European Journals of Education Studies
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TEACHING PRACTICES WITH STUDENTS WITH COMPLEX COMMUNICATION NEEDS DURING THE PANDEMIC: REPORTS FROM BRAZILIAN TEACHERS
Get PDFThe global impact of the ongoing pandemic has been unprecedented, including in the field of education. Emergency adaptations to teaching and learning methods have become a reality for students and teachers alike, highlighting the significant structural challenges that already existed within the Brazilian education system, particularly for students facing socioeconomic and communication-related difficulties. This study presents and discusses reports from Brazilian teachers in the state of Rio Grande do Norte regarding their pedagogical practices with students with complex communication needs in the early years of primary school, in the context of the pandemic. A semi-structured individual interview was conducted with 14 male and female teachers who supported children with complex communication needs between the ages of six and ten in the early years of primary school in the state of Rio Grande do Norte, to inform the methodological operationalization. The main results indicated that, following the announcement of the pandemic, teaching took place in different ways in the surveyed contexts. The participants listed several difficulties, such as limited contact between students and teachers, inadequate monitoring of students' progress and a lack of suitable technological resources for teaching. WhatsApp and smartphones were also the most frequently used means of communication during remote classes, facilitating communication and learning during the pandemic. The participants considered the use of augmentative and alternative communication systems important for communicating with children during the pandemic, but felt it could have been more effective if technological and material resources had been available during remote classes. Finally, the recommendations focus on providing teachers with training in Augmentative and Alternative Communication Systems, as well as expanding studies on the subject. Article visualizations
EFFECTS OF SECONDARY EDUCATION QUALITY IMPROVEMENT PROJECT (SEQUIP) TOWARDS GIRLS AFFECTED BY EARLY PREGNANCIES IN THE COASTAL REGION
Get PDFThe study was about the Effects of the Secondary Education Quality Improvement Project (SEQUIP) towards girls victimised by early pregnancies in the Coastal Region. The research used a qualitative approach with a cross-sectional research design. This study employed a purposive sampling technique to gather the required information. Research populations were the Regional Residence Tutor, teachers, students and community members who were interviewed individually and in focus group discussions. Data were analysed thematically. The researcher found that establishment of SEQUIP brought different effects such as fulfilling education dream by giving an access to education for girls who victimised by early pregnancy, creating and developing potential people in society, SEQUIP also play a role as a source of income and employment for teachers, reducing the poverty and ignorance as well as helps to improve formal education. It is recommended that the Secondary Education Quality Improvement Project (SEQUIP) be obligatory at the primary level. This will help all victims to fulfil their education needs, because not all girls get pregnant willingly. Moreover, the government should not rely solely on donors; instead, it is essential to invest in the project by improving infrastructure, hiring permanent teachers, and raising awareness within the community. Article visualizations
PROSPECTING FOR LEARNING OUTCOMES IN MOROCCAN HIGHER EDUCATION: REALITY AND PERSPECTIVES
Get PDFHigher education is in a perpetual state of evolution, and its objectives include skills training, which is achieved through teaching activities that put into practice an up-to-date learning process. To this end, the education system that drives this objective is structured on the basis of a modeling option and mechanisms for which the new CNPN constitutes an optimization and orientation frame of reference. This regulatory framework introduces innovations in pedagogical design and educational practice, as part of a reform perspective. This exploratory article examines the learning process and associated teaching activities in the context of this option, focusing on learning outcomes as an established educational principle that fosters dynamism in the learning process. A review of the paradigm ensures the implementation of this principle, though it appears that the criteria for its implementation are not yet fully accepted within the Moroccan education system. However, the ongoing reform offers an optimal and promising framework for adapting an educational model that aligns with this principle. This review methodically examines various sources of information to assess the context of higher education and the potential associated with the implementation of this learning outcomes principle, particularly in terms of the educational strategy adopted. Article visualizations
EVALUATION OF THE TEACHING PRACTICE: STUDENTS’ PERCEPTIONS OF ITS CONTRIBUTION TO THE BASIC TRAINING AND PROFESSIONAL DEVELOPMENT OF PRE-SERVICE KINDERGARTEN TEACHERS
Get PDFThe teaching practice of students in Faculties of Education constitutes an integral part of their studies, as it represents their first contact with teaching and serves as the means through which they gain initial experiences related to their future profession. The purpose of this research was to explore students' views on the teaching practice, their teaching experiences and preparation, the challenges they faced, as well as the contribution of teaching practice to their overall academic development. The research sample consisted of 107 students from the Department of Preschool Education at the University of Crete, and a questionnaire was used as the main research tool. The study highlighted the importance of the teaching practice and its contribution to the acquisition of essential skills for the students’ future careers as kindergarten teachers. Significant challenges were also identified, such as the heavy workload, stress related to classroom management, high costs associated with implementing teaching activities, and collaboration issues with those involved in the teaching practice. At the same time, various benefits were recognized, such as the development of pedagogical skills, interaction with children, and familiarization with authentic kindergarten situations. The research findings underscore the value of the teaching practice as a bridge between theory and practice, shaping more competent and capable future educators. Article visualizations
THE IMPACT OF TEACHER BEHAVIORS ON STUDENTS’ WRITING JOURNEYS IN ENGLISH AS A SECOND LANGUAGE CLASSROOMS
Get PDFGrounded in Weiner’s Attribution Theory, this study explores how university students in an ESL context retrospectively attribute their writing success or struggles to their perceptions of teacher engagement, feedback, classroom environment, and consistency in instruction. Data were gathered through a focus group discussion with four second-year engineering students at a Ghanaian public university, who reflected on their high school writing experiences. Thematic analysis revealed five key themes: teacher support and engagement, feedback practices, classroom environment, instructional gaps, and assessment consistency. Positive outcomes were linked to teachers who were consistent, supportive, and provided constructive feedback. In contrast, negative self-attributions emerged in classrooms with disengaged or inconsistent teachers. The results demonstrate the impact of teacher behavior on students’ motivation and perceptions of their writing abilities. Teachers who promote adaptive attributions, emphasizing effort and strategy, sustain student motivation. The study argues that teacher motivation should involve fostering emotionally supportive and equitable environments. The study recommends training programs for teachers that emphasize consistent pedagogy, relational classroom approaches, and motivational feedback. It also advocates systemic reforms to ensure consistent, student-centered writing instruction, particularly in resource-constrained environments. Article visualizations
HIKIKOMORI TENDENCIES AMONG UNIVERSITY STUDENTS: SOCIALIZATION, ISOLATION AND EMOTIONAL SUPPORT
Get PDFThe university years constitute a critical period in the transition to adulthood for building social relationships, developing a sense of belonging, and consolidating psychosocial well-being. During this period, fluctuations in socialization, tendencies toward isolation, and insufficient perceptions of emotional support can adversely affect students’ academic functioning and psychological well-being, potentially increasing tendencies toward social isolation and loneliness among young adults and university students. This study aims to examine university students’ socialization levels, isolation tendencies, and perceived emotional support, and to determine how these behaviors relate to demographic factors. This study adopted a quantitative research approach and employed a descriptive survey design. The sample consisted of 406 university students selected through simple random sampling. Data were collected using the Hikikomori Questionnaire (HQ-25), which includes three subdimensions: Socialization, Isolation, and Emotional Support. Descriptive statistics, independent samples t-tests, and one-way ANOVA were used to analyse the data across gender, academic department, and daily social media use categories. Result indicated that responses clustered at the “undecided” level on the Hikikomori total score and across its three subdimensions (Socialization, Isolation, Emotional Support). By gender, a significant difference was observed on the Isolation subdimension; in this subdimension, female students had higher mean scores than males. No significant differences were found by academic department on the Hikikomori total or its subdimensions, and no significant differences were observed across daily social media use groups (2–4 hours, 4–6 hours, 6–8 hours, ≥8 hours) as well. In conclusion, the moderate level of social isolation observed among students indicates the influence of individual and psychosocial factors on their sense of social connectedness and perceived emotional support. This finding highlights the necessity of implementing preventive programs within university settings aimed at strengthening social interaction and enhancing psychological resilience. Article visualizations
TOWARDS INCLUSIVE EDUCATION FOR REFUGEE CHILDREN (TIEREF): A EUROPEAN POLICY FRAMEWORK
Get PDFThe TIEREF initiative (Key Action 3: Support for Policy Reform – Social Inclusion through Education, Training and Youth) represents a comprehensive European effort to foster inclusive education for refugee and migrant children. The initiative sought to close the “native–immigrant” achievement gap by building a network of ministries, regional authorities, and schools that co-developed multilingual resources and teacher training tools. Through digital innovation and professional collaboration, TIEREF operationalised EU policy priorities—such as the EU Action Plan on Integration and Inclusion (2021–2027) and the European Child Guarantee (2021)—and demonstrated how open access and peer learning can enhance equity and belonging in education. Article visualizations
IMPACT OF TEACHER PERFORMANCE AND STUDENT MOTIVATION VIS-À-VIS MATHEMATICS PERFORMANCE
Get PDFThis study assessed the teaching performance of Mathematics teachers, student motivation, and the academic performance of Grade nine students at a public high school in Mandaue City, Cebu, Philippines utilizing a descriptive-correlational research design. There were 248 respondents who were chosen to participate in the study through simple random sampling. The data gathered were treated using descriptive and inferential statistics. The results revealed that Mathematics teachers have very good performance in planning, development and results. Moreover, students demonstrated a high level of motivation towards learning Mathematics. However, most of them have only satisfactory performance in Mathematics. Notably, there was a significant weak positive relationship between teacher performance and students’ mathematics performance, at the same time, significant weak positive relationship between students’ motivation and Mathematics performance. These findings underscore the need for strategic interventions to further enhance Mathematics teaching and learning outcomes. Article visualizations
INTERCULTURAL COMPETENCE AND DIGITAL LITERACY AS PREDICTORS OF STUDENT ENGAGEMENT AMONG SHS STUDENTS
Get PDFThis descriptive-correlational design aimed to investigate which of the intercultural competence and digital literacy could significantly predict student engagement. It also assessed the levels of intercultural competence, digital literacy, and student engagement, and the correlations between intercultural competence and student engagement, as well as between digital literacy and student engagement. Surveys were administered to 181 senior high school students from the University of Mindanao, Matina Campus. The results indicated that the levels of intercultural competence, digital literacy, and student engagement were high. Furthermore, it was found that there was a significant correlation between intercultural competence and student engagement, as well as between digital literacy and student engagement. Both intercultural competence and digital literacy significantly predicted student engagement. However, intercultural competence demonstrated a slightly stronger influence, suggesting that students’ ability to understand and interact across cultures contributed more to their engagement than their digital literacy skills. This implies that fostering intercultural understanding alongside digital literacy can enhance students’ active participation and meaningful engagement in learning environments. The study contributes to the growing body of research on educational engagement by highlighting the intertwined roles of cultural awareness and digital competence in shaping effective and inclusive classroom experiences. Article visualiz4tions
INFLUENCE OF HEADTEACHERS’ ADMINISTRATIVE STRATEGIES ON THE IMPLEMENTATION OF COMPETENCE-BASED CURRICULUM IN PUBLIC PRIMARY SCHOOLS, IN KAJIADO NORTH SUB-COUNTY, KENYA
Get PDFThis study examined the influence of headteachers’ administrative strategies on the implementation of the Competence-Based Curriculum (CBC) in public primary schools in Kajiado North Sub-County, Kenya. The objectives were to assess the influence of headteachers’ provision of instructional resources and their supervisory strategies on CBC implementation. The study was guided by the Systems Theory and Transformational Leadership Theory. A mixed-method approach using a concurrent research design was employed to collect both qualitative and quantitative data. The target population included headteachers, teachers, and the Sub-County Quality Assurance and Standards Officer from all public primary schools. Four schools and 170 teachers were selected through simple random and purposive sampling, while all teachers in the sampled schools, the four headteachers, and the QASO were studied. Data collection tools included questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics with SPSS version 27, and results were presented in tables, bar graphs, and pie charts. Qualitative data were organized into themes and presented through narratives and direct quotes. The findings revealed that while basic instructional resources like textbooks and curriculum designs were adequately provided, shortages persisted in specialized materials such as science kits and ICT tools essential for practical learning. Supervisory strategies, including classroom observations and constructive feedback, enhanced teaching effectiveness. The study concluded that successful CBC implementation relies on effective administrative leadership supported by adequate staffing, resources, and curriculum enhancement. It is recommended that headteachers institutionalize structured collaborative lesson planning and organize professional development activities addressing real classroom challenges. Article visualizations