European Journals of Education Studies
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INCLUSION, DEVELOPMENT AND WELL-BEING OF NEUROATYPICAL INDIVIDUALS THROUGH ALTERNATIVE EDUCATIONAL APPROACHES: A BOON OR A BANE? A NARRATIVE LITERATURE REVIEW
Get PDFThis article investigates the potential of alternative educational approaches, such as Montessori, Reggio Emilia, unschooling, forest schools, and Universal Design for Learning (UDL), to support the inclusion, development, and well-being of neuroatypical learners, particularly autistic and ADHD children, within Francophone education systems. Based on a narrative literature review methodology, the study explores theoretical foundations in developmental psychology, identifies key educational challenges faced by neuroatypical students, and examines how these pedagogies address their cognitive and developmental diversity. Findings reveal that while these alternative pedagogies offer promising pathways for fostering autonomy, social participation, and emotional regulation, they remain under-researched, particularly in French-speaking contexts. Most available studies are situated in Anglophone environments, limiting their transferability. Moreover, educational systems in France, Switzerland, and Québec often frame inclusion as a secondary measure rather than a foundational principle, contributing to systemic barriers such as discrimination, stigmatization, exclusion, and inadequate support. The article calls for a paradigm shift toward inclusive education as a structural commitment and emphasizes the need for interdisciplinary empirical research to evaluate the real impact of these pedagogical models. It concludes by advocating for a deeper societal understanding of cognitive diversity and the implementation of education policies grounded in human rights, child development, and xenosophy, a deep knowledge of the Other. Article visualizations
ARTIFICIAL INTELLIGENCE (AI) IN THE HIGHER EDUCATION INSTITUTIONS (HEIS) PRACTICES: A TRANSFORMATION TRENDS IN TEACHING AND LEARNING
Get PDFThe study aims to identify the Artificial Intelligence (AI) of higher education institutions (HEIs) practices as a basis for transformation trends in teaching and learning. Mixed methods are utilized through triangulation of Focus Group Discussion (FGD) in the process of the study. Likewise, convenience sampling is employed in gathering the population size of the study. The study comprised one hundred twenty-five (125) respondents only. Results show that transformation trends of artificial intelligence in teaching and learning in higher education institutions advance the soft skills, knowledge, and remote learning platform in the educational system, show that digital learning platforms define learning destination sites and learning management systems, show that powered learning environment personalized learning experience of AI contribution in education to meet the needs of students’ learning styles show that adaptive learning integrates technique platforms such as progress of teaching and learning, assessment result, and interaction for the transformation trend in the educational system, show that automated assessment identifies and designs the best performance criteria for transformation trends in teaching and learning impact decision of AI, and show that wearable technology improves and provides increased productivity and punctuality for educational spheres and benefits of technology. Findings show that there is a significant agreement on the transformation trends of artificial intelligence in teaching and learning in higher education institutions as observed among the respondents. Article visualizations
ENEMIES OF PROGRESS: PERSPECTIVES ON BARRIERS TO EFFECTIVE UNIVERSITY-COMMUNITY ENGAGEMENT TOWARDS CLIMATE CHANGE ACTION AT NDEJJE UNIVERSITY, UGANDA
Get PDFClimate change remains a crucial threat to sustainable development, particularly in African contexts that are at more risk of its effects and more vulnerable to its impacts. While Higher Education Institutions (HEIs) in Uganda have made some commendable steps in structuring missions and frameworks for enhancing climate change action, such structures remain scattered in several documents, making it difficult to track, conceptualize, and effectively implement through universities’ third mission of community engagement. This paper provides an understanding of barriers to effective university community engagement towards climate change action and effective mainstreaming of climate change in engagement programs. The findings in this paper are based on data generated through document analysis, interviews and focus group discussions with university staff, students and community leaders at and around Ndejje University in Luwero district, Uganda. Data was analysed using Braun and Clarke’s (2006) thematic analysis approach with the help of MAXQDA software. The researchers observe various challenges that the implementing units at the case university face. These included institutional constraints, resource-related barriers, COVID-19 and its impacts, myths and misconceptions about climate change. These challenges highlighted the gaps that still exist in many African universities’ efforts towards community engagement that need immediate attention. Indeed, these university community engagement barriers decelerate university community engagement efforts towards climate change action in the Ndejje community. It is hoped that these findings may be useful for university management, stakeholders, and other policymakers in finding practical and relevant solutions to these established contextualised challenges leading to the effective delivery of community engagement programs and climate change mitigation and adaptation programs. Article visualizations
PERCEIVED PHYSICAL LITERACY AS INFLUENCED BY ATTITUDES TOWARD PHYSICAL ACTIVITY AND QUALITY PHYSICAL EDUCATION: A CONVERGENT DESIGN
Get PDFPhysical literacy is the foundation of physical education, sports, and public health agendas. Low physical literacy among individuals was reported as a prevalent issue and continues to be a primary concern for physical educators. Although there is a growing interest in investigating physical literacy, there is still an existing scarcity of studies that investigated the interplay of attitudes toward physical activity, and quality physical education using a mixed-method approach. This study utilized a mixed methods approach, specifically convergent design, to determine the influence of attitudes towards physical activity and quality physical education on the perceived physical literacy among state universities and colleges in region X. A sample of 400 respondents, 14 in-depth-interviews and 7 FGD participants were involved in the study. Sets of adapted survey questionnaires and the interview guide were used to extract data relative to the research questions. The multiple regression analysis was used to analyze the influence of two independent variables on the dependent variable as statistical treatment. In the qualitative strand, thematic analysis was employed. Results showed that the two independent variables – attitudes towards physical activity and quality physical education significantly influenced on perceived physical literacy. In the qualitative phase of the study, five essential themes emerged from the lived experiences of the participants, such as physical and mental health benefits, motivation and personal growth, challenges and barriers, social interaction and community support, and educational and knowledge gaps. Furthermore, the merging of quantitative and qualitative findings produced a merging-converging nature on the attitudes towards physical activity and roles on the experiences in shaping the attitudes and beliefs, and a merging-diverging nature on the quality of physical education, perceived physical literacy and role of experiences in shaping commitment. Article visualizations
PAG-AAKAY SA KINABUKASAN: RECEIVING TEACHERS HANDLING LEARNERS WITH DISABILITIES
Get PDFThis study aimed to describe the lived experiences of the receiving teachers who are currently handling learners with disabilities in a self-contained classroom. A qualitative phenomenological research was utilized wherein the goal of this research was to describe a "lived experience" of a phenomenon wherein ten (10) research participants were selected using a purposive sampling procedure. Thematic content was used to analyze transcripts from the interview before inductively derived codes were formulated. This study revealed that these receiving teachers have had significant challenges in handling their learners with disabilities. These teachers learned to perceive challenging situations as opportunities to look for a silver lining. They may have experienced hurdles along the way, but through this study, it was revealed that through seeking assistance from colleagues and not being afraid of asking questions, they were able to cope with the situations. Despite the hurdles that they went through, they have gained beautiful insights, especially in terms of making sure the children’s unrealized potential will soon be realized. The findings of this study have opened doors for various directions and future studies in exploring the experiences in other aspects. It is interesting to explore the level of effectiveness in terms of the instruction that the learners with disabilities receive from a teacher who is not a graduate of BEED-SpEd in comparison to a student directly receiving instruction from a BEED-SpEd graduate. Article visualizations
INTEGRATING METACOGNITIVE SKILLS AND CONNECTIVIST PRINCIPLES IN OPEN AND DISTANCE EDUCATION
Get PDFMetacognition, the awareness and control of one's own cognitive processes and mental functions, is an absolutely essential skill for students who are engaging in Open and Distance Education (ODE). In particular, in ODE environments, the need for self-regulation and autonomy is of utmost importance. On top of that, with the arrival of connectivism, a modern learning theory that focuses on the vital role that networks and technology play in the knowledge construction process, there emerges a fresh and new horizon. This helps to promote and support metacognitive development, specifically within ODEs. This article discusses the intersections between metacognition and connectivism, putting into light how digital tools, networked communities, and artificial intelligence might support learners in planning, monitoring, and evaluating their learning. This study will use empirical evidence and theoretical insights to propose strategies for integrating metacognitive practices with the principles of connectivism to enhance learning outcomes in ODE. Article visualizations
EVALUATION OF CURRENT WRITING INSTRUCTION PRACTICES - A PROPOSAL OF AN ALTERNATIVE WRITING LESSON
Get PDFWriting is a crucial yet complex skill in second language (L2) acquisition, often thought to be more challenging than reading. This article evaluates the writing instruction practices in a typical English course book, widely used in a monolingual Greek classroom, examining whether its tasks encourage independent L2 writers. Current practices emphasize guided composition and structural accuracy, limiting students’ autonomy and engagement with writing as a communicative process. The article explores current theoretical approaches to writing instruction, including text-based, writer-based, and reader-based methodologies. It claims that a writer-based approach, which prioritizes personal expression and contextualization, better equips learners to develop writing proficiency. An alternative writing lesson is proposed, incorporating pre-, while-, and post-writing activities to enhance creativity, reduce cognitive load, and promote process-oriented writing. This lesson encourages independent idea generation, peer feedback, and revision, shifting away from rigid, form-focused exercises. The evaluation of the lesson highlights students' increased engagement and confidence in writing when exposed to a process-driven approach. Peer collaboration and drafting facilitated the students’ development as autonomous writers. Ultimately, the study underscores the importance of balancing structure with creative freedom to foster meaningful L2 writing instruction. Article visualizations
AN EVALUATION OF LISTENING COMPREHENSION TESTS FROM A COMMUNICATIVE PERSPECTIVE: A CASE STUDY / UNE ÉVALUATION DES EXAMENS DE COMPRÉHENSION ORALE DANS UNE PERSPECTIVE COMMUNICATIVE: UNE ÉTUDE DE CAS
No full textThis study aims to evaluate the listening comprehension tests submitted to students from a communicative perspective. An exploratory study was conducted for the collection of data. The results from the qualitative analysis of the collected data were interpreted and discussed using constructivism as a learning theory and theories of language testing under the psycholinguistic-sociolinguistic period. This interpretation and the discussion indicated that the listening comprehension tests submitted to learners of the department of English of the University of Félix Houphouët-Boigny do not sufficiently concur with the principles of communicative language testing. Suggestions to improve the situation are mainly based on the inclusion of authentic activities based on the social and cultural context of learners, the inclusion of activities which enable learners to integrate other language skills and the construction of listening comprehension tests based on the principle of “unpredictable language input” and “creative language output”. Cette étude vise à évaluer les examens de compréhension orale soumis aux étudiants du point de vue communicatif. Une étude exploratoire a été menée pour la collecte des données. Les résultats de l'analyse qualitative des données collectées ont été interprétés et discutés à l'aide du constructivisme en tant que théorie de l'apprentissage et des théories de l'évaluation des langues dans le cadre de la période psycholinguistique-sociolinguistique. Cette interprétation et la discussion ont indiqué que les tests de compréhension orale soumis aux apprenants du département d'anglais de l'Université Félix Houphouët-Boigny ne respectent pas suffisamment les principes de l'évaluation communicative des langues. Les suggestions pour améliorer la situation sont principalement basées sur l'inclusion d'activités authentiques basées sur le contexte social et culturel des apprenants, l'inclusion d'activités qui permettent aux apprenants d'intégrer d'autres compétences linguistiques et la construction de tests de compréhension orale basés sur le principe de "l'apport linguistique imprévisible" et de "l'apport linguistique créatif". Article visualizations
SELF-LEADERSHIP AND TEACHERS’ ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN COLLEGES: PSYCHOLOGICAL EMPOWERMENT AS MEDIATOR
Get PDFTeachers’ organizational citizenship behavior plays a crucial role in promoting school development and student growth. Based on cognitive evaluation theory, we hypothesize that psychological empowerment mediates the relationship between self-leadership and teachers’ organizational citizenship behavior. We collected data from 515 college teachers in Shandong Province, China, and conducted statistical analysis using the PROCESS Macro for SPSS. The results indicate that self-leadership has a significant and positive correlation with teachers’ organizational citizenship behavior. Additionally, through the mediating effect of psychological empowerment, self-leadership has a significant indirect effect on teachers’ organizational citizenship behavior. The results of this study are significant for understanding and promoting teachers’ organizational citizenship behavior of college teachers. Article visualizations
THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGIES AND ACADEMIC ACHIEVEMENT, AND THE MEDIATING ROLE OF CLASSROOM
Get PDFTeachers' classroom management strategies, along with the classroom environment co-created by teachers and students, influence students' academic achievement. This study investigates the relationship between classroom management strategies and academic achievement, focusing on the mediating role of the classroom environment. Data were collected using questionnaires from 618 undergraduate students in China. Structural equation modeling was employed to analyze the relationships between these factors. Questionnaires of Shawer’s classroom management strategies, which consist of organizational, teaching management, teacher-student relationship and teacher rewards and sanctions. Questionnaires of Fraser et al. WIHIC, Li Xianyin, Yang Na and Liu Zhongyu’s academic motivation scale were used. The reliability of the questionnaires was confirmed using Cronbach’s alpha test. Additionally, students' perceptions of classroom management strategies and the classroom environment positively influence their academic achievement. The classroom environment partially mediates the relationship between classroom management strategies and academic achievement. This study highlights the impactful relationship between classroom management and academic achievement. This study's findings offer valuable insights for developing effective classroom management policies to improve undergraduate academic outcomes. Article visualizations