European Journals of Education Studies
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THE INDIGENOUS PEOPLE’S TECHNICAL SKILLS DEVELOPMENT MODEL
Get PDFThe Indigenous People (IP) students need to have competitive and suitable skills for them to become self-confident and productive in life, and their technical skills learning frequently lags behind because of the deficiency in culturally based learning methods and technical skills curriculum strategies, highlighting a substantial research gap. This study aimed to develop a technical skills development model, to resolve issues on essential technical skills needed in the indigenous people community and in the industry, and to know the current knowledge of indigenous people and their skills that must be gained, improved, and applied as what industry and community need for effective operations and development. By means of a mixed-methods research design, the research involved indigenous people's high school students from the SOCSKSARGEN Region. Data were gathered by means of surveys and interviews and were analyzed through thematic analysis using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings revealed six key dimensions of technical skills learning indigenous people high school students: Career Readiness and Employability through TVL Training, Personal growth and practical learning experiences in technical-vocational education, Empowerment, entrepreneurship, and community-based learning in technical-vocational education, Application and value of technical skills for real-world impact and entrepreneurship, Integrating practical learning with cultural relevance and innovation, and Bridging traditional culture and modern technical learning in indigenous communities. The final model demonstrated strong statistical reliability and validity and was within acceptable thresholds of model fit indices. These dimensions reflect the importance of culturally responsive and student-centered technical skills learning approaches that connect to real-life contexts and Indigenous cultural practices. The study concludes that technical skills learning for Indigenous students can be enhanced by integrating present industry standards, cultural relevance, interactive teaching methods, and practical applications into the learning course, which has vital implications for educational policymakers, curriculum developers, and trainers in creating inclusive and equitable learning environments for marginalized student groups. SDG #4: Quality Education Article visualizations
MENTORING AND COACHING IN EDUCATIONAL LEADERSHIP: FOSTERING REFLECTIVE AND STRATEGIC SCHOOL LEADERS
Get PDFIn the context of increasingly complex and demanding educational environments, school leadership must evolve through sustained, reflective, and context-responsive professional development. This paper examines the integral role of mentoring and coaching as dual modalities for cultivating adaptive, inclusive, and strategic educational leaders. Drawing on recent literature in leadership development, organizational learning, and adult education, we delineate the conceptual boundaries and synergies between mentoring—grounded in relational trust, identity formation, and professional socialization—and coaching, which emphasizes structured reflection, feedback, and performance-oriented goal setting. We explore theoretical models such as the GROW framework, reflective practice theory, and identity-centered leadership to frame how these practices operate within formal and informal developmental structures. Emphasis is placed on the necessity of embedding these approaches into leadership pipelines, school improvement plans, and peer collaboration systems. Through an integrative review of contemporary empirical findings, we argue that mentoring and coaching are not peripheral but foundational to leadership capacity building in Gymnasia (lower secondary schools), General Lyceums (upper secondary general schools), and EPAL (vocational upper secondary schools) institutions. The paper further advocates for equity-responsive, context-specific, and longitudinally evaluated mentoring and coaching systems as a means to foster resilient, emotionally intelligent, and socially responsive school leaders. Article visualizations
NAVIGATING THE DIGITAL LANDSCAPE: THE EVOLUTION AND IMPACT OF SOCIAL MEDIA ON GLOBAL POLITICS
Get PDFThe impact of social media on worldwide politics has been significant, revolutionizing how people engage with political figures and access information about political events. Although social media has many potential benefits, such as increasing democratic participation and empowering citizens, it is important to acknowledge its drawbacks. These incorporate the influence of public opinion, decreased trust in political organizations, and the propagation of disinformation. This article investigates the intricate and diversified effects of social media on worldwide politics, emphasizing the importance of critically evaluating it and developing policies that support democratic principles and civic engagement. It highlights the need to understand how social media is utilized in authoritarian and democratic regimes. Authoritarian regimes make use of social media to promote their ideologies, suppress opposition and control information. The article presents insights into the challenges and potential advantages that social media poses for international stability, human rights, and democracy. It is crucial for individuals, scholars, and policymakers to conduct thorough research to have an in-depth grasp of the impact of social media on world politics. Article visualizations
BEING A PHYSICAL EDUCATION TEACHER IN TURKEY: PRIVILEGES AND CHALLENGES
Get PDFPhysical education teachers are an essential part of the education system as they help develop students’ psychomotor skills, instill a sports culture, encourage them to become individuals who engage in lifelong physical activity, and foster responsible individuals with good mental and social well-being. Physical education teachers also play a critical role in students’ physical, social, mental, and emotional development, and the active, enjoyable, and natural climate of their classes allows them to build stronger connections with students compared to teachers of other classes. However, in education settings, each country and culture has its own educational goals, learning opportunities, achievements and shortcomings. Similarly, within the Turkish National Education System, being a physical education teacher involves not only convenience and enjoyable aspects but also various challenges and difficulties. Especially, sports activities and school team practices enhance teachers’ communication with students, while positive relationships with the local community, especially in rural areas, strengthen the teachers’ respect and standing in society. Nevertheless, issues such as insufficient weekly class hours, lack of sports facilities and equipment, educational policies, inadequate administrative support, professional role conflicts (e.g., the dual role of coach and teacher), seeing as a disciplinary authority and declining student interest due to high school and university entrance exams represent the negative aspects of the profession. Also, physical education classes are still not given sufficient value, and there is even partial resistance to recognizing their significance. Although physical education teaching in Turkey offers significant advantages both individually and socially, addressing structural, political, and social problems is essential to improving the effectiveness of this profession. In conclusion, in a country like Turkey, which represents a blend of Eastern and Western cultures, this article examining the advantages and challenges of being a physical education teacher will serve as a valuable resource for future comparative cultural studies. Article visualizations
IMPLEMENTATION OF GHANA’S LANGUAGE IN EDUCATION POLICY IN PUBLIC KINDERGARTENS: THE PERSPECTIVES OF SOME PARENTS IN THE SAGNARIGU MUNICIPALITY, GHANA
Get PDFThis study adopts a qualitative approach to explore parents’ perceptions of the current Ghanaian language in education policy and their preference for a language of instruction in KG. A suitable sample size of 96 parents for the exploratory research was obtained through a multistage sampling technique. Participants were interviewed. The data from the semi-structured interviews were analysed using thematic coding. The study found that parents do not deny the importance of Ghanaian languages in education. Still, they fear that its use as the main language of instruction may lead to poor development of literacy skills in English, the official language in Ghana. This shows a mismatch between parents’ perceptions and preferences for a language of instruction and the rationale of the current Ghanaian language in education policy. The study recommended that curriculum planners and policymakers should consider re-introducing the English language as the main language of instruction in KG, supported by Ghanaian languages, and re-focus the KG curriculum on the development of foundational English literacy skills as per the rationale of the 2007 educational reforms. Article visualizations
TEACHER RECAST AND LEARNER NOTICEABILITY: DYNAMICS IN EFL INTERACTIVE CLASSROOMS
Get PDFThis study examines learner noticing of teacher recasts in English as a Foreign Language (EFL) interactive classrooms, with a specific focus on comparing the relative effectiveness of explicit and implicit recasts. The research was conducted at the Specific Training Center for Oil Industries in Zawia, Libya, and involved four intermediate-level classrooms comprising learners from diverse academic and professional backgrounds. Data were collected through 540 minutes of classroom observation, during which natural teacher–learner interactions were recorded. A total of 45 teacher recasts were identified, of which 28 were classified as explicit and 17 as implicit. Learner noticing was identified through immediate uptake and repair following each recast. To triangulate the findings, post-observation interviews were conducted with learners who had received recasts, providing further insight into their cognitive engagement with the teacher recasts. Findings revealed a high rate of learner noticing overall, with 96.8% of explicit recasts and 82.4% of implicit recasts being noticed by learners. Moreover, explicit recasts led to successful learner repair in over 90% of cases, compared to 76.5% for implicit recasts. These results suggest that both recast types are effective in promoting learner awareness and language accuracy, with explicit recasts showing a slightly stronger impact. The study highlights the pedagogical value of recasts, particularly in interactive EFL contexts where learners are actively engaged in communicative tasks. Limitations include the context-specific nature of the study and the reliance on observable uptake as the main indicator of noticing. Future research is recommended to explore long-term effects, learner perceptions, and broader classroom contexts. Article visualizations
DO EXPERIENCE AND PROFESSIONAL QUALIFICATION COUNT? EVIDENCE FROM EARLY CHILDHOOD CENTRES IN THE ASUOGYAMAN DISTRICT OF GHANA
Get PDFThis qualitative case study explored how teaching experience and professional qualification influence early childhood teachers’ knowledge and application of the classroom environment in Ghana’s Asuogyaman District. The study followed an earlier quantitative investigation that found no statistically significant differences in environmental knowledge or practice across qualification and experience levels, prompting the need for deeper contextual exploration. Using semi-structured interviews and participant classroom observations from seven purposefully selected teachers across all circuit clusters, the study examined five domains of environmental knowledge and five domains of application. The analysis, guided by Braun and Clarke’s thematic approach, revealed that highly experienced and qualified teachers demonstrated deeper conceptual understanding of spatial layout, environmental print, cultural relevance, and the use of the environment as a pedagogical tool. Additionally, they demonstrated exceptional flexibility, reflective practice, and integration of the learning environment. On the other hand, less experienced teachers relied primarily on outside assistance and demonstrated procedural or surface-level knowledge. However, triangulation revealed that these individual differences were hushed by contextual constraints, such as crammed classrooms, a lack of resources, and inadequate infrastructure, which explained the previous quantitative findings. The study concludes that although teachers' conceptual and practical competence are significantly shaped by their experience and qualifications, systemic barriers may prevent them from expressing themselves fully. It is recommended that CPD be reinforced, mentorship programs, reflective practice frameworks, and culturally sensitive classroom design be implemented in light of the findings. Article visualizations
NURTURING THE SEEDS OF KNOWLEDGE: THE ART OF PARENTAL ENGAGEMENT OF VICENARIAN PARENTS IN FOSTERING CHILDREN’S LEARNING
Get PDFThis qualitative narrative study aimed to examine and narrate the experiences of vicenarian parents in fostering their children's academic growth at Sumbakil Elementary School. This study utilized a qualitative research approach, particularly the narratology design. Five vicenarian mothers of Sumbakil Elementary School were selected using a purposive sampling technique. The data were gathered through individual in-depth interviews using a validated semi-structured interview guide, and thematic analysis was utilized to interpret the data. The study highlighted the views of vicenarian parents' engagement experiences as a journey that required sacrifices to assist their children's difficulties in their studies, including challenges in meeting financial and resource demands for education, necessitated active cooperation, proper time management, and active participation in fostering a supportive learning environment. Furthermore, the insights gained by vicenarian parents throughout their engagement experiences underscored the significance of establishing constant communication between parents and teachers, sustaining active participation, and promoting volunteerism in improving their children's academic learning experiences and the children's positive academic performance. Beyond the extensive effort of the school personnel, strong parental engagement in their children's educational pursuits played a vital role in fostering positive learning experiences among vicenarian children. Article visualizations
BUILDING FUTURE-READY HIGHER EDUCATION INSTITUTIONS IN REGION XI: AN ANALYSIS OF THE HIGHER EDUCATION INSTITUTIONS FOR DIGITAL TRANSFORMATION
Get PDFThis study aimed to design a future-ready model to strengthen the adaptive capacity of Higher Education Institutions (HEIs) in Region XI for sustaining digital transformation, guided by the 7S McKinsey Framework. Using a descriptive-comparative research design, data were gathered from institutional respondents representing various universities and colleges across the region. The framework examined seven key dimensions: strategy, structure, systems, shared values, skills, staff, and style to assess current practices and anticipate future needs. Findings revealed that HEIs in Region XI demonstrate a generally high level of adaptation in digital transformation across all seven dimensions, with shared values and staff emerging as the strongest enablers, while systems and skills presented areas needing improvement. Factors influencing digital transformation included leadership commitment, technology infrastructure, staff competency, and alignment of institutional vision with digital goals. Comparative analysis indicated significant differences in adaptation levels when grouped according to institutional characteristics, particularly in terms of size, funding type, and years in operation. The study concludes that while HEIs in Region XI have made notable progress in digital transformation, there remain critical gaps in skills development, system integration, and continuous innovation strategies. A proposed future-ready model was developed to address these gaps, emphasizing strategic alignment, robust technological systems, and capacity-building programs. This model aims to guide HEIs toward sustainable, technology-driven growth and resilience in an increasingly digital academic landscape. Article visualizations
THE USE OF RECIPROCAL TEACHING IN TEACHING MONITORING SKILLS TO EFL UNIVERSITY STUDENTS
Get PDFThis paper examines the impact of Reciprocal Teaching (RT) on fostering monitoring skills—questioning, predicting, clarifying, and summarizing—among Moroccan EFL university students. Using a quasi-experimental design, this paper evaluates the performance of two groups in pre-, post-, and delayed tests. The participants were sixty Moroccan EFL university learners (N=60). Reciprocal teaching was employed to instruct the experimental group (n=30) in four monitoring skills—questioning, predicting, clarifying, and summarising (Palincsar & Brown, 1984). Nonetheless, the control group (n=30) was taught differently. The Repeated-Measures ANOVA Test and the One-way MANOVA Test were utilized to run the statistical analysis. At the end of the intervention, a feedback questionnaire was given to the experimental group. The findings add to the ongoing discussion about the effectiveness of RT in fostering monitoring skills in different cultural settings. Replicated in an under-researched context, RT enabled Moroccan second-year university students in the experimental group to sustain gains and score higher in clarifying, questioning, summarizing, and predicting. The findings of the feedback questionnaire also aligned with the study's overall results. Implications, future research, and limitations are also discussed. Article visualizations