European Journals of Education Studies
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SCHOOL DROPOUT: CAUSES, CONSEQUENCES, AND STRATEGIES FOR PREVENTION
Get PDFSchool dropout remains a persistent and complex global challenge with profound implications for individuals, communities, and national economies. Despite significant progress in expanding educational access, recent studies (2023–2025) indicate that dropout rates continue to be strongly correlated with poverty, familial instability, and limited access to educational resources. Students from socioeconomically disadvantaged backgrounds are disproportionately affected by food insecurity, transportation challenges, and insufficient academic support—factors that significantly heighten their risk of prematurely exiting the educational system. Beyond these socioeconomic determinants, institutional factors such as disengaging curricula, overcrowded classrooms, strained teacher-student relationships, and bullying further erode student motivation and engagement. Psychological challenges—including depression, low self-esteem, learning difficulties, and substance abuse—are also critical predictors of dropout, particularly among secondary and tertiary-level students. Additionally, cultural and contextual elements, such as migration status, minority group membership, and environmental instability, exacerbate dropout risks in specific populations. The repercussions of school dropout are extensive. At the individual level, it often results in reduced employment opportunities, diminished lifetime earnings, and adverse mental and physical health outcomes. Societally, it contributes to heightened unemployment rates, deepened social inequality, and increased susceptibility to criminal behavior and civic disengagement. Addressing this multifaceted issue requires comprehensive, multi-tiered interventions that incorporate early warning systems, the cultivation of supportive school environments, and strong collaboration among families, schools, and communities. Emerging solutions such as the application of artificial intelligence and predictive analytics for early detection, behavioral “nudging” techniques, and second-chance educational initiatives underscore the necessity of framing dropout prevention as a social imperative intimately connected to equity, inclusive development, and long-term societal wellbeing. Article visualizations
PROBLEMS ENCOUNTERED, LEVEL OF ASPIRATIONS AND COPING MECHANISMS OF SCAVENGERS: BASIS FOR DESIGNING AN INTERVENTION PROGRAM
Get PDFThis study aimed to determine the problems encountered by scavengers, their aspirations, and coping mechanisms in General Santos as a basis for designing or formulating an intervention program. The study used quantitative descriptive survey research. Survey questionnaires were distributed to a randomly selected sample of 50 scavengers from the Gensan Earth Savers Association in General Santos City. The data gathered was statistically treated using frequency counts and weighted mean. Findings revealed that the most common problems were related to the lack of education, electricity, and access to credit. Other moderately experienced issues included inadequate housing, food insecurity, poor access to health services, and unemployment. Less frequent but still relevant concerns involved water and sanitation, insufficient government support, and children not attending school. Social discrimination was the least encountered. In terms of coping, respondents prioritized health, relied on community support, and recognized the role of women in family welfare. Economic adjustments included reduced consumption, income diversification, and migration. Despite hardships, educational sacrifices were rarely made. Aspirations focused on basic needs such as clean water and regular meals, while a strong emphasis was placed on family goals like children’s education and safety. These findings guided the formulation of an appropriate intervention program. Article visualizations
INTERACTION WITH THE COACH AS A FACTOR IN THE FORMATION OF SELF-RELATIONSHIP IN SWIMMER ATHLETES AGED 14-17
Get PDFThis article examines the impact of interaction with the coach on the formation of self-relationship in swimmer athletes aged 14-17. The importance of a positive self-relationship for success in sports and personal development of adolescents is discussed. The role of the coach as a significant adult influencing the athlete's emotional state, self-confidence, and ability to cope with setbacks is analyzed. Special attention is given to how the coach can foster self-acceptance and strengthen self-esteem in adolescents. The article explores how the coach's influence contributes to the formation of cognitive and emotional components of self-relationship. Article visualizations
FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION
Get PDFPhysical education in early childhood education extends beyond the development of motor skills, serving as a key vehicle for promoting inclusion and social integration. Through its experiential, open, and multisensory nature, it provides children with opportunities for expression, interaction, and learning that transcend traditional instructional approaches (Goodwin & Watkinson, 2000; Florian & Black-Hawkins, 2011). Inclusion, as defined in international frameworks (UNESCO, 1994; Booth & Ainscow, 2011), is not limited to mere adaptations of the educational system but entails profound pedagogical and value-based shifts that recognize diversity as a source of enrichment. Within this context, physical education acts as a bridge between children with diverse abilities, experiences, and cultural backgrounds, fostering social cohesion, empathy, and mutual understanding (Block & Obrusnikova, 2007). The integration of multicultural elements—such as traditional dances and games—further supports intercultural education and challenges stereotypes (Florian, 2008). Effective implementation of inclusive practices requires institutional support, adequate resources, and ongoing professional development for early childhood educators (Black-Hawkins, Florian & Rouse, 2007). Teachers are called upon to design flexible and differentiated activities (Lieberman & Houston-Wilson, 2009), to promote values of cooperation and respect, and to act as agents of cultural change (Avramidis & Norwich, 2002). In conclusion, physical education in preschool settings can act as a catalyst for educational and social transformation, laying the groundwork for equality, acceptance, and coexistence. Through this approach, schools can fulfil the mission of providing holistic, equitable, and inclusive education, empowering children to become active, democratic citizens of the future. Article visualizations
PROJECT-BASED LEARNING TO DEVELOP TEAMWORK AND CRITICAL THINKING SKILLS IN THE EFL CLASSROOM
Get PDFSoft skills development is essential for 21st-century learners. These skills can be enhanced and nurtured in the EFL classroom. In this regard, this study examines the potential of Project-Based Learning (PBL) as an educational approach to foster critical thinking and teamwork skills among secondary education students. This approach, which emphasizes student-centered, real-life learning through projects, can significantly develop important soft skills, such as teamwork, problem-solving, communication, and critical thinking. This study employed a mixed-methods research approach to gather sufficient data. Based on an exhaustive review of the literature and the exploration of the techniques and methods used in high schools, this study aims to examine how EFL teachers can effectively use PBL to cultivate teamwork and critical thinking skills in EFL classrooms. The results obtained from this study indicate that the implementation of PBL in EFL classrooms enhances students' teamwork, critical thinking, and social development. Thus, this instructional approach proves its effectiveness in developing students' essential skills to face future challenges and responsibilities. Article visualizations
THE EFFECTIVENESS OF CONTEXT-BASED VOCABULARY TEACHING ON ENGLISH WORD RETENTION AMONG NON-ENGLISH MAJOR STUDENTS
Get PDFA common belief in vocabulary acquisition is that learners should prioritize learning vocabulary in the second language context rather than relying on first-language translations. However, this belief is not universally shared among learners. To investigate whether this holds true for Vietnamese students, the present study was conducted. The research involved two tests and a series of interviews to gather both quantitative and qualitative data. A total of 88 first-year, non-English major students at Nam Can Tho University participated. The study examined the effectiveness of using context-based guessing as a strategy for vocabulary retention. Findings suggest that the guessing-from-context method is beneficial for vocabulary learning. Additionally, gender appears to be correlated with both vocabulary retention outcomes and learners’ perceptions of this method. Article visualizations
CURRICULUM DEVELOPMENT IN LANGUAGE TEACHING: A GUIDE FOR ESP PRACTITIONERS
Get PDFCurriculum can be understood as the totality of learning experiences shaped by decisions made by various stakeholders at different levels. In practice, however, English for Specific Purposes (ESP) practitioners—often operating with limited decision-making authority—are left to implement directives formulated by “experts” who may have little or no classroom experience. This article argues that ESP practitioners should play an active role in curriculum development and bear the responsibility of acquiring the knowledge necessary to make informed decisions. To this end, it offers a synthesis of key components essential for curriculum design, moving from theoretical foundations—such as curriculum approaches, backward design, and syllabus design—to practical considerations, including teaching materials, classroom activities, and the role of the ESP practitioner. Article visualizations
PSYCHOPEDAGOGICAL INTERVENTION PROGRAM BY GREEK POLICE OFFICERS FOR THE DETECTION OF CHILD ABUSE
Get PDFChild abuse and neglect remain pressing issues in Greece, often underreported due to social taboos and institutional limitations. This study presents the design, theoretical justification, and the possibility of field testing of “INTOVIAN”—an early detection tool aimed at identifying high-risk families with infants and toddlers. Using a mixed-method approach, was examined whether the tool can be applied by frontline Greek police officers and assess their capacity to observe and report signs of abuse in domestic contexts. The results reveal that, despite limited training, officers are capable of recognizing complex indicators of child maltreatment when equipped with structured observation tools. These findings support the inclusion of the police as active agents in interdisciplinary child protection systems and highlight the need for tailored training and inter-agency protocols. The INTOVIAN program can represents an innovative, scalable model for integrating law enforcement into child welfare prevention strategies. Article visualizations
STUDY OF ADHD THROUGH MOTOR RHYTHM, LANGUAGE AND SOCIO-EMOTIONAL STUDIES IN CHILDREN WITH AND WITHOUT TYPICAL DEVELOPMENT
Get PDFThis research study investigates the attitudes, perceptions, and teaching practices of primary education teachers regarding the support of students with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a mixed-method approach, the study analyzes both quantitative and qualitative data from educators, focusing on the challenges they face, the instructional adaptations they implement, and the types of resources or training they identify as necessary. The findings reveal statistically significant differences and correlations among pedagogical practices, personal beliefs, and observed student behaviors, confirming the critical importance of appropriate teacher training, collaboration with specialists, and curriculum adaptation. Additionally, the results indicate that a higher level of teacher understanding of ADHD is associated with more frequent interventions and a more favorable evaluation of applied methods. The study links these outcomes to the theoretical literature on developmental disorders, educational psychology, and inclusive pedagogy, and it proposes directions for future research and institutional policy aimed at enhancing the educational support provided to students with ADHD. Article visualizations
MEDIATING ROLE OF EMOTIONAL INTELLIGENCE IN THE EFFECT OF SELF-EFFICACY BELIEFS ON JOB PERFORMANCE OF SOCIAL STUDIES TEACHERS IN PUBLIC SENIOR HIGH SCHOOLS IN THE CENTRAL REGION OF GHANA: A STRUCTURAL EQUATION MODELLING APPROACH
Get PDFThe unending controversies regarding the nature of the effect that self-efficacy beliefs and emotional intelligence have on teachers' job performance have become more profound among researchers and academics than ever before. As such, this study employed a positivist paradigm with a quantitative approach and casual-comparative research design to test the mediation role of emotional intelligence in the effect of self-efficacy beliefs on the job performance among Social Studies teachers in public senior high schools in the Central Region of Ghana. Census sampling was used to select 342 Social Studies teachers, with the main instrument being a questionnaire. Bandura's (1976) Social Cognitive Theory constituted the theoretical framework. Multivariate structural equation modelling (SEM) through SPSS and AMOS was employed to analyze the data. The findings revealed that there was a positive and statistically significant total effect of self-efficacy beliefs on teacher job performance. Additionally, the findings disclosed that the direct effect of self-efficacy beliefs, after controlling for the presence of the mediator (emotional intelligence), on teacher job performance was positive and statistically significant. Furthermore, it was realized that the indirect effect of self-efficacy beliefs through the mediator (emotional intelligence) on teacher job performance was positive and statistically significant. Therefore, the study concluded that there was a partial and positive significant mediation in the role of teachers’ emotional intelligence in the causal effect of self-efficacy beliefs on the job performance of Social Studies teachers. Finally, the study recommended that education practitioners and researchers should investigate other possible variables that could also mediate the causal link between self-efficacy beliefs and the job performance of teachers. Article visualizations