European Journals of Education Studies
Not a member yet
6296 research outputs found
Sort by
TEACHING AND LEARNING OF DIGITAL LITERACY SKILLS INVOLVING LEARNERS WITH VISUAL IMPAIRMENT IN ZAMBIA: A DESCRIPTIVE CASE STUDY OF SELECTED SECONDARY SCHOOLS IN NDOLA, ZAMBIA
Get PDFTeaching learners digital literacy skills is a challenging experience for both teachers and learners, especially for learners with visual impairment. The disability, such as visual impairment, comes with its own complexities that make learning digital literacy skills quite difficult. It was in this context, the present study sought to explore how learners with visual impairment were learning, acquiring and developing digital literacy and technical skills in the Zambian secondary school system. The study used a descriptive case study research design supported by qualitative approaches. The sample size was 12 (3 teachers and 9 LwVI). The participants were drawn from special education schools in the district. Homogeneous sampling was used to select teacher participants, while, learners were selected using an expert sampling technique. Data was collected using in-depth interview guides and observation checklists. The data from fieldwork, was analysed using thematic analysis approaches. The findings revealed that LwVI were learning basic digital literacy skills, such as; keyboarding, input and navigation skills, word processing skills, online communication, spreadsheets and digital presentations. On technical skills, it was found that LwVI were being exposed to: hardware and software knowledge; how to apply software skills - online research skills; information management skills; digital content creation; how to use digital media as well as digital collaboration. It was, however, also found that LwVI often faced several challenges in attempting to learn digital literacy and computer technical skills. These ranged from: lack of accessible to assistive technology, resources, difficulties with visually-based online platforms and issues of inadequate collaboration in the teaching and learning of such skills. The study equally, showed that there were socio-economic barriers, teachers' teaching inadequacies, high cost of devices, internet connectivity challenges and electricity outages, which negatively impacted on the teaching and learning of digital skills in the case of LwVI in secondary schools in Zambia. The study concluded that, although findings cannot be generalizable to other areas in Zambia, efforts were being made to expose learners with visual impairment to digital literacy skills in the study schools. This has the potential of enhancing the learning of LwVI with time. The study recommends that schools encourage teachers to use strategies which are more inclusive and sustainable in the teaching of digital literacy skills to LwVI. Additionally, teachers should make efforts to use differented learning to ease access to digital literacy skills among LwVI. Article visualizations
IMPEDIMENTS TO EFFECTIVE VOCATIONAL TRAINING FOR LEARNERS WITH AUTISM SPECTRUM DISORDER IN NAIROBI COUNTY, KENYA
Get PDFTransitioning learners with Autism Spectrum Disorder into broader societal contexts involves preparing them for various aspects of adult life, including education, employment, and independent living. Research indicates that individuals with autism face barriers such as limited social skills, difficulties in communication, and a lack of access to tailored vocational training. The current study aimed at examining challenges faced by an elected vocational rehabilitation centre while preparing learners with ASD for transitioning to society in Nairobi City County, Kenya. The study employed a mixed-methods research design. Results revealed that learners faced a myriad of challenges, such as anxiety, stigma, social skills deficits, and communication barriers, emphasizing the need for targeted interventions and societal awareness programs to facilitate successful integration. Learners with autism require structured, individualized, and sensory-friendly training approaches to enhance their employability and independence. Article visualizations
ASSESSING THE RELEVANCE OF THE BMD SYSTEM IN ENSURING EXTERNAL EFFICIENCY IN THE UNIVERSITY OF BAMENDA, CAMEROON
Get PDFThis study sets out to assess the relevance of the Bachelor, Master and Doctorate (BMD) system in ensuring external efficiency in the University of Bamenda. The high level of unemployment among university graduates raises eyebrows about the quality of curriculum design and implementation in higher education in Cameroon over the past years. External inefficiency of higher institutions would only produce unskilled graduates who cannot contribute to societal development. Within the context of this work, the relevance of curriculum, the development of practical skills and the relationship with industry were examined, ascertaining a link to external efficiency. The quantitative approach was adopted in data collection and analysis. Using the purposeful sampling technique, we obtained a sample of 501 for the study. The questionnaire was the instrument for data collection, and Spearman's rank correlation was used for data analysis. The following results were obtained. The correlation coefficients for relevance of curriculum, development of practical skills and partnership with industries were 0.831, 0.472, and 0.620, respectively. This shows that the relevance of the curriculum, the development of practical skills, and partnerships with industry are significant predictors of external efficiency at the University of Bamenda. Based on the findings obtained, it was recommended that the University should ensure that practical skills development is embedded in the curriculum across various disciplines. Significant investments should be made as far as curriculum design and development is concerned. This could involve project-based learning and experiential learning opportunities, incorporating hands-on training. Article visualizations
CHALLENGES FACED IN UTILIZATION OF DIGITAL DEVICES IN ENHANCING ACQUISITION OF DIGITAL LITERACY AMONG EARLY YEARS LEARNERS IN THARAKA SOUTH SUB-COUNTY, KENYA
Get PDFThe Kenyan government has launched initiatives in recent years to help the nation become middle-income by supporting technological skills right from the early years of education. Through the implementation of the Digital Literacy Program, the government has provided tablets to public primary schools nationwide to enhance digital literacy in early years learners. However, inadequacy in the utilization of digital devices may hinder the acquisition of digital literacy, resulting in poor technological skills. This study aimed to investigate the challenges encountered by teachers while utilizing digital devices in teaching and learning among early years learners in Tharaka South Sub-County. The study employed a descriptive survey design. Data were obtained from 13 public primary schools, which were randomly sampled from 64 public primary schools. The sample size included 102 grade three learners and 13 teachers, who were purposively sampled. Questionnaires for teachers, as well as observation and interview schedules for learners, were used in the study. Analysis of data was done both qualitatively and quantitatively. The findings of the study revealed several challenges that early grade teachers faced, thus hindering the effective acquisition of digital literacy. These were inadequate teacher training on the use of digital devices (84.62%), insufficient digital devices (69.23%), inadequate time to prepare learning materials on ICT (69.23%) and lack of safe and secure storage of digital devices (61.53%). For maximum attainment of digital literacy for the learners, the study recommends in-service training on the use of digital devices by early grade teachers, replacement of malfunctioning digital devices, installation of power and internet in schools, as well as improvement of digital devices storage facilities. Article visualizations
IMPROVING THE PRE-KINDERGARTNERS’ SCISSORS SKILLS USING CUTTING KIT
Get PDFScissors skill refer to the ability to utilize scissors correctly. It includes cutting activities integrating basic lines such as straight, curve, zigzag, and wavy, and basic shapes such as square, rectangle, oval, circle, and triangle. Children at a young age should have the necessary skills to cut online boundaries. Hence, the manifestation of the pre-kindergartners’ scissors skills led to this study, focusing on integrating the Cutting Kit Tool as an intervention. This study was conducted at the Mariano Marcos State University – Center for Inclusive Early Childhood Education (CIECE) during the A.Y. 2022-2023, with five (5) pre-kindergartners as the respondents of the study. This study aimed to improve the respondents’ scissors skills using the cutting kit tool. A researcher-made cutting activities were utilized to gather data. These were tallied, treated, and analyzed using mean and t-test. It was found that the Cutting Kit is an effective intervention tool that contributes to the improvement of the scissors skills of the respondents. The longer the exposure of the respondents to the cutting kit tool, the higher the chance of improving their cutting skills and gripping skills. Thus, teachers should integrate this tool to improve the scissors skills of the pre-kindergartners. Article visualizations
FACTORS CAUSING SOCIAL LOAFING IN ONLINE LEARNING GROUP WORK AMONG EFL STUDENTS
Get PDFUnlike traditional learning, where students can easily interact with others, the lack of real-life interaction and connection with teachers and peers has hindered students’ active engagement in lectures, reducing their participation in many group tasks. In the long run, this can lead to the phenomenon known as social loafing, where some students exert less effort than their peers, resulting in unfair workload distribution and decreased overall performance. Recognizing the growing impact of this issue in the educational context, this study aims to investigate the key factors contributing to social loafing in online learning group work among EFL students at a university in Can Tho City. The findings from this study are expected to provide valuable pedagogical implications for both educators and administrators in designing group work effectively and developing engaging strategies to mitigate the likelihood of social loafing in online learning settings. Article visualizations
ENVIRONMENTAL KNOWLEDGE AS A MEDIATOR BETWEEN PERCEIVED GREEN INCLUSIVE LEADERSHIP AND STUDENT GREEN CREATIVITY
Get PDFGuided by Amabile’s Componential Theory of Creativity (CTC), this study tested a mediation model to assess how college students’ perceptions of green inclusive leadership (PGIL) affect their green creativity (GY) via environmental knowledge (EK). Data from 598 students at two Chinese colleges, collected through convenience sampling using structured questionnaires, were analyzed with the PROCESS macro. Results confirmed that PGIL positively influenced GY, with EK mediating this relationship. The findings validate the integration of PGIL within the CTC framework, addressing gaps in understanding motivational drivers of GY. This research uniquely applies CTC to sustainability education, offering theoretical and practical insights into fostering GY through green leadership in academic settings. Article visualizations
STUDENT PERSPECTIVES ON DIGITAL LEARNING TOOLS IN COMPETENCY-BASED CURRICULUM IMPLEMENTATION IN JUNIOR SCHOOLS
Get PDFThis study explores the perspectives of junior School students in Kenya on the integration of digital learning tools within the Competency-Based Curriculum (CBC). Guided by social constructivist theory, the research employed a descriptive survey design involving 384 learners from public and private schools in both urban and rural settings in Busia County. Data were collected using a structured questionnaire and analyzed through descriptive and inferential statistics. Findings indicate that while students generally perceive digital tools as beneficial for enhancing engagement and comprehension, access and effective usage vary significantly based on school type and location. Key barriers identified include poor infrastructure, limited internet connectivity, and inadequate teacher support. The study underscores the need to bridge digital divides, incorporate student voice in technology implementation, and enhance teacher preparedness. These insights inform policy and practice toward equitable, effective digital integration in CBC implementation. Article visualizations
BURNOUT AND ACADEMIC OPTIMISM AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS: THE MEDIATING ROLE OF GRIT
Get PDFThis study examined the mediating effect of grit on the relationship between burnout and academic optimism among public elementary school teachers using a descriptive-correlational research design. A validated survey instrument was administered to respondents selected through stratified random sampling. Descriptive statistics, particularly the mean, were used to determine levels of burnout, grit, and academic optimism, while inferential statistics such as Pearson’s r and the Sobel test assessed relationships and mediation effects. Results showed that burnout levels were generally low, with personal accomplishment as the most dominant indicator. Academic optimism was very high, characterized by strong collective efficacy, faculty trust, and academic emphasis. Teachers also demonstrated very high levels of grit, reflecting perseverance and resilience. Correlation analysis revealed a very weak negative relationship between burnout and academic optimism, suggesting that burnout had minimal impact on teachers’ positive perceptions of student success. Furthermore, grit did not significantly mediate the relationship between burnout and academic optimism. The study contributes to the literature on teacher well-being and underscores the need for programs that cultivate resilience and grit among educators, particularly in resource-limited educational settings.SDG Indicator: #4 (Quality Education). Article visualizations
THE ART OF EMPOWERMENT: CAPTURING THE REFLECTIONS OF EDUCATORS’ PERSONAL JOURNEY
Get PDFThis qualitative multiple-case study explored the experience of teachers in their employment as public school teachers of Silway-8 Elementary School in Polomolok 4 District. Six informants were chosen to participate in the in-depth interview so that the various perspectives of the carefully selected informants could be learned. Under the promise of anonymity and confidentiality, they were made to sign informed consent forms. The interview results were translated and transcribed to create themes. The study found eleven things about teachers feeling empowered: liberty, personal satisfaction, setbacks, independence, fulfillment, limitations, autonomy, empowerment, constraints, gratification, and obstruction were the challenges that teachers faced. Furthermore, the study explored how teachers coped with challenges, which revealed eight themes: internal influences, external influences, preparedness, engagement, proactive, collaborative, personal factors, and vigilantism. Moreover, based on the participant insights, teacher empowerment is achieved through professional development, incentives, progression, efficiency, personal enrichment, extrinsic factors, personal growth, and motivation. The research emphasized the importance of ongoing learning and career advancement, revealing motivating factors influencing teacher satisfaction. Overall, teacher empowerment involved a blend of autonomy, intrinsic joy, and the resilience needed to address challenges; it provided a concise yet thorough understanding of the challenges faced by teachers and their holistic empowerment strategies. Article visualizations