European Journals of Education Studies
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ENHANCING SUBJECT MATTER KNOWLEDGE IN PRESERVICE MATHEMATICS TEACHERS: TRANSFORMING MATHEMATICS EDUCATION THROUGH PROBLEM-POSING INTERVENTIONS
Full text linkMathematics education is making a shift towards learner-centredness with the implementation of standards-based curricula, with the subtle recognition of problem-posing as a transformative strategy in most jurisdictions, and Ghana is no exception. Although problem-posing is acknowledged as promoting conceptual understanding, it is hardly a pedagogical instructional strategy recommended for use in Ghana’s basic educational system. This discrepancy is worrying, given the increasing demand for inquiry-based teaching and learning. The study sought to investigate how problem-posing intervention influenced preservice teachers’ subject matter knowledge within the standards-based curriculum. The study employed the pragmatic paradigm, with a quasi-mixed one-group pretest-post-test case study design utilising a mixed-methods approach grounded largely in a qualitative approach that allowed an in-depth understanding of how problem-posing influenced the 25 participants' subject matter knowledge. Quantitative data were collected and analysed using a survey and the SOLO taxonomy, while the qualitative data were collected through interviews and analysed using thematic categorisation from the research questions. The results showed that most participants posed low-level problems while acknowledging the transformative role of the problem-posing intervention on their subject knowledge. The study concludes with a discussion of its limitations and recommendations. Article visualizations
CHALLENGES OF E-LEARNING IMPLEMENTATION AT THE LIBYAN HIGHER TECHNICAL AND VOCATIONAL INSTITUTES: LEADERS’ AND EFL TEACHERS’ PERSPECTIVES
Full text linkThis study attempts to identify challenges faced by leaders and EFL teachers at Libyan higher vocational and technical institutes when implementing e-Learning. The present study aims to explore administrative challenges faced by institutional leaders in managing e-learning implementation. In addition, the study aims to highlight the pedagogical and technological challenges in the implementation of e-learning from EFL teachers’ perspectives at higher vocational and technical institutes in Libya. A mixed-methods approach was adopted, where a structured questionnaire was administered to thirty-five EFL teachers, and four institutional leaders were interviewed. The findings revealed that institutional leaders and EFL teachers at Libyan institutes face several administrative, pedagogical and technological challenges, such as the absence of a clear legal framework, institutional and policy-related barriers, limited financial support, weak institutional planning, inadequate ICT infrastructure, limited e-learning methodological skills, change resistance, lack of e-learning teaching aids during lectures and insufficient training. Article visualizations
EXAMINING THE INFLUENCE OF HEAD TEACHERS ON MOBILIZING COMMUNITY-BASED FUNDRAISING FOR CBC IMPLEMENTATION IN KIKUYU SUB-COUNTY, KENYA
Full text linkThis study aimed to examine the influence of head teachers on mobilizing community-based fundraising for CBC implementation in Kikuyu Sub-County, Kenya. Resource Dependency Theory (RDT) guided this study. This study utilised a mixed-methods research design while combining quantitative and qualitative approaches. The study targeted a population of 21 junior secondary schools in Kikuyu sub-county. A sample of 254 participants was included in the study, encompassing 63 teachers, seven head teachers, and four education officers. Questionnaires and interview schedules were used to collect data in this study. A pilot study was conducted with a small sample of respondents drawn from a population similar to the study participants to test the reliability and validity of the research instruments. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) version 28.1. Descriptive statistics such as frequencies, percentages, means, and standard deviations were used to summarise the data. Pearson's correlation coefficient and linear regression analysis were conducted to determine the extent to which the head teachers' financial mobilisation strategies predict the successful implementation of the curriculum at a significance level of p=0.05. For qualitative data, thematic analysis was employed. Findings revealed that more than half of the teachers believed that the school community actively participates in community-based fundraising activities, with a majority acknowledging the transparency of such events. Regular fundraising events and the involvement of local businesses and leaders were also moderately endorsed, suggesting partial but growing community support. However, communication of fundraising outcomes remained weak, with only a modest proportion confirming that feedback is routinely provided. Qualitative data showed that harambees and local dialogues were organized, although the returns were often minimal due to economic constraints. The study concluded that head teachers are significant in mobilizing community-based fundraising to support CBC implementation in public junior secondary schools in Kikuyu Sub-County. Their leadership has fostered transparency, built community participation, and initiated partnerships with local leaders and businesses. The study recommended that the Ministry of Education need to institutionalize structured community fundraising frameworks by developing clear guidelines, reporting templates, and school-community engagement strategies that systematically empower head teachers to mobilize local support for CBC implementation. Also, the County/Sub-County Education Offices should regularly train head teachers on parent engagement strategies, financial communication, and community fundraising. The findings show that parental contributions increase when head teachers are proactive and accountable, yet many lack consistent support or tools to do this effectively. Article visualizations
PERCEIVED COMPETENCE AND ENJOYMENT IN PHYSICAL EDUCATION AMONG 6TH-GRADE STUDENTS – A CONTEXT-SPECIFIC APPROACH
Full text linkThis cross-sectional study aimed to investigate 6th-grade students` perceived competence (PC) and enjoyment in physical education (PE) across three different contexts: basketball, dance and outdoor activities. We used the Intrinsic Motivation Index (IMI) to measure PC, alongside the modified Satisfaction in Sport Scale, following teaching sessions with basketball, dance and outdoor activities as contexts for 6th-graders (N=37). Girls reported significantly higher PC in dance compared to boys, while no significant differences were found in basketball and outdoor activities. Girls showed significantly higher PC scores in outdoor activities compared to basketball, whereas boys scored significantly lower in PC for dance compared to basketball and outdoor activities. PC in PE accounted for 25% of enjoyment among 6th-grade students. The results provide a more nuanced understanding of the complexities surrounding PC and enjoyment in PE. Preparing and implementing each teaching session with carefully selected content, teaching methods and organizational forms may contribute to a high level of mastery and enjoyment, which in turn may enhance positive motivational processes and foster lifelong interest in physical activity among students. Article visualizations
LITERATURE REVIEW TYPES IN ACADEMIC RESEARCH
Full text linkLiterature reviews constitute foundational components of scholarly inquiry, yet persistent taxonomic ambiguity regarding their typology, terminology, and methodological specifications impedes rigorous research design and compromises the epistemological coherence of knowledge synthesis efforts. This study systematically identifies, defines, categorises, and critically compares twenty major literature review types employed in contemporary academic research, developing a comprehensive decision framework to guide methodologically sound review selection and implementation. Employing a qualitative comparative analysis combined with systematic thematic synthesis of methodological literature, we analysed peer-reviewed articles, methodological guidelines from established repositories, and taxonomy frameworks. The analysis yielded four principal contributions. First, definitional clarification established precise, operationalizable definitions for twenty review types, including systematic, meta-analysis, scoping, mapping, narrative, critical, rapid, integrative, umbrella, qualitative evidence synthesis, realist, mixed methods, state-of-the-art, systematised, bibliometric, historical, conceptual, theoretical, methodological, and living reviews. Second, taxonomic organisation developed a hierarchical classification system structured around four epistemological orientations: positivist-aggregative, interpretivist-constructivist, critical-transformative, and pragmatic-mixed. Third, comparative analysis examined each review type across two dimensions: core selection drivers (research purpose, question characteristics, evidence type, resource constraints, epistemological stance, common frameworks, intended audience) and operational design choices (search comprehensiveness, appraisal requirements, synthesis approach, reporting standards, typical outcomes). Fourth, an evidence-based decision framework comprising six sequential decision points was developed to guide researchers from research context to appropriate methodology selection. Findings demonstrate that literature review types represent more than procedural variations; they embody distinct epistemological commitments and serve fundamentally different knowledge-building functions. Quality criteria must therefore be orientation-specific rather than universal. The proposed taxonomy reveals legitimate methodological diversity that cannot be reduced to hierarchical quality rankings. This framework provides researchers, educators, journal editors, and peer reviewers with systematic guidance for review type selection based on research purpose, epistemological stance, resource constraints, and disciplinary conventions, ultimately strengthening evidence synthesis quality and methodological transparency across academic disciplines. Article visualizations
PHYSICAL FITNESS DEVELOPMENT EXERCISES FOR MALE TABLE TENNIS PLAYERS AGED 12–13 IN HO CHI MINH CITY, VIETNAM
Full text linkTable tennis is one of the earliest established sports and has gained widespread popularity, attracting a large number of participants. In table tennis training and competition, physical fitness plays a fundamental role and is a key factor determining the effectiveness of technical–tactical performance as well as the improvement of athletes’ competitive results. The purpose of this study was to select appropriate physical fitness development exercises for male table tennis players aged 12–13 in Ho Chi Minh City, Vietnam. The study employed research methods including literature review, expert consultation, pedagogical testing, and mathematical statistics to address the research objectives. The research participants consisted of six male table tennis players aged 12–13 in Ho Chi Minh City, Vietnam. The research has identified 26 physical fitness development exercises for talented male table tennis players aged 12–13 in Ho Chi Minh City, including 7 general physical fitness exercises and 19 professional physical fitness exercises. The application of these 26 selected exercises in practical training showed that, after the experimental period, the average growth rate of general physical fitness reached 3.80%, and the average growth rate of professional physical fitness reached 6.01%. Article visualizations
BALL GAMES IN ANCIENT ROME: TRIGON, PAGANICA, AND HARPASTUM AS PHYSICAL CULTURE AND PRE-MODERN TEAM SPORTS
Full text linkBall games occupied an important place in ancient Roman physical culture, functioning not only as leisure activities but also as structured forms of exercise and military preparation. This study examines three principal Roman ball games—trigon, paganica, and harpastum—together with the characteristics of the balls used in each, drawing on literary, archaeological, and comparative historical sources. Trigon was primarily a skill-based throwing game involving three players arranged in a triangular formation. Using a small, tightly stuffed ball (pila trigonalis), players emphasized speed, coordination, and dexterity, particularly through left-handed catching and throwing. Literary accounts, especially those of Martial, highlight misdirection, rapid exchanges, and the prestige associated with technical mastery. The game’s emphasis on agility and precision suggests its role in refining motor skills rather than physical dominance. Paganica, less frequently mentioned in ancient sources, occupied an intermediate position in terms of ball size and weight. Filled with feathers and heavier than the follis but larger than the trigon ball, the paganica appears to have supported moderate-intensity play, although the precise nature of the associated sport remains unclear. Despite limited references, it reflects the Roman tendency to differentiate physical exercises according to ball size and function. Harpastum stands out as the most physically demanding and well-documented Roman ball game. Derived from the Greek episkyros, it was a competitive team sport played with a small, hard ball on a marked rectangular field. Characterized by intense physical contact, rapid movement, and tactical coordination, harpastum required strength, endurance, and agility. Ancient authors frequently describe its violence and exhausting nature, and Roman military sources suggest it was used as training for soldiers. Together, these games illustrate the diversity of Roman ball sports and their integration into health practices, social life, and military training. Article visualizations
ORGANIZATIONAL CULTURE AND CHARISMATIC LEADERSHIP OF SCHOOL HEADS AS DETERMINANTS OF WORK ENGAGEMENT AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS
Full text linkThe primary aim of the study is to identify whether organizational culture and charismatic leadership of school heads are determinants of work engagement of teachers. Utilizing a non-experimental, quantitative design using the descriptive correlation technique, data were obtained from 310 respondents who are public elementary school teachers from the 2 identified districts-Baganga North and Baganga South. The researcher utilized the total enumeration sampling technique and the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there are very high levels of organizational culture, charismatic leadership, and work engagement. Moreover, there is no significant relationship between organizational culture and work engagement. Also, there is no significant relationship between charismatic leadership and work engagement. Further, organizational culture and charismatic leadership are not significant determinants of work engagement. Article visualizations
DEVELOPING AN EXTRACURRICULAR SPORTS ORGANIZATION FOR STUDENTS AT CAN THO UNIVERSITY DORMITORY, VIETNAM
Full text linkExtracurricular sports activities are voluntary athletic pursuits arranged outside of regular class hours, tailored to the interests, gender, age, and health of students and university students. Extracurricular sports activities constitute a vital element of school athletics and serve as a key avenue for fulfilling the aims and objectives of school sports. The objective of this study is to establish a model of extracurricular activities organization for students residing in the Can Tho University dormitory, Vietnam. The research employed established scientific methodologies, including document synthesis and analysis, interviews, and statistical computations, to fulfill the research objectives. The research participants consisted of 27 administrators and lecturers, along with 392 students residing in the Can Tho University dormitory. The research findings have identified the following modalities of extracurricular physical education and sports organization for students residing in the Can Tho University dormitory: individual training, team training, and sports club training among students. The results demonstrate that the newly implemented form of extracurricular sports training is effective; however, the difference is not statistically significant (sig > 0.05). Additionally, the number of students engaging in extracurricular sports training increased more than prior to the experiment (sig < 0.05). Article visualizations
THE INTERPLAY OF EDUCATIONAL SUPPORT AND STUDENT PARTICIPATION IN INCLUSIVE EDUCATION
Full text linkInclusive education increasingly emphasises the need to ensure equitable learning opportunities for all students, particularly children and students with disabilities. Within this context, educational support and student participation emerge as central constructs shaping the quality and effectiveness of inclusive educational practices. This paper explores the interplay between educational support and student participation from a theoretical perspective, focusing on their role in promoting meaningful engagement and autonomy in inclusive settings. The study is based on a conceptual and analytical review of contemporary literature in inclusive and special education, complemented by an examination of relevant international policy frameworks. Educational support is conceptualised as an integral component of teaching that encompasses environmental adaptation, pedagogical accompaniment, and the facilitation of learner autonomy. Student participation is examined as a multidimensional construct, encompassing academic, social, and emotional engagement in the learning process. The analysis demonstrates that educational support and participation function as interdependent and mutually reinforcing processes. Supportive practices create the conditions for participation, while participation activates and gives purpose to support, particularly for students with disabilities. The paper argues that autonomy emerges as a developmental outcome of sustained participation within supportive learning environments. By conceptualising support and participation as inseparable elements of inclusive education, the study contributes to the theoretical foundations of special and inclusive pedagogy and offers insights for inclusive educational practice. Article visualizations