IOJET - International Online Journal of Education and Teaching
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EXPLORING SYNCHRONICITY AND FLEXIBILITY: BICHRONOUS LEARNING AS A MODEL FOR INCLUSIVE HIGHER EDUCATION IN SOUTH AFRICA
Full text linkThis paper investigates the comparative potential of synchronous, asynchronous, and bichronous learning models in addressing persistent inequalities in South African higher education. Situated within a constructivist theoretical framework, the study explores how bichronous learning, blending real-time engagement with self-paced study, offers a flexible and inclusive pedagogical model capable of supporting diverse learner needs, particularly in contexts characterised by digital divides and infrastructural disparities. Adopting a qualitative desktop review methodology, the study critically synthesises findings from 72 peer-reviewed articles, thematically analysed using the Critical Appraisal Skills Programme (CASP) checklist and Braun and Clarke's six-step framework. The results reveal that while synchronous and asynchronous approaches have individual strengths, bichronous learning provides a more adaptable and resilient strategy for promoting academic success, engagement, and graduate employability. The paper recommends a structured implementation framework for bichronous learning in South African higher education. It highlights avenues for further research into its long-term impact on inclusivity and workforce readiness
EXPLORING HOME ENVIRONMENT AND SELF-DIRECTED LEARNING EFFICACY OF MULTILINGUAL AND NON-MULTILINGUAL STUDENTS
Full text linkThe impact of school closures during the COVID-19 pandemic was disproportionate on multilingual learners (MLs) as compared to non-MLs. Utilizing the PISA 2022 dataset and focusing on differences between MLs and non-MLs, this study explores the relationships between family support for self-directed learning (SDL), feelings about learning at home, and SDL self-efficacy (SDL-SE) in the US. First, measurement invariance was examined to determine possible differences due to group membership. Next, we explored the mediating influence of feelings about learning at home on the relationship between family support for SDL and SDL-SE and examined differences in these relationships between groups. Findings revealed that MLs and non-MLs had similar levels of SDL-SE; however, ML students had a stronger direct relationship from family support for SDL to SDL-SE, whereas non-ML students had a stronger indirect effect through feelings about learning from home. Implications regarding research, practice, and policy are discussed
SEEING THEMSELVES AS TEACHERS: PRESERVICE TEACHERS' DEVELOPMENT OF TEACHER IDENTIFY AND SELF-EFFICACY WITH THE EARLY FIELD EXPERIECE
Full text linkThis study examines forty-eight preservice teachers' teacher identity and self-efficacy during their first field experience in an elementary Professional Development School (PDS) site. They engaged in three half-day field experiences per week, observed their mentor teachers' lessons, developed and taught lessons, and reflected on their field experience during one semester. Data including pre- and post-surveys on teacher identity and self-efficacy, reflection journals, written commentaries for planning ELA lessons, and written reflection commentaries about delivery of ELA lessons, were collected to examine their development of teacher identity and self-efficacy. By the end of the field experience, they reported more confidence in engaging students in learning. They also reported that they developed instructional strategies to teach content and to manage the classroom. Field experience plays a key role in shaping preservice teachers’ professional identity. Hands-on experiences in the classroom offered them opportunities to develop their self-efficacy in student engagement, instructional strategies, and classroom management. Implications for teacher educators and teacher education preparation programs are included.
 
EXPLORING DIFFERENTIATED INSTRUCTION IN DEVELOPING LANGUAGE SKILLS: INSIGHTS FROM NOVICE EFL TEACHERS DURING THEIR INDUCTION PERIOD
Full text linkThis study investigates the experiences of newly graduated English language and literature teachers in Montenegro during their induction period in primary and secondary schools. It focuses on the implementation of differentiated teaching to develop specific language skills. Twelve novice teachers were divided into four groups, each targeting a different skill: listening, speaking, reading, and writing. The groups worked across various regions and education cycles: one in a primary school in the north (listening), another in a fourth-grade general secondary school (speaking), a third in a primary school in the south (reading), and the fourth in a primary school in the central region (writing). Novice teachers collaborated with experienced mentors who provided support in planning and executing differentiated tasks. Data collected through a questionnaire highlighted the challenges and benefits of differentiated instruction and its impact on student achievement. The findings emphasize the importance of university training and mentoring for effective differentiated teaching and outline key areas for further development to prepare future educators for complex teaching environments
EVALUATION OF THE PRE-SCHOOL CURRICULUM ACCORDING TO THE OPINIONS OF TEACHERS, STUDENTS, PARENTS AND SCHOOL ADMINISTRATORS
Full text linkThis research aims to evaluate the 2013 Preschool Curriculum by teachers, parents, students, and school administrators. In this study, a mixed research model was used, in which qualitative and quantitative research methods were considered together. The study group of the research are preschool teachers, parents, students and school administrators. The data obtained from teachers, parents, and school administrators was obtained using a semi-structured interview form, and the data obtained from students was obtained using the "Primary School Readiness Scale". The data obtained from the interviews were completed in thirty-three days by audio recording face-to-face or via Zoom application. The data obtained from the scale was administered to the students by their teachers within a week. Content and descriptive analysis techniques were used in the analysis of qualitative data, and descriptive analysis techniques were used to analyse quantitative data. Looking at the results of the research, according to the teachers, the curriculum was found to be sufficient in terms of achievements but insufficient in terms of 21st-century skills. According to the results of the parents, they stated that they had no idea about the achievements in the curriculum and that they wanted activities such as mathematics and intelligence games. According to the results of school administrators, while the curriculum was found sufficient in terms of primary school preparation and achievements, it was found inadequate in terms of values education, 21st-century skills, and adaptation to primary school. According to the results obtained from the Primary School Readiness Scale, the 2013 Preschool Curriculum is a curriculum aimed at "preparing the child for primary school"
EXPLORING INTEGRATION OF TECHNOLOGY IN ASSESSING MATHEMATICS LEARNING IN EARLY GRADES: A BIBLIOMETRIC PERSPECTIVE ON RESEARCH PATTERNS, GAPS, AND TRENDS
Full text linkThe integration of technology in early childhood education has the potential to transform learning, particularly in early mathematics. However research on its use in assessment remains fragmented, with significant disparities between high-income and low-income regions. This study addresses the gap by analyzing trends, gaps, and patterns in technology-enhanced assessment in early childhood mathematics education. Utilizing a bibliometric approach, data from the Dimensions database (2010–2023) were analyzed using publication trends, citation metrics, and network mapping tools. The findings reveal a significant rise in research post-2020, dominated by contributions from high-income countries such as the United States and Russia, while resource-constrained regions remain underrepresented. Leading authors, including Daphina Bassok and Anna Rorem, and key institutions like the University of Virginia have significantly shaped the field. Influential journals such as Sustainability and Computers and Education highlight interdisciplinary approaches to bridging the digital divide. Despite progress, notable research gaps persist in addressing equitable access and implementation challenges in low-resource settings. This study provides valuable insights to guide future research, policy, and practical interventions aimed at fostering inclusive, technology-driven assessments that enhance mathematics learning for young learners worldwide
REFLECTIONS OF STUDENT AND NUTRITION THEMES IN SCIENCE EDUCATION: A BIBLIOMETRIC ANALYSIS
Full text linkThis study aims to investigate the level of interaction among the concepts of “student,” “nutrition,” and “science education” in the academic literature through bibliometric analysis. Developing healthy dietary habits during childhood and adolescence is essential not only for maintaining physical well-being but also for enhancing cognitive functions and academic achievement. In this context, science education emerges as a critical pedagogical medium for embedding health-related behaviors within school settings. Its interdisciplinary structure not only enables the transmission of scientific knowledge but also facilitates the acquisition of lifelong skills and habits. The thematic richness and instructional flexibility of science education allow for more effective integration of health-oriented content, thereby fostering meaningful connections between scientific understanding and everyday life. This research employed a general survey model and analyzed 70 academic publications indexed in the Web of Science database between 2000 and 2025. The publications were examined in terms of temporal trends, geographic distribution, authorship productivity, thematic domains, keyword clusters, and citation networks. The findings reveal increasing scholarly attention to these themes and underscore the transformative potential of science education in shaping students’ nutritional behaviors
SUPPORTING MILITARY STUDENTS: INSIGHTS FROM THE FRONTLINE
Full text linkThis article showcases the challenges military connected students have along their educational journey including; academic, behavioral and emotional barriers. The authors have decades of experience as military spouses, parents and educators and are experts in examining the topic using a lens of authenticity. They suggest using a culturally responsive teaching framework, wrapped in compassionate teaching practices, to better service military connected children. This approach encourages educators to look for and incorporate students' strengths as areas of opportunity and as important assets in a child’s education. Examining military connected students' education through this context helps steward the children of those who serve the country
THE ROLE OF ZANZIBAR IMPROVING STUDENTS’ PROSPECT (ZISP) PROJECT IN ADVANCING TEACHERS’ KNOWLEDGE AND SKILLS
Full text linkEducation is one of the key elements in a country’s development. Therefore, Teacher Professional Development (TPD) has long been promoted as a means to foster the adoption of teaching methods. Tanzania and Zanzibar Governments have implemented several initiatives to improve the quality of education. The ZISP project was a five (5) years project from 2016 to 2021, funded by the World Bank and implemented in Zanzibar. The research objective was to assess the role of ZISP in enhancing teachers’ knowledge and skills and identify challenges teachers face. A cross-sectional study design was employed, and data was collected from 69 trainees using a semi-structured questionnaire. Quantitative data were analysed descriptively, focusing on percentages and frequencies, and inferentially using the Wilcoxon signed rank test. Qualitative data collected were analysed using Thematic Analysis. The study’s findings have shown that the ZISP Project improved teachers’ knowledge and skills in pedagogy, subject matter, and challenges teachers face. In conclusion, the results of the study indicate a significant enhancement in teachers’ knowledge and skills, particularly in pedagogy and subject matter knowledge. It is recommended that the government and the development partners should prepare a similar project like ZISP and expand the projects to include teachers from all subjects
THE EFFECTS OF STEM APPLICATIONS CONDUCTED WITH MIDDLE SCHOOL STUDENTS ON THEIR ENGINEERING KNOWLEDGE LEVELS AND AN EXAMINATION OF STUDENT OPINIONS REGARDING THE PROCESS
Full text linkThe purpose of this study is to investigate the effect of STEM applications on the engineering knowledge levels of 8th grade students and their opinions regarding the application process. The study was planned and conducted using a mixed research design that evaluated both quantitative and qualitative data. A total of 30 volunteers, 15 girls and 15 boys, participated in the study. Six activities focusing on the stages of the engineering design process, covering physics, chemistry, and biology, were implemented over a period of six weeks during scheduled after-school hours. In the study, the “Engineering Knowledge Level Scale” adapted into Turkish by Aydın, Saka, and Guzey (2018) was used as a data collection tool to measure students' engineering knowledge, and a student opinion form was used to examine students' views on the application process. The data obtained were analyzed using the SPSS program and content analysis method. When the scale data were evaluated, a statistically significant difference in favor of the mean of the final test scores was found. According to the results obtained from qualitative findings, it was determined that students struggled most with the steps of construct a prototibe, develop possible solutions, and redesigning in the engineering design process, while they performed better in the steps of investigating and identifying needs/problems. Generally, it has been determined that STEM activity applications contribute to the engineering knowledge level of 8th grade middle school students and reveal their strengths and weaknesses in the engineering design process steps.Key words: STEM activities, engineering design process, 8th grade middle schoo