IOJET - International Online Journal of Education and Teaching
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TEACHER CANDIDATES’ LEARNING IN A RESEARCH COURSE: IMPLICATIONS FOR FUTURE TEACHING PRACTICES AND PROFESSIONAL IDENTITY FORMATION
No full textThis qualitative study investigated the learning experiences of teacher candidates (TCs) enrolled in a required research course in a teacher preparation program in Ontario, Canada. Over a 15-week semester, 32 TCs completed the course and their teaching practicum concurrently. The course introduced foundational research concepts, principles, and practical skills, culminating in designing and implementing an action research project. Data collected from TCs’ course reflections revealed an increased understanding of research, particularly action research, and a broadened perspective on inquiry- and evidence-based teaching. The findings also supported the development of their teacher identities, fostering greater agency, empowerment, and self-advocacy for personal and professional growth. This study supports existing evidence of the benefits of integrating research education into teacher preparation programs, advocating for its inclusion as a standard practice in teacher education globally
TASK-BASED ASSESSMENT OF PRAGMATIC COMPETENCE: A MOROCCAN EFL HIGH SCHOOL PERSPECTIVE
Full text linkThis study investigates Moroccan high school learners’ pragmatic competence in English as a Foreign Language (EFL) through two diagnostic tools: the Written Discourse Completion Test (WDCT) and the Multiple-Choice Discourse Completion Test (MDCT). Pragmatic competence, a critical dimension of communicative language ability, remains underrepresented in EFL assessment frameworks, particularly in North African contexts. Drawing on data from 108 learners, the research evaluates students’ ability to perform various speech acts appropriately in context-sensitive scenarios. Results show significant gaps in learners' pragmatic awareness and performance, particularly in managing politeness, indirectness, and socio-cultural appropriateness. These findings underscore the need to integrate explicit pragmatics instruction and assessment into Moroccan EFL curricula. This article contributes to the growing body of empirical studies on interlanguage pragmatics and calls for a reconceptualization of language assessment practices in EFL classrooms.
Keywords: Pragmatic competence, EFL, Morocco, WDCT, MDCT, speech acts, language assessment, interlanguage pragmatic
STUDENT PERSPECTIVES ON ESSENTIAL SKILLS FOR WORK-INTEGRATED LEARNING IN TOURISM MANAGEMENT: AN EMPIRICAL STUDY
Full text linkIn South Africa, the tourism industry has experienced rapid growth, creating a demand for professionally trained personnel. Higher education institutions (HEIs) have introduced specialised tourism qualifications to address this need. Furthermore, the South African government has stressed the importance of skills development and enhancing educational quality. HEIs integrate Work Integrated Learning (WIL) programs into tourism curricula to develop students' industry readiness. This study evaluates the tourism management curriculum at a South African University of Technology (UoT) and its influence on the WIL experience of students enrolled in the National Diploma in Tourism Management between 2015 and 2019. Utilising a quantitative research approach, data were collected through a structured online questionnaire distributed to a sample of 106 graduates selected via non-probability sampling. Findings indicate that DUT’s tourism management curriculum effectively equips students with essential skills through active industry engagement. However, graduates reported a gap in technological training, particularly in tourism management systems, which they identified as critical for efficient operational performance within the tourism sector. The study results highlight areas for curriculum enhancement to better align educational outcomes with industry requirements
MANAGING TRANSITIONAL CHANGE: STAFF PERSPECTIVES FROM TECHNICAL UNIVERSITIES IN GHANA
Full text linkThe study focuses on examining the perspective of staff on organisational transition change of Technical Universities in Ghana. It employed case study research design. The study sampled participants purposeful and acknowledged the necessity of ethics in the investigative process. The Seven Drivers of Change model was employed as a theoretical framework to interrogate the issues at hand. The study found that the perspective of staff on the conversion of polytechnics into technical universities or organisational transition change was influenced by some organisational politics, which influenced some biases on staff to fully accept the change. The study also revealed that employee mistrust and lack of confidence influenced organisational transitional transformation. The impact on institutional identity and culture and academic heterogeneity were all revealed to influence organisational transition change. The study concluded that policymakers should examine and include stakeholder input as well as comprehensive consensus building when implementing organisational management and change procedures
A CASE STUDY OF THE CEFR ALIGNMENT IN LANGUAGE ASSESSMENT: INSIGHTS FROM EFL INSTRUCTORS IN TURKEY
Full text linkThis study investigates the instructors’ perspectives on the alignment of intermediate-level language tests (B1 & B2) applied in the 2023-2024 academic year at a preparatory school in Turkey. A qualitative case study was adopted in the study and qualitative data were collected from 6 lecturers in the testing office of the preparatory school through reflection papers and semi-structured interviews. The purposive sampling method was conducted in the study, in which all the instructors in the testing office participated. Moreover, all the tests throughout the academic year were purposefully included in the study, as sets of B1 and B2 levels would lead to more comprehensive results. Content analysis was conducted for data analysis. The results demonstrated diversity in the alignment rates of the B1 and B2 level tests with the help of factors that contributed to the alignment and detracted from the alignment with the target levels. The study is of importance with the suggestions of to enhance the tests at intermediate levels and provides practical implications for all the stakeholders in language assessment depending on the CEFR
THE ROLE OF HOPE IN UNIVERSITY STUDENTS’ CAREER TRANSITIONS
Full text linkThis article offers a theoretical, empirical, and practice-oriented examination of the central role that “hope” plays in university students’ post-graduation career transitions. It first addresses the concept of career, the nature of career transitions, and the uncertainty, anxiety, and stress factors that arise during this process. The article highlights the key needs of students as they form their professional identities, develop competencies, set future goals, and access support resources. Subsequently, the text situates hope within career development theories—particularly Career Construction Theory and Social Cognitive Career Theory—and outlines the theoretical foundations of hope through the lens of positive psychology. Snyder’s Hope Theory is used to define hope in terms of goal-directed thinking, pathways thinking, and agency thinking. Emphasis is placed on how hope enhances students’ psychological well-being, transforms uncertainty into a challenge, and fosters flexibility and resilience. From a cultural perspective, the article explores economic, familial, and societal factors influencing Turkish university students’ levels of hope. It also addresses the measurement and evaluation of hope, proposes hope-based interventions, and offers recommendations for career counseling practices. Ultimately, hope emerges as a fundamental psychological resource that enables students to approach the future more constructively, adaptively, and resolutely.
Keywords: Career transitions, hope, university students
MODELLING THE CORRELATION BETWEEN PRESERVICE SOCIAL STUDIES TEACHERS’ PERCEPTIONS OF 21ST-CENTURY SKILLS COMPETENCY AND LIFELONG LEARNING TENDENCIES
Full text linkThis study aims to model the correlation between the perceptions of preservice social studies teachers of 21st-century skills competencies and their lifelong learning tendencies. In the study, the correlational survey model was used. The sample consisted of 2850 preservice teachers who were studying in the first, second, third, and fourth years in the Department of Social Studies Education at the Faculty of Education of 15 University in the academic year 2021-2022. The sample was identified by stratified sampling method. A “Personal Information Form,” “21st Century Skills Competency Perceptions Scale,” and “Lifelong Learning Tendencies Scale” were used to collect data. It was concluded that the latent variables of learning and innovation skills, life and career skills and information, media, and technology skills of the perceptions of preservice social studies teachers on the 21st-century skills competency were significant predictors of the latent variables determination and curiosity, organization of learning and motivation of lifelong learning tendencies and positively affected them. The activities that are planned to be organized at the university to develop 21st century skills competency perceptions and lifelong learning tendencies should be based on the interests and needs of preservice teachers, and they should be motivated to participate in these activities.
Keywords: 21st century skills, lifelong learning, social studies, pre-service teacher
BIBLICAL HEBREW: TEACHING AND LEARNING THE ALPHABET WITH AUDIO-VISUAL AIDS
Full text linkSound mastery of the Biblical Hebrew alphabet is required for proficiency in Biblical Hebrew. This study examined Biblical Hebrew: teaching and learning the alphabet with audio-visual aids. Alef-Bet-Song and video lectures on Biblical Hebrew alphabet downloaded from YouTube were integrated into the lessons and taught during instructional process. A Quasi-experimental research design (involving experimental and control groups) was adopted for the study. 100 level undergraduate CRS students in four universities from south-west Nigeria formed the sample for the study. Achievement Test in Biblical Hebrew alphabet (ATBHA) was utilised for data collection, while research hypotheses were analysed using t-test. Findings revealed that the integration of audio-visual resources within the lecture format has a statistically significant effect on students' learning outcomes. In addition, it was affirmed that there is significant difference in the retention level of students exposed to Biblical Hebrew alphabet utilising lecture method complemented with audio-visuals after treatment. It was therefore recommended that Lecturers of Biblical Hebrew should adopt lecture method complemented with audio-visual aids during instructional process of Biblical Hebrew alphabet, and that they should align themselves with the trend of integrating available technologies, social media platforms, and audio-visual aids into their lessons for improved learning outcomes
WEIGHING THE PROS AND CONS OF ARTIFICIAL INTELLIGENCE (AI) IN HIGHER EDUCATION: A MIXED-METHODS SURVEY OF BULGARIAN UNIVERSITY INSTRUCTORS
Full text linkAbstract
Purpose: The present study aimed to identify prevailing sentiments among the Bulgarian academic community toward AI tools and establish a benchmark for the integration of AI into education. Methods: A mixed-methods survey was completed by 910 university instructors from higher education institutions in Bulgaria. The data was analyzed through statistical and content analyses. Results: The participants showed awareness of the inevitable changes that AI would bring to the existing educational paradigm. Although they seemed quite familiar with the most popular AI tools, they acknowledged deficiencies in their preparedness and emphasized the need for training to utilize AI affordances effectively. The educators outlined the risks associated with unethical use of AI and underscored the urgent establishment of norms and guidelines. The lack of scientific data on the long-term effects of AI on students’ cognitive abilities and creative thinking emerged as a dominant concern and reason for skepticism. The instructors viewed personalized education as a positive asset of AI, aligning with diverse learner profiles, but they also considered it a threat, devaluing the role of educators and classroom dynamics. Familiarity with AI, subject area, and gender accounted for 92.83% of the variability in the instructors’ opinions on the utility of AI. Conclusion: Alongside developing educators’ expertise in AI technology, it is essential to delineate the scope, objectives, and domains of AI use.
Keywords: artificial intelligence, benefits, challenges, familiarity, higher education instructor
A QUALITATIVE STUDY ON INFORMATION AND DIGITAL TECHNOLOGY SKILLS DEVELOPMENT FOR EVIDENCE-BASED PRACTICE APPLICATION IN REPRODUCTIVE AND GYNECOLOGICAL NURSING CARE AMONG NURSING STUDENTS
Full text linkThis qualitative study explored the experiences of nursing students developing information and digital technology skills for evidence-based practice application in reproductive and gynecological nursing care. Using a descriptive qualitative approach, data were collected through in-depth interviews, reflective journals, and focus group discussions with 15 second-year nursing students at Boromarajonani College of Nursing, Uttaradit, Thailand. Thematic analysis revealed five major themes: transforming perceptions of evidence-based practice, navigating the digital information landscape, bridging theory and practice through evidence application, encountering and overcoming barriers, and developing professional identity and confidence. Participants experienced a shift from viewing evidence-based practice as an academic exercise to recognizing it as an essential clinical tool, while developing sophisticated strategies to overcome language barriers and resource limitations. The integration of evidence into clinical learning involved complex cognitive work in contextualizing research for individual patients and Thai healthcare settings. Cultural considerations emerged as foundational elements shaping how evidence was conceptualized and applied, with participants actively navigating tensions between evidence and traditional practices. These findings suggest that effective evidence-based practice education must address not only technical skills but also cultural dimensions and professional identity formation, with implications for developing culturally responsive approaches to nursing education in increasingly digital healthcare environments