International Journal of Curriculum and Instruction (World Council for Curriculum and Instruction - WCCI)
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The Current Situation of “Ineffective” Assistance in the Social Assistance System in Georgia –Values For 21st Century or Challenge : Social Assistance System in Georgia
No full textAbstract
The social assistance system in Georgia plays a critical role in supporting vulnerable populations; however, persistent issues of inefficiency and ineffectiveness have limited its impact. Despite efforts to address poverty and social exclusion, the system often fails to adequately target those most in need, resulting in unequal access to benefits and the misallocation of limited resources. Factors contributing to this ineffectiveness include outdated eligibility assessment methods, lack of transparency, bureaucratic delays, and inconsistent monitoring and evaluation mechanisms. Many low-income families remain excluded due to rigid or unclear criteria, while some beneficiaries receive assistance despite improved living conditions, undermining the fairness and sustainability of the system. This is demonstrated by the current situation, the revealed facts, and numerous studies conducted by me.
Additionally, social services are frequently underfunded and understaffed, reducing their capacity to offer meaningful, long-term support beyond short-term financial aid. Civil society organizations and international partners have criticized these shortcomings and called for comprehensive reforms, including more data-driven decision-making, improved inter-agency coordination, and greater community involvement in policy design and implementation.
The growing socio-economic disparities, especially in rural areas, further highlight the urgency of addressing these gaps. Without significant structural changes, the social assistance system risks perpetuating dependency rather than empowering individuals toward self-sufficiency.
This abstract aims to underscore the pressing need for a more inclusive, responsive, and efficient social assistance framework in Georgia one that not only alleviates poverty temporarily but actively supports pathways out of vulnerability and promotes social cohesion in the long term.
Keywords: Social Assistance, Poverty Alleviation, Inefficiency, Policy Reform, Vulnerability
Teacher-Trainees Awareness and Perception of YouTube as a Teaching Resource in Colleges of Education in Nigeria: YouTube as a Teaching Resource in Colleges of Education in Nigeria
No full textThe development and dissemination of knowledge and information in the discipline of education are significantly facilitated by technology in the digital age. The application of technology in the classroom has the potential to improve student enthusiasm and learning as well as teachers' competence. This research investigates the awareness and perception of YouTube as a teaching resource among teacher-trainees in North-west Colleges of Education in Nigeria. The study explores how trainee teachers view YouTube's potential to enhance their teaching skills, considering both opportunities and challenges. A survey-methods approach was used; the data was collected from 200 teacher-trainees across selected institutions. Two research questions was raise, the first research question results indicate a significant improvement in performance when YouTube is used, with mean scores increasing from 66.48 to 70.25 after targeted training. Similarly, incorporating YouTube as a supplemental tool led to a performance rise from 52.58 to 59.93, a mean difference of 7.35 points compared to traditional methods The findings highlight YouTube's potential as an effective teaching tool, though increased variability in performance suggests differences in digital literacy and engagement levels among trainees. This underscores the need for tailored training, equitable access, and structured implementation to maximize benefits. The paper concludes by providing recommendations for improving YouTube's integration into teacher education in Nigeria
Keywords: YouTube, Teacher-Trainees, Awareness, Perception,
 
Initiatives in Schools to Promote Environmental Education Programmes: A case Study of Muden Schools: Promoting Environmental Education Programmes:
No full textThis paper examines the extent to which the curriculum, implemented in rural schools, is geared towards the sustainable and thorough integration of Environmental Education. This paper evaluates topics taught in sampled schools in rural KwaZulu-Natal to determine the perceptions of the participating educators and the challenges they face in this regard. The researcher employed a qualitative case study approach to examine the topic in a natural setting, by gleaning the views of the study participants. Purposive sampling was used to sample learners and teachers in Muden schools. The study employed social learning theory and social constructivism to guide the data analysis and interpretation. Three primary schools were sampled for observations, document analysis and interviews. The sample size comprised three Natural Science (NS) teachers of Grade 7s for face-to-face interviews, while 18 Grade 7 NS learners participated in focus groups. The findings of this study revealed that there are a number of activities which schools conduct in unique ways, to ensure the delivery of education for sustainable development. As the findings showed, teachers are innovative in integrating Environmental Education in lessons, and in extracurricular activities aimed at enhancing environmental awareness. The study revealed not only the practices implemented, but also the challenges confronting teachers and learners when it came to Environmental Education in the primary school context. Based on the findings, the researcher made recommendations for the broad implementation of Environmental Education as a subject
A Path to Self-Discovery: Empowering Learners through a Language Advising Program: A Language Advising Program
No full textThis study examines the impact of a Language Advising Program designed to enhance self-directed learning in foreign language acquisition at a state university in Central Anatolia, Türkiye. The research explores two main questions: (1) whether participants demonstrate a growing sense of awareness and control over their self-directed learning, and (2) their perceptions of the program’s effectiveness. A qualitative research design was employed, involving eight weeks of individual Zoom advising consultations during which participants engaged in various activities aimed at fostering self-directed learning, including a goal-setting pyramid, confidence-building diary, vision board and the wheel of language learning so on. Data were collected through thematic analysis of weekly advising consultations, motivation graphics and semi-structured interviews conducted at the end of the program. Findings indicate that participants showed a significant growth in their self-awareness and control over learning, with structured activities playing a central role in this development. Additionally, participants reported several positive perceptions of the program’s effectiveness, highlighting improvements in their motivation, learning strategies, and self-confidence. The results suggest that the program effectively supported participants' self-directed learning and could serve as a model for similar educational initiatives. This study hopes to contribute to the body of research on self-directed learning in language education and aims at emphasizing the potential of advising programs to enhance learner autonomy.
Keywords: Self-directed learning; language advising; learner autonomy; motivation; program effectivenes
Turkish Music Education: An Artificial Intelligence Based Performance Analysis Design: An Artificial Intelligence Based Musical Performance
No full textThe purpose of this study is to develop a software system, using the Python programming language, capable of analyzing the pitch and usul (rhythmic pattern) structures in performances of Turkish music. To achieve this goal, the research was conducted within the framework of the Design and Development Research Model (DDRM) and was completed in three stages. In the first stage, a comprehensive literature review was carried out to identify relevant publications that could provide insight into the subject; both domestic and international written sources, as well as existing applications, were examined in detail. In the second stage, based on the main objective, the needs were identified, and a software design was created to perform pitch and usul analysis on performance recordings of Turkish music. The design, developed through the iterative cycle of DDRM, analyzes frequencies using Python libraries and custom algorithms, while storing and visualizing the results through a Firebase based system. Users can track analysis results across specific time frames and access detailed visual data for each analysis, including spectral representations, error curves, and color coded notation. In the third stage, the software design was tested through an application process based on the analysis of performance recordings. For this purpose, a study group consisting of performers and experts was formed. The performer group included two students with basic Turkish music training who could play instruments (Ud and Ney) at a beginner level, while the expert group consisted of three academics specialized in Turkish classical music and Turkish folk music. Before the application process, the students performed an etude prepared in consultation with the researcher and expert group: a 56 pitch study in the Bayati maqam and in Sofyan usul. The recorded performances were evaluated in terms of pitch and usul elements by both the expert group and the software. Subsequently, the analyses of the expert group and the software were comparatively examined, and the results were discussed. It was determined that the software could technically analyze performance recordings with a higher degree of precision than anticipated for pitch and usul elements, achieving a high level of consistency with the expert evaluations. The research was then documented and reported
The Impact of School Music Activities on Parents’ Attitudes Toward Music Lessons: Parents’ Attitudes Toward Music Lessons
No full textThis study aims to examine the effect of music activities on the attitudes of parents of primary and secondary school students toward music lessons. A quasi-experimental design with a single group pre-test–post-test model, one of the quantitative research methods, was employed. The implementation phase of the research was conducted with 3rd, 4th, and 7th-grade students studying at a village school in the Karesi district of Balıkesir, Turkey. Over eight weeks, music activities, including choir, rhythm, and solo performances, were organized and transformed into a showcase. Before and after the implementation, the Attitude Scale Towards Music Education (MEITÖ) developed by Güdek and Karakaya (2013) was administered to parents. The data collected were analyzed using the paired samples t-test, a parametric test, following the Shapiro-Wilk normality test. The analysis revealed a statistically significant difference between the pre-test and post-test results (p = .001 > .05). This finding indicates that the music activities positively affected parental attitudes. The study highlights the importance of family involvement in effectively delivering music lessons. It suggests that longer-term, inclusive, hands-on activities may more effectively change and transform parental attitudes
Teachers’ Perceptions of Using Non-verbal Communication in Language Learning : Non-verbal Communication in Language Learning
No full textNon-verbal communication (NVC) refers to the transmission of information, feelings and thoughts without any written words. In foreign language teaching, it is often used to make the learning environment more meaningful by serving functions from classroom management to teaching practices. This paper aims to investigate the relationship between the perception of English as a Foreign Language (EFL) instructors about NVC in teaching and their actual practices in classroom. Qualitative research method is employed, and classroom observation and semi-structured interview were utilized to collect data. Convenience sampling method was adopted, and eight instructors at a private university participated in the study. To analyze the data, transcriptions of the interviews and the researchers’ observation notes were utilized. Findings show that instructors mostly use NVC tools in Listening and Speaking course and various NVC tools are used for different purposes. The results indicate that there is a general consistency between the instructors’ perceptions and their observed practices with regard to their NVC usage in EFL classes
Are Virtual Manipulatives a Disappointment for middle school Mathematics Teachers? Virtual manipulatives as a Matter of Disappointment
No full textThe aim of the research is to exhibit middle school mathematics teachers’ experiences on virtual manipulatives. For this purpose, three mathematics teachers were selected, who had no experience in using virtual manipulatives were chosen. Lesson plans were prepared for the teachers, in which they would use virtual manipulatives, and essential information on how to use virtual manipulatives was given before the lesson. Two teachers used virtual manipulatives for four course hours, and one teacher used them for eight course hours. They were interviewed twice. The first interview was carried out before they used virtual manipulatives, and the second one was carried out after the application. The collected data was analyzed by content analysis method. It was found that after the experience, teachers described as disadvantages some situations that they initially described as advantages
Pagkakasupeg Framework on Bridging Indigenous Peoples Education to MATATAG Curriculum: Education via MATATAG Curriculum
No full textThis paper provides a comprehensive analysis of the MATATAG Curriculum’s strengths and features, which are a breakthrough to the Philippine Education System, and how its features can transcend to the Indigenous People's Education. Pagkakasupeg Framework was the product of this paper, bridging Indigenous Peoples Education and MATATAG Curriculum. The framework contains two key stages that highlight Indigenous Peoples’ inclusion in the design and development of an IP-fit curriculum, empowering them to preserve their culture while educating their young community members and providing them with a sense of belongingness. The proposed framework will make the curriculum truly relevant and responsive to the needs and context of the learners. It utilizes a pedagogy that is empowering and creative. Thus, this paper aspires to adhere to the principle that no student (regardless of race, gender, and ethnicity) should be left behind
Comparing Pre-service English Language Teachers’ AITPACK Perceptions in Online and Face-to-face Learning Contexts: Insights from the Technology Acceptance with Peer Support Theory : Pre-service English Language Teachers’ AITPACK Perceptions
No full textRecent trends in pre-service English teacher education increasingly emphasize the integration of AI technology. Few studies have examined pre-service teachers’ real-world experiences with AI in language instruction, despite exploring their perceptions and attitudes. Studies on AI-TPACK perceptions primarily utilize technology acceptance frameworks like TAM, TPB and UTAUT. The existing literature regarding pre-service teachers' perceptions of AI-TPACK and the Model of Technology Acceptance with Peer Support (MAPS) is relatively sparse. Furthermore, the existing body of research comparing online and face-to-face instruction in AI-TPACK education for pre-service teachers is limited. To address these gaps, this study examines the impact of the MAPS on pre-service English language teachers’ AI-TPACK perceptions in both online and face-to-face learning environments, focusing on their use of AI within K-12 practicum settings. This study involved 35 online and 50 face-to-face participants using a mixed-methods design. Quantitative data were collected via a questionnaire adapted from An, et al. (2023), and qualitative data were gathered through open-ended survey responses, focus group interviews, and classroom observations. An independent samples t-test found no significant differences between groups in Behavioral Intention, Network Density, and Valued Network Centrality. Significant disparities were found in System Use, Facilitating Conditions, Network Density and Centrality. Qualitative findings emphasize that peer support and practical experiences in practicum schools significantly influence pre-service teachers' attitudes toward integrating AI in instruction. Both groups stressed the need for compulsory AI-TPACK education with peer support in teacher programs. The implications for teacher education are examined, and recommendations for future research are presented