European Journals of Education Studies
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PROFESSIONAL COLLABORATION AND PEDAGOGICAL SKILLS AMONG MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF THE NATIONAL LEARNING CAMP (NLC)
Full text linkIn the context of education, teachers are being challenged in imposing their pedagogical skills. Moreover, professional collaboration is essential since it influences teachers’ pedagogical skills. This descriptive-predictive quantitative analysis included 60 randomly selected mathematics teachers from various secondary schools across Digos City who are part of the National Learning Camp (NLC) EOSY 2022-2023. The adopted questionnaire was answered using a 5-point Likert scale. Based on the findings, the level of professional collaboration and pedagogical skills among mathematics teachers was very high. It implies that professional collaboration and pedagogical skills are always observed. Based on the correlation analysis using Pearson Correlation Coefficient or Pearson’s r, the results revealed that there is a significant relationship between professional collaboration and pedagogical skills among mathematics teachers. Regression analysis predicting pedagogical skills through professional collaboration revealed that professional collaboration is a significant predictor of pedagogical skills. It indicates that an increase in professional collaboration is an increase in pedagogical skills. The study recommends that future researchers determine other predictors that could be significant in the teacher’s pedagogical skills. Article visualizations
UNDERSTANDING EXPERIENCES ON INSTRUCTIONAL CHANGES AMONG THE JUNIOR AND SENIOR HIGH SCHOOL TEACHERS OF RAMON MAGSAYSAY MEMORIAL COLLEGES: A SINGLE CASE STUDY
Full text linkThis case study explores the experiences of five English teachers from Junior and Senior High School at Ramon Magsaysay Memorial Colleges-Integrated School during the COVID-19 pandemic, focusing on the instructional changes they implemented. Grounded in Albert Bandura's self-efficacy theory, the study examines how self-belief influences their behavior, motivation, and performance. It reveals how the teachers navigate online teaching, assess language skills, and adapt evaluation methods. Their journeys reflect a shift from initial excitement to emotional challenges, ultimately leading to resilience, adaptability, and a more positive work attitude. Positive outcomes include stronger collaboration and a forward-thinking mindset. However, the study also highlights the ongoing need for training in technology, innovative assessment strategies, and teacher well-being. This study contributes to the body of knowledge by exploring the lasting impact of professional development, essential tech skills for online instruction, and creative tools for language assessment in a post-pandemic educational landscape. Article visualizations
ASSESSING THE FACTORS CONTRIBUTING TO RESPONSE TIME OF THE BUREAU OF FIRE PROTECTION IN DAVAO CITY
Full text linkRapid emergency response is critical in mitigating fire-related disasters, reducing property damage, and saving lives. Factors influencing the Bureau of Fire Protection (BFP) 's response time concerning Davao City were studied. More specifically, training and preparedness were analyzed with respect to improving emergency response efficiency. The study employed a quantitative correlational research design, where data from the 239 BFP officers were gathered using validated questionnaires to assess their levels of disaster knowledge, skills, and response efficiency. The statistical analyses of Pearson correlation and multiple regression showed a strong positive relation between training, preparedness, and response time. Firefighters with higher levels of disaster knowledge and skills were found to respond faster. Besides, the study identified some external factors contributing to delayed responses, including road conditions, equipment reliability, and public cooperation. Results further revealed that disaster knowledge and disaster skills correlated strongly with response efficiency, while training and preparedness had a moderate yet significant correlation. The regression model explained 43.5% of the variance in response time, suggesting that improving firefighters' technical and contextual knowledge could improve emergency response performance. Consequently, the study recommends periodic simulation-based training, upgrading firefighting equipment, and enhancing the public awareness campaign to improve response efficiency and reduce damage caused by fires in Davao City.SDG #16: Peace, Justice, and Strong Institutions Article visualizations
INTEGRATION OF ISLAMIC VALUES IN TEACHING ESP AMONG GRADE 1 MAGUINDANAON LEARNERS
Full text linkThis study aimed to determine the effectiveness of supplementary materials integrating Islamic Values in teaching Edukasyon Sa Pagpapakatao (ESP) of Grade 1 Maguindanaon Learners for the school year 2022-2023. The study reveals significant implications for educational practice and policy. The substantial improvement in student performance, as evidenced by the marked difference between the pre-test and post-test scores, underscores the critical role of culturally relevant educational materials in enhancing student engagement and comprehension. This indicates that curriculum developers should prioritize integrating local cultural and religious values into educational resources, fostering a more inclusive learning environment that resonates with students' identities. Additionally, the positive outcomes highlight the need for targeted professional development for educators, equipping them with the skills to implement such materials in their teaching practices. Furthermore, the study advocates for increased parental and community involvement in the educational process, as this collaboration can reinforce the values being taught and support students' learning experiences. On a broader scale, educational policymakers should consider revising curricular frameworks to promote the integration of cultural values, ensuring that resources are allocated to develop high-quality, contextually relevant materials. Finally, this research opens avenues for future studies, particularly longitudinal research that examines the sustained impact of integrating Islamic Values in education and comparative studies across diverse cultural contexts. By addressing these implications, stakeholders could work together to create a more effective and equitable educational system that nurtures both academic achievement and the holistic development of students. Article visualizations
STATUS OF PHYSICAL STRENGTH AND MOTOR SKILLS OF GRADE 6 STUDENTS IN SECONDARY SCHOOLS IN HO CHI MINH CITY, VIETNAM
Full text linkPhysical fitness and motor skills of 6th-grade students play an important role in their overall development, helping them improve health, enhance concentration in learning, practice agility and flexibility, and build positive exercise habits from an early adolescent age. This study aims to provide information on physical fitness and motor skills in the topic of Athletics when students participate in physical education at school. The research employs methods such as literature review, interviews, and statistical analysis to address the study objectives. The research subjects include 193 male students, 147 female students in secondary schools in Ho Chi Minh city and 30 experts in the field of physical education, including lecturers teaching Athletics, teachers teaching Physical Education, and coaches participating in training gifted Athletics at sports centers. Research results show that identifying 4 criteria for assessing physical fitness and 3 criteria for assessing motor skills serve as a basis for determining the current situation for grade 6 students in secondary schools in Ho Chi Minh City. The research results are the basis for proposing and selecting a number of motor activities to help develop physical fitness and motor skills for students. Article visualizations
EXCLUSION IN INCLUSION? BARRIERS TO STUDENTS WITH VISUAL IMPAIRMENT IN PRACTICAL PHYSICAL EDUCATION LESSONS IN GHANA: A CASE STUDY
Full text linkThis study explores the barriers to participation in practical physical education (PE) lessons faced by students with visual impairment (VI) at Okuapemman School, Ghana. Employing a mixed-methods case study design, data were collected from all 22 students with VI using braille questionnaires and from three PE teachers through purposive sampling and structured interviews. Descriptive statistics and thematic analysis were used to analyze quantitative and qualitative data, respectively. Results showed that while 100% of students with VI participated in practical PE lessons during basic school, only 13.6% participated at the senior high school level. Key barriers included inadequate accessible facilities and equipment (68.2%), exclusion by PE teachers (40.9%), and lack of encouragement from sighted peers (45.5%). Despite these challenges, 95.5% of students expressed readiness to participate when given opportunities. PE teachers identified a lack of training, resources, and administrative support as critical challenges. The study concludes that systemic barriers related to resources and teacher preparedness significantly hinder inclusive PE participation. Recommendations include enhanced practical training for PE teachers, provision of adaptive equipment, and in-service professional development programs facilitated by the Ghana Education Service. These measures are essential to foster truly inclusive physical education and equitable participation for students with visual impairment in Ghana and comparable settings. Article visualizations
THE INTERSECTION OF GENDER, DISABILITY, AND MIGRANT IDENTITY IN LEARNING ENGLISH AS A LINGUA FRANCA IN GREEK TOURISM VOCATIONAL EDUCATION: AN EXPLORATORY STUDY
Full text linkThis qualitative interview study explores the intersecting barriers of gender, disability, and migrant identity in learning English as a Lingua Franca (ELF) within Greek tourism vocational training programs. Drawing on the experiences of 11 female migrant students with learning disabilities, the study investigates how institutional practices, including exclusive teaching methods and limited multilingual support, exacerbate feelings of exclusion and hinder English language learning, which is critical for employment in the highly feminized tourism sector. Participants reported challenges such as inaccessible teaching materials, low teacher expectations, and social marginalization in the classroom, which collectively undermine their educational and tourism career aspirations. Despite these obstacles, students employed diverse coping strategies such as peer support, translanguaging, and generative AI tools to overcome the overt and covert barriers they faced in Greek tourism vocational education. The findings suggest there is an urgent need for inclusive pedagogies and tailored support in vocational tourism education to address the complex needs of marginalized EFL learners. This study contributes to the growing body of research on equity and inclusion in tourism education and offers practical implications for policy and teaching practices in multilingual, multicultural vocational settings. Article visualizations
SPECIFICATIONS OF E-MENTORING IN EDUCATION FOR SUSTAINABLE DEVELOPMENT: ACTION RESEARCH
Full text linkTechnological advancements have enabled mentoring relationships to transcend temporal and geographical boundaries through digital platforms. E-mentoring—defined as mentoring facilitated by technology rather than face-to-face interaction—offers asynchronous, flexible, and accessible support, distinguishing it from traditional mentoring formats. This study investigates the characteristics of e-mentoring within the context of Education for Sustainable Development (ESD), employing a meta-analysis of scholarly literature published over the past seven years. Through systematic searches across academic databases (ERIC, Google Scholar, Springer Link, and Taylor & Francis), 18 evidence-based studies on e-mentoring were identified, including 5 directly related to ESD and 3 concerning distance education and sustainability. The methodology followed a structured process of search, screening, and synthesis, aiming to explore how e-mentoring aligns with the principles of sustainability. The findings contribute to a consolidated understanding of e-mentoring as a tool for professional development in ESD, while also revealing existing knowledge gaps and suggesting directions for future research. Article visualizations
STRATEGIES FOR SCHOOL WORKFORCE MASTERY IN TEACHER TRAINING IN CAMEROON AND THE QUALITY OF EDUCATION: TOWARDS AN ANALYSIS OF FORWARD PLANNING
Full text linkThis study analyzes the questions relating to adequate and prospective strategies to master the number of Teacher Training in Cameroon. The accelerated training and the recruitment of teachers in sufficient quantity to deal with the deficit made in the 1995s today caused an imbalance in the planning of the human resource teacher. Faced with the permanent and universal challenge to ensure the quality of education at all levels of the education system and the scarcity of resources to get there, an adequate balance must be made between the necessary human resources and those that are formed. Thus, relying on the prospective paradigm inspired by Godet (2007) and integrating anticipation, three (03) theoretical postulates marked this study: educational decentralization, strategic approach and general balance. Using a questionnaire focused on three (03) possible scenarios, identified thanks to the exploitation of the work around the analysis of prospective of the effective management methods, an opinion poll was carried out with 160 teachers from three (03) Divisions of the Center Region and members of the central administration of Teacher Training. The results of the survey reveal that mastery of school workforce is a corollary to successful education planning and is thus a suitable solution for improving the quality of education. Article visualizations
THE DYNAMICS OF SEMANTIC INTERPLAY OF SENSE RELATIONS IN OLUKHAYO, WESTERN KENYA
Full text linkThis research initiative sought to highlight the dynamics of semantic interplay as concerns the sense relations in Olukhayo language, within the matrix of Lexico-semantic. Lexico-semantics of sense relations in Olukhayo has seemingly not been accorded the much-deserved attention in light of the preceding linguistic studies. Consequently, this scenario has, over time, triggered the motivation and urgency to explore the phenomenon. In fact, there is scant printout (if any at all) of literary materials on this language. Furthermore, the use of Olukhayo has continued to decline, especially, among the youthful cadre of the overall populace, as they largely prefer the use of Kiswahili and English languages. This new trend has roused the need for an in-depth assessment of semantic interplay that defines sense relations. The description of sense relations was inspired and governed by Lexical Priming theory. A representative sample of 384 informants was arrived at by use of purposive judgmental and snowball techniques. Data extraction was achieved via the adoption of the questionnaire instrument. The data for analysis was taken from the open class category of words. Data presentation and analysis were made possible by the use of a descriptive design approach. This approach is critical in dealing with qualitative data. Ideally, it consists of generating systematic, descriptive and explanatory accounts of data, as is the case with categories or word classes of lexical units. The analysis was done thematically by drawing on tenets of Lexical Priming theory. Lexical items display or exhibit links or networks that are semantically driven. The intrinsic nature of such links lends insights into the semantic realities of collocations, semantic associations and colligations. A thorough examination via thematic analyses of semantic interrelationships among the lexical units revealed the mechanics and precise nature of the interface or interplay that obtains among lexemes in Olukhayo. They were identified, categorized and coded within the matrix of our study objective. The various lexical relations were identified, categorized and coded accordingly. The study findings mirrored manifestations of semantic interplay among sense relations in Olukhayo. The analysis of data sheds light on the kind of semantic interplay in Olukhayo lexis: Synonymy Polysemy [SP], and Homonymy Polysemy [HP] intermediaries. Thus, it is important to recommend that literature materials are available on Olukhayo and or other languages by those with a passion for writing and publications. Additionally, it is critical to appreciate the importance and the role of the semantic interplay of sense relations in effective language acquisition and teaching. Article visualizations