressure among Young People in Kerala

V. Suadath — Tue, 28 Jul 2026 00:00:00 +0000

This qualitative study examines how higher educational institutions in Kerala function as social spaces in which young people construct, negotiate, and reproduce meanings of health. Primary data were collected during 2023–2024 through focus group discussions, semi-structured interviews with students, and key informant interviews with teachers and social service providers in Malappuram and Ernakulam districts. Thematic analysis was informed by social constructivism, habitus, and reflexive modernity. The findings indicate that participants commonly understood health through bodily management, fitness, appearance, personality, and emotional well-being rather than solely as the absence of illness. Peer relationships shaped health behaviour in contradictory ways. They encouraged gym attendance, blood donation, health check-ups, information sharing, and emotional support, but also reinforced body-image concerns, restrictive dieting, unhealthy food practices, inadequate sleep, and pressure to follow social media trends. Treatment choices were further influenced by family authority, institutional practices, financial constraints, online information, and consultation with friends, including self-medication among some students. Although participants demonstrated substantial awareness of health risks and competing sources of knowledge, their practices remained socially and collectively negotiated. The study concludes that educational institutions should be understood not only as settings for health promotion but also as sites of health socialisation. Participatory initiatives that strengthen positive peer cultures, mental health support, and accessible student health services may better reflect the everyday social processes through which young people in Kerala make health decisions.

Challenges Impacting the Successful Implementation of Curriculum in Open and Distance Learning Programmes in Mbozi District, Tanzania

Teopistar S. Mbuna — Tue, 28 Jul 2026 00:00:00 +0000

Open and Distance Learning (ODL) expands access to education for learners constrained by geographical location, employment, financial circumstances, or family responsibilities. However, effective curriculum implementation remains challenging in rural settings. This study examined the technological and environmental challenges affecting curriculum implementation in ODL programmes in Mbozi District, Tanzania. A qualitative case study design was employed, and approximately 30 ODL learners were selected purposively. Data were collected through semi-structured interviews and focus group discussions and analysed thematically. The findings showed that unreliable internet connectivity, high data costs, limited access to digital devices, inadequate ICT infrastructure, and insufficient digital literacy restricted learners’ access to materials, online participation, communication with instructors, and completion of academic tasks. Unfavourable learning environments also affected implementation through household distractions, inadequate study spaces, outdated or insufficient learning materials, weak learner support services, delayed feedback, and competing social responsibilities. These technological and environmental constraints were interconnected and often reinforced one another, thereby reducing learners’ sustained engagement with curriculum activities. Effective curriculum implementation in rural ODL programmes therefore requires integrated and context-sensitive interventions. Institutions should improve connectivity and access to devices, provide continuing digital literacy support, update learning materials, strengthen tutor communication and feedback systems, and adopt flexible learner-support strategies that recognise adult learners’ home, work, and family commitments. The findings should be interpreted within the specific context and participant group examined.

Stakeholder Perceptions of Transparency, Legitimacy, and Confidence in Quality Assurance Processes in Selected East African Higher Education Contexts

Amaal Kinene Namakula Nsereko, Wardah M. Rajab-Gyagenda — Wed, 29 Jul 2026 00:00:00 +0000

Transparency has become a fundamental principle of quality assurance (QA) systems as higher education institutions seek to strengthen accountability, institutional legitimacy, and stakeholder confidence. Although transparency is widely embedded within international quality assurance frameworks, limited empirical evidence exists regarding how stakeholders in East Africa perceive its contribution to trust and confidence in QA processes. This exploratory mixed-methods descriptive cross-sectional study examined stakeholder perceptions of transparency in quality assurance processes across selected East African higher education contexts. Data were collected through an online questionnaire from 38 purposively selected respondents representing university management, academic staff, quality assurance practitioners, and other higher education stakeholders. The questionnaire combined five-point Likert-scale items with open-ended questions to capture both quantitative and qualitative perspectives. Quantitative data were analysed using descriptive statistics, while qualitative responses were analysed through thematic analysis. Respondents generally perceived transparent evaluation criteria, accessible reporting mechanisms, and meaningful stakeholder participation as important contributors to accountability, fairness, and confidence in quality assurance systems. Participants also emphasised the importance of balancing openness with appropriate confidentiality through tiered reporting approaches. Qualitative findings further indicated that institutional culture, leadership commitment, technical capacity, and stakeholder engagement influence the effectiveness of transparency initiatives. Given the exploratory design, purposive sampling strategy, and relatively small sample size, the findings should not be interpreted as representative of all higher education institutions in East Africa. Nevertheless, the study provides useful insights into stakeholder perceptions and identifies practical approaches that may strengthen trust, legitimacy, and accountability in quality assurance systems. The study recommends enhancing stakeholder engagement, improving quality assurance reporting frameworks, strengthening institutional capacity, and promoting regional collaboration to support credible and transparent quality assurance practices.

Job Resources and Turnover Intention among University Academics: Quantitative Evidence from Tanzanian universities

Justo M Lemesaya, Hu Yiyun — Wed, 29 Jul 2026 00:00:00 +0000

Academic staff retention is a growing concern for higher education systems experiencing rapid expansion, intensified accountability and uneven institutional support. In Tanzania, this concern is particularly important because universities are expected to sustain teaching, research and supervision while operating under staffing and resource constraints. Within this context, turnover intention is a critical indicator of retention risk because it reflects academics’ conscious thoughts, plans or willingness to leave their current institutions when alternative opportunities become available. This study aimed to identify which workplace resources are most strongly associated with lower turnover intention among university academics in Tanzanian public universities. Such an inquiry is important because reducing academics’ intention to leave depends not only on addressing unfavorable work conditions, but also on strengthening institutional resources that make academic work sustainable, meaningful and professionally rewarding. Guided by Job Demands-Resources theory, the study focused on how three job resource conditions that are central to academic work, namely autonomy support, collaboration and professional development, are associated with turnover intentions among university academics. A quantitative cross-sectional correlational design was employed, drawing on survey data from a sample of 662 full-time university academics selected from five Tanzanian public universities through multistage probability sampling. Data were analysed using SPSS 26 and SmartPLS 4, with measurement model assessment followed by structural equation modelling.

The results showed that collaboration and professional development significantly predicted lower turnover intention, while autonomy support had a negative but non-significant direct effect. These findings suggest that university academics are more likely to stay when their institutions provide strong collegial support and meaningful opportunities for professional growth. Collaboration appears to function as a social retention resource because it enables academics to exchange ideas, share teaching and research experiences, receive peer support and feel connected to their professional community. Professional development also appears to reduce withdrawal thinking by strengthening academics’ confidence, competence and belief that career advancement can be achieved within their current institutions. Such resources may reduce feelings of isolation, strengthen professional belonging, and help academics view their universities as suitable places for long term career development. The study contributes to Job Demands-Resources theory by showing that job resources do not operate uniformly in shaping turnover intention attitudes, especially in resource constrained higher education contexts. Practically, the findings indicate that Tanzanian universities should strengthen collaborative academic cultures, mentoring systems, research communities and continuous professional development as strategic mechanisms for retaining academic talent and reducing turnover intentions.

Comparison of Physical Fitness Levels of Pre-University Sports Science Students in Semester 1 At Khir Johari High School Based on Gender

Thu, 30 Jul 2026 00:00:00 +0000

This study examined health-related physical fitness levels among Semester 1 pre-university Sports Science students at Khir Johari High School and compared outcomes by gender. A quantitative survey design was used, involving 35 purposively selected students, comprising 11 male and 24 female participants. Physical fitness was assessed using selected components of the Prudential FITNESSGRAM® test battery: the PACER, Curl-Up, Trunk Lift, 90° Push-Up, and body mass index tests. These measures represented cardiovascular endurance, muscular endurance, muscular strength, flexibility-related performance, and body composition. The reported analyses indicated gender-based differences in the PACER, Curl-Up, and 90° Push-Up tests, with male students recording higher performance in these components. No significant gender-based differences were reported for the Trunk Lift test or body mass index. The findings therefore suggest that the pattern of performance differed across individual fitness components rather than reflecting a uniform difference in overall physical fitness. The results provide a descriptive profile of the health-related fitness of this specific cohort and may assist teachers and students in monitoring component-specific performance. However, the findings should be interpreted within the context of the small, purposively selected, and unequally distributed sample. Regular assessment under consistent conditions may support the planning of appropriate physical fitness activities and enable students to identify areas requiring improvement.

Institutional Strengthening Schools: How Principals’ Instructional Leadership and Teacher Performance Contribute to Deep Learning?

Thu, 30 Jul 2026 00:00:00 +0000

Deep learning is a crucial component in enhancing pupils’ academic competence. However, primary schools continue to face significant challenges, with academic competence in the Indonesian language scoring 60.14 (‘poor’) and Mathematics scoring 43.41 (‘very poor’). This study aimed to examine the contributions of principals’ instructional leadership (X1) and teacher performance (X2) to deep learning (Y) as a strategy for improving pupils’ academic competence. The study employed a quantitative ex post facto design. The population comprised 99 teachers from 11 primary schools in Cluster 1, from whom a sample of 54 was selected using stratified proportional sampling. Data were collected using a Likert-scale questionnaire administered to primary school teachers and were analysed using descriptive, correlation, and regression techniques. The results indicated that both principals’ instructional leadership (72.61%) and teacher performance (66.17%) were categorised as fairly good. Individually, instructional leadership and teacher performance contributed significantly to deep learning, explaining 17.4% and 14.7% of the variance, respectively. Jointly, the two variables explained 26.6% of the variance in deep learning, underscoring the value of strengthening leadership and teaching quality together. The findings indicate that principals’ instructional leadership and teacher performance make significant individual and joint contributions to deep learning. However, the current levels of deep learning, instructional leadership, and teacher performance remain in the ‘moderately good’ category. School leaders should therefore foster deep learning by strengthening instructional leadership, improving the quality of pupil learning, and cultivating a supportive school environment. Teacher performance should likewise be enhanced by creating engaging learning environments and developing mindful, meaningful, and joyful learning experiences. Strengthening both factors may optimise deep learning and improve pupils’ academic competence.

Study of Self-esteem and Academic Performance in Life and Earth Sciences among Students in Middle School (Marrakesh, Morocco)

Sat, 01 Aug 2026 00:00:00 +0000

This study examined the relationship between self-esteem and academic performance in Life and Earth Sciences among middle school students in the Marrakesh region of Morocco. A quantitative cross-sectional study was conducted with 120 students aged 12 to 16 years from a rural middle school. Self-esteem was assessed using the 18-item Toulouse Self-Esteem Scale, which measures three dimensions: socio-emotional self-esteem, academic self-esteem and physical self-esteem. Academic performance was determined from students’ average grades in Life and Earth Sciences, using ten out of twenty as the threshold for good performance. The results showed that 71.66% of students had positive self-esteem, whereas 28.33% had negative self-esteem. Good academic performance was observed in 62.50% of students, while 37.50% showed poor academic performance. Students with positive self-esteem were more frequently represented among those with good academic performance, whereas students with negative self-esteem were more frequently represented among those with poor performance. The chi-square analysis indicated a statistically significant association between self-esteem and academic performance. However, the relationship should be interpreted cautiously because the study was limited to one school, used a relatively small sample and followed a cross-sectional design. Overall, the findings suggest that self-esteem is a relevant factor in understanding academic performance in Life and Earth Sciences, alongside other personal, family and school-related factors.

Impact of Professors’ Current Instructional Digital Tools on the Bachelor of Science in Business Administration-marketing Management Students: A Basis for Curriculum Enhancement

Mon, 03 Aug 2026 00:00:00 +0000

Digital technologies are increasingly integrated into higher education to enhance student engagement, learning flexibility, and the development of workplace-relevant competencies. However, evidence regarding the perceived effectiveness of professors’ instructional digital tools among BSBA Marketing Management students at Gordon College remains limited. This study examined the perceived impact of professors’ current instructional digital tools on the learning experiences of Bachelor of Science in Business Administration students majoring in Marketing Management at Gordon College, with the findings intended to inform curriculum enhancement. A descriptive quantitative research design was employed, and data were collected using a structured questionnaire from 50 second-, third-, and fourth-year students selected through simple random sampling. The perceived impact of instructional digital tools was assessed in relation to academic learning, practical and industry-relevant marketing skills, and preparation for professional and career opportunities. Frequency, percentage, and weighted mean were used for descriptive analysis. Data normality was assessed using the Shapiro-Wilk test, while the Kruskal-Wallis H test was applied because the data did not meet the assumption of normality. The results indicated a very high perceived impact across all three dimensions. Instructional digital tools were perceived to improve students’ understanding and engagement, support the production of marketing-related outputs, strengthen practical competencies, and enhance readiness for technology-supported professional environments. No significant differences in perceptions were observed when respondents were grouped according to age, sex, or year level. The findings suggest that the instructional digital tools currently used in the programme provide broadly consistent learning benefits across demographic groups. Their continued pedagogically appropriate integration may therefore support curriculum implementation, practical skill development, and career preparation within the BSBA Marketing Management programme.

Game-based Learning for English Vocabulary Learning in Rural Primary Schools: Evidence from a Quasi-experimental Mixed-methods Study in Sri Lanka

N. G. D. A. Jayarathna, L. P. Wedikkarage, H. M. M. N. Herath — Tue, 04 Aug 2026 00:00:00 +0000

English vocabulary development remains a persistent challenge for primary school learners in rural Sri Lankan contexts, where exposure to English outside the classroom is often limited and instruction is commonly teacher-centred. This study examined the use of game-based learning to improve English vocabulary acquisition among Grade 5 students in rural primary schools in the Kurunegala District of Sri Lanka. A quasi-experimental mixed-methods design was used with 100 students from five government schools and five English language teachers. The intervention was implemented in two consecutive instructional phases. In the first phase, ten syllabus-based vocabulary items were taught through the traditional direct method. In the second phase, an equivalent set of ten vocabulary items was taught through a low-cost, non-digital word-building game. Vocabulary dictation tests were administered after each phase, and semi-structured teacher interviews were conducted to explore classroom engagement, learner participation, feasibility, and implementation challenges. Descriptive analysis showed that the overall vocabulary success rate increased from 45% after direct-method instruction to 67% after game-based learning, with improvements recorded across all five schools. School-level gains ranged from 20 to 30 percentage points. Teacher interviews indicated that the game-based approach supported greater learner engagement, motivation, peer collaboration, and willingness to participate. Teachers also reported practical concerns related to lesson time, classroom control, and the need for structured planning support. The findings suggest that non-digital game-based learning can be a contextually feasible strategy for supporting vocabulary practice in under-resourced rural classrooms. However, further studies using larger samples, control groups, inferential analysis, and longer-term follow-up are needed before stronger conclusions can be drawn about effectiveness and retention.

Determinants of Tourists’ Value Co-Creation Intention in Tujia Cultural Tourism: Evidence from Yunshe Village, Guizhou Province

Tsai-Fa(TF) Yen — Tue, 04 Aug 2026 00:00:00 +0000

This study examines the associations among tourists’ perceived co-created value, co-creation satisfaction, subjective well-being, and co-creation intention in Tujia cultural tourism. A cross-sectional questionnaire survey was conducted in Yunshe Village and nearby transport locations in Tongren, Guizhou Province, China. Quota sampling by gender and age produced 291 valid responses from 400 distributed questionnaires. The instrument comprised 12 co-created-value items, four co-creation-satisfaction items, four subjective-well-being items, and three co-creation-intention items, all assessed on five-point Likert scales. Preliminary principal-component analyses and Cronbach’s alpha coefficients indicated internally consistent single-factor item sets, although the high correlations among the constructs require caution regarding discriminant validity. Pearson correlations and multiple regression analyses showed that perceived co-created value was positively associated with co-creation satisfaction, subjective well-being, and co-creation intention. Co-creation satisfaction was positively associated with subjective well-being and co-creation intention, while subjective well-being was positively associated with co-creation intention. The final regression model explained 74.8% of the variance in co-creation intention. Exploratory subgroup regressions produced different significance patterns between respondents who self-identified as Han and those who self-identified with ethnic-minority groups; however, these descriptive patterns do not establish between-group differences because measurement invariance and interaction effects were not tested. The findings support the practical value of participatory cultural-tourism design, provided that destination managers protect cultural integrity, involve local residents, and avoid ethnicity-based assumptions. Because the data are cross-sectional, self-reported, and obtained through non-probability sampling at one destination, the results should be interpreted as associations rather than causal effects.

Investigating Scientific Attitudes among High School Students: Rural-Urban Disparities

Tue, 04 Aug 2026 00:00:00 +0000

This study examined rural–urban differences in scientific attitudes among high school students in the Warangal district, Telangana. A descriptive survey design was used to collect data from 170 students selected from ten secondary schools, with equal representation from rural and urban settings, comprising 85 students in each group. Scientific attitude was measured using a 24-item scale assessing eight dimensions: objective approach, cause-and-effect relationships, systematic reflection on action, scientific knowledge, curiosity, suspended judgement, critiques of knowledge, and awareness of surroundings. Descriptive statistics and an independent-samples t-test were used to compare the two groups at the 0.05 significance level. Urban students obtained higher mean scores in all eight dimensions. Statistically significant differences favoured urban students in objective approach, cause-and-effect relationships, scientific knowledge, curiosity, critiques of knowledge, and awareness of surroundings. Differences in systematic reflection on action and suspended judgement were not statistically significant. The findings indicate that rural–urban disparities were evident in several dimensions of scientific attitude, whereas reflective thinking and the capacity to withhold judgement were broadly comparable across the two groups. These differences may be associated with variations in educational opportunities, science-learning resources, classroom experiences, and exposure to science-related activities rather than locality alone. Strengthening equitable access to supportive science-learning environments may help reduce the observed disparities.