European Journals of Education Studies
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INVESTIGATING EFL VIETNAMESE TEACHERS’ PERCEIVED LEVELS OF SELF-EFFICACY IN THE ENGLISH LANGUAGE CLASSROOM
Get PDFGiven the paramount importance of teachers’ self-efficacy in educational settings, the current study explores how Vietnamese EFL teachers perceive their own levels of self-efficacy in teaching English. To achieve this goal, the author employed a quantitative research method, utilizing a questionnaire for data collection from a population of 135 EFL teachers at universities in the Mekong Delta, Vietnam, who were invited to participate in an online survey of this work. A five-point Likert scale questionnaire was adopted, including 24 items investigating three dimensions of self-efficacy, namely students’ engagement, instructional strategies, and classroom management. The author used descriptive statistics run by applying SPSS version 24 to analyze this data. The results revealed a tendency toward higher self-efficacy levels in the instructional strategies dimension than in classroom management and student engagement. Some recommendations and limitations are provided to support future studies in this area. Article visualizations
CULTURAL MEDIATION AND ACCESSIBILITY: PROMOTING INCLUSION OF PEOPLE WITH DISABILITIES IN CULTURAL INSTITUTIONS – A CASE STUDY OF THE INCLUSIVE MUSEUM PROJECT / MÉDIATION CULTURELLE ET ACCESSIBILITÉ : PROMOUVOIR L’INCLUSION DES PERSONNES HANDICAPÉES DANS LES INSTITUTIONS CULTURELLES – ÉTUDE DE CAS DU PROJET MUSÉE INCLUSIF
No full textThis paper explores the critical role of cultural mediation in fostering accessibility and inclusion for people with disabilities within cultural institutions. Grounded in the framework of cultural studies and inclusion theory, the study presents a fictive case study of the 'Inclusive Museum Project,' a museum initiative designed to enhance cultural participation for individuals with physical, sensory, and cognitive impairments. The project emphasizes participatory design, adaptive technologies, and intersectoral collaboration between cultural professionals, disability organizations, and policymakers. Findings highlight the importance of universal design principles, staff training in accessibility, and community engagement as key pillars of sustainable inclusion. The paper argues that cultural institutions must transition from accessibility as compliance to accessibility as cultural value, reconfiguring mediation practices to reflect diversity, equity, and agency. Recommendations are provided for policymakers and cultural managers to strengthen inclusive mediation practices globally.Cet article analyse le rôle de la médiation culturelle dans le renforcement de l’accessibilité et de l’inclusion des personnes en situation de handicap au sein des institutions culturelles. À travers une étude de cas fictive du « Inclusive Museum Project », l’étude met en évidence l’importance du design universel, de la co‑création et de la formation professionnelle comme piliers d’une inclusion durable. Article visualizations
DISCALCULIA DO DESENVOLVIMENTO: UMA REVISÃO SISTEMÁTICA DA PRODUÇÃO CIENTÍFICA INTERNACIONAL
Get PDFEste artigo apresenta uma revisão sistemática com o objetivo de analisar a produção científica internacional sobre a Discalculia do Desenvolvimento (DD), evidenciando aspectos neurocognitivos, educacionais e emocionais. Foram selecionados 95 artigos revisados por pares, extraídos das bases PubMed, SciELO e LILACS, a partir de critérios de inclusão previamente definidos. Os resultados indicam que a DD é um transtorno específico de aprendizagem heterogêneo, caracterizado por déficits numéricos centrais, alterações em estruturas neuroanatômicas como o sulco intraparietal e o giro angular, além de elevada comorbidade com outros transtornos do neurodesenvolvimento, como a dislexia e o Transtorno do Déficit de Atenção e Hiperatividade (TDAH). A literatura destaca consequências emocionais importantes, como a ansiedade em matemática. Apesar dos avanços nas evidências neurobiológicas, observa-se escassez de estratégias pedagógicas e políticas públicas voltadas ao apoio educacional de estudantes com DD. Conclui-se, portanto, que é fundamental investir na identificação e diagnóstico precoce, no uso de intervenções lúdicas e adaptativas, e na formação continuada de professores, a fim de promover a inclusão e o desenvolvimento cognitivo em matemática.This article presents a systematic review aiming to analyze the international scientific literature on Developmental Dyscalculia (DD), highlighting neurocognitive, educational, and emotional aspects. A total of 95 peer-reviewed articles were selected from the PubMed, SciELO, and LILACS databases, based on predefined inclusion criteria. The results indicate that DD is a heterogeneous specific learning disorder, characterized by core numerical deficits, alterations in neuroanatomical structures such as the intraparietal sulcus and the angular gyrus, and high comorbidity with other neurodevelopmental disorders such as dyslexia and Attention Deficit Hyperactivity Disorder (ADHD). The literature also emphasizes significant emotional consequences, such as math anxiety. Despite advances in neurobiological evidence, there is still a lack of pedagogical strategies and public policies aimed at supporting students with DD. It is therefore concluded that early identification and diagnosis, the use of playful and adaptive interventions, and ongoing teacher training are essential to promote educational inclusion and cognitive development in mathematics. Article visualizations
EMPOWERING LITERACY THROUGH TOUCH: TEACHERS’ ROLES IN ADVANCING BRAILLE LITERACY IN GHANA
Get PDFThis study explored the roles, practices, and challenges of teachers in advancing Braille literacy among learners with visual impairments in the foremost schools for the blind in Ghana. Data were collected through focus group interviews and an observation schedule with teachers, particularly those specialising in language instruction. Findings revealed that teachers’ roles in Braille literacy extend beyond direct instruction of Braille symbols to encompass pedagogy, resource management, technology mediation, emotional support, and advocacy, highlighting the multifaceted nature of their responsibilities. In setting up Braille literacy programmes, teachers reported that they considered the age of onset of the disability, employed task analyses to facilitate gradual learning, and assessed the nature of impairment to determine whether learners could engage with both Braille and print or only Braille. However, the study also identified significant challenges undermining Braille literacy instruction. These include shortage and irregular supply of Braille textbooks and learning materials, limited teacher preparation and professional development in Braille pedagogy, large class sizes that restricte individualised instruction, and systemic issues such as inconsistent implementation of inclusive-education policies, inadequate funding for special education, and weak inter-agency coordination. The study recommends the need for targeted professional training, improved resource provision, stronger policy implementation, and stakeholder collaboration to enhance Braille literacy and educational outcomes for learners with visual impairments in Ghana. Article visualizations
TECHNOLOGY INTEGRATION, TEACHING EFFECTIVENESS AND TEACHERS’ PERFORMANCE IN SIRAWAI DISTRICT SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE, PHILIPPINES
Get PDFThis study aimed to determine the technology integration and teaching effectiveness and how it affects teachers' performance in Sirawai District, Schools Division of Zamboanga del Norte, during the school year 2022-2023. It employed descriptive survey and descriptive correlational as the research methods. Weighted mean, standard deviation, and Spearman Rank-Order Correlation Coefficient (Spearman rho) were the statistical tools used in the analysis of data. There were one hundred nineteen (119) secondary school teachers involved as respondents. The level of technology integration was very high. The level of teaching effectiveness was “very high”. The level of teachers’ performance was “very satisfactory”. The levels of technology integration and teachers’ performance were not significantly correlated. The levels of teaching effectiveness and teachers’ performance were not significantly correlated. Based on the findings and conclusions of the study, the author recommends that the DepEd Top Officials (Central Office, Regional Offices, and Division Offices) utilize the findings of this study as baseline data for the conduct of teachers training, particularly on the new MATATAG Curriculum, specifically technology integration for teaching effectiveness and teachers’ performance. Article visualizations
PORTRAITS OF PARALYMPIAN TRIUMPHS: A MULTIPLE CASE STUDY
Get PDFThis multiple case study explored the portrait of Paralympic athletes in the Philippines. The success and resilience, navigating challenges and obstacles, and experiences both within and beyond sports of five Paralympic athletes were gathered and examined using in-depth interviews. Triangulation of the data gathered was done in each case by resulting to do in each case by interviewing the Paralympic athletes. It was analyzed using thematic analysis, resulting in eleven emergent themes on their success and resilience: values and resilience through sports, winning motivations in Paralympic games, pride and skills as PWD, transformative power of sports and support, family as core support system, role of spirituality and belief systems, balancing of personal and professional life, training commitment, obtaining positive mindset, embracing setbacks, empowering others through self-growth. The emergent themes for navigating challenges and obstacles included: relying on coaching and exposure, exercising personal initiatives, developing coping strategies, strengthening social interaction and connection, overcoming mental barriers, and managing financial struggles. For the experiences both within and beyond sports: gaining personal growth and transformation, enhancing self-discipline, and pathways to achieve visionary goals. The five cases showed overall similarity in terms of success and resilience as Paralympians. However, in navigating challenges and obstacles, three of the cases had distinct experiences compared to the others. In terms of their experiences both within and outside of sports, there were notable similarities among all five cases. Article visualizations
FACTORES RELACIONADOS CON LA IDEACIÓN SUICIDA EN EL CONTEXTO ESCOLAR: UN ANÁLISIS CRÍTICO DE LA LITERATURA
Get PDFSchool is an environment where the interactions between children and adolescents often lead to biopsychosocial changes. During this stage of personality development, young people are particularly vulnerable to the emergence of factors that may trigger suicidal thoughts. The pressures of the school environment, combined with the process of identity formation, can create a setting conducive to the appearance of such signals. The aim of this study was to investigate the impact of stressors and anxiolytics within the school context, assessing their role as potential triggers for suicidal thoughts. The research was based on a systematic literature review, compiling articles published between 2019 and 2023 from databases such as Google Scholar, the CAPES journal portal, and Scielo. After a thorough analysis, 12 articles were selected for this study. The selection criteria included theoretical grounding, methodological clarity, and the relevance of the descriptors related to the topics addressed. The results indicated that school-related stress factors were the most prevalent and were closely linked to the emergence of suicidal thoughts among students. In conclusion, this review highlighted that school stress is a key determinant in the development of these thoughts, emphasizing the urgent need to implement specific actions to reduce these triggers within the educational setting.La escuela es un entorno donde la convivencia entre niños y adolescentes generalmente conduce a cambios biopsicosociales. Durante esta etapa de formación de la personalidad, los jóvenes están especialmente vulnerables al surgimiento de factores que pueden desencadenar pensamientos suicidas. La presión del ambiente escolar, combinada con el proceso de construcción de la identidad, puede ser un terreno propicio para la aparición de tales señales. Este estudio tuvo como objetivo investigar el impacto de los factores estresantes y ansiolíticos en el contexto escolar, evaluando su papel como desencadenantes potenciales de pensamientos suicidas. La investigación se basó en una revisión sistemática de la literatura, con recopilación de artículos publicados entre 2019 y 2023 en las bases de datos Google Académico, portal de revistas de la CAPES y Scielo. Tras un análisis detallado, se seleccionaron 12 artículos para conformar este estudio. Los criterios de selección incluyeron la fundamentación teórica, la claridad metodológica y la relación de los descriptores con los temas abordados. Los resultados mostraron que los factores relacionados con el estrés escolar son los más prevalentes y están estrechamente asociados con el surgimiento de pensamientos suicidas entre los estudiantes. En conclusión, esta revisión destacó que el estrés escolar es un factor determinante en el desarrollo de estos pensamientos, lo que subraya la necesidad urgente de implementar acciones específicas para reducir estos desencadenantes en el ámbito educativo.A escola é um ambiente onde a convivência entre crianças e adolescentes frequentemente resulta em mudanças biopsicossociais. Durante essa fase de formação da personalidade, os jovens estão particularmente vulneráveis ao surgimento de fatores que podem desencadear pensamentos suicidas. A pressão do ambiente escolar, aliada ao processo de construção da identidade, pode ser um terreno fértil para o aparecimento desses sinais. Este estudo teve como objetivo investigar o impacto de estressores e ansiolíticos no contexto escolar, avaliando seu papel como potenciais desencadeadores de pensamentos suicidas. A pesquisa se baseou em uma revisão sistemática da literatura, com levantamento de artigos publicados entre 2019 e 2023 nas bases de dados Google Acadêmico, portal de periódicos CAPES e Scielo. Após uma análise rigorosa, foram selecionados 12 artigos para compor este estudo. Os critérios para a seleção incluíram a fundamentação teórica, clareza metodológica e a relação dos descritores com os temas abordados. Os resultados revelaram que os fatores relacionados ao estresse escolar são os mais prevalentes e estão fortemente associados ao surgimento de pensamentos suicidas entre os estudantes. Em conclusão, esta revisão destacou que o estresse escolar é um fator determinante para o desenvolvimento desses pensamentos, sugerindo a urgência de ações específicas para reduzir esses gatilhos no ambiente educacional. Article visualizations
STRATEGIES FOR SUPPORTING STUDENTS WITH ADHD: OVERCOMING CHALLENGES AND ENHANCING SUCCESS
Get PDFAttention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, affecting millions of children and adolescents worldwide. In the United States alone, approximately 7 million children aged 3 to 17 years have been diagnosed with ADHD, representing about 11.4% of the population in this age group (CDC, 2024). ADHD is characterized by a combination of symptoms that include difficulties in sustaining attention, increased distractibility, hyperactivity, and impulsivity. These symptoms often result in significant challenges in educational settings, impacting both academic performance and overall well-being. Students with ADHD frequently struggle to concentrate on tasks, follow instructions, and complete assignments, which can lead to lower academic achievements. Their inability to maintain focus or resist distractions may cause them to miss critical information during lessons or fail to meet deadlines. Additionally, the hyperactivity and impulsivity associated with ADHD can disrupt classroom dynamics, creating challenges for both educators and peers. Beyond academic difficulties, students with ADHD often experience social and emotional struggles, such as difficulty forming and maintaining friendships, conflicts with teachers and classmates, and low self-esteem stemming from repeated failures and criticism. Addressing the educational needs of students with ADHD requires a comprehensive understanding of their unique challenges and strengths. This article explores evidence-based strategies that can enhance learning outcomes for these students. These strategies include creating structured and predictable classroom environments, incorporating active learning methods, using visual aids, and providing regular positive reinforcement. Furthermore, collaboration among teachers, parents, and specialists is crucial to ensure a supportive network for students with ADHD. By focusing on effective educational practices, this article highlights the importance of addressing ADHD in academic settings. Early intervention and tailored support not only improve academic performance but also foster the social and emotional development of students, enabling them to thrive both in and outside the classroom. Article visualizations
OPEN AND DISTANCE LEARNING (ODL) AND OLDER ADULT LEARNERS’ ENGAGEMENT – A CASE STUDY AT THE OPEN UNIVERSITY OF MAURITIUS
Get PDFMany universities are opening their doors to the older adult population to enable them to earn certificates without compromising work and family commitments. However, many universities use the online or blended approach and as such, by default, adults who are part of this student population have to also stand by the same approach. The Open University of Mauritius offers courses using the Open and Distance Learning (ODL) approach. In the past, this blended method comprised of face-to-face lectures, but with the Covid-19 pandemic, most courses are now online, with limited face-to-face sessions. Research shows that age is actually a more powerful predictor of technology use as compared to other digital divide demographics and that technological inability may cause older adults to underperform and underuse technology. As this university has a large population of quinquagenarians, it is assumed that this population might have different experiences with technology in their process of learning. Activity theory conceptualizes a positive relationship between activity and successful ageing as, according to this theory, keeping older people socially active delays the ageing process and improves their quality of life. This study explores how these adults respond to the online mode of study and how this interaction is beneficial/challenging for this group of adults. Using purposive and convenience sampling, selected students meeting the demographic profile are interviewed to determine their personal experience with online learning, the factors that affect their engagement, and what mechanisms support them to cope with this system. Article visualizations
EXPLORING EFL TEACHERS’ PERCEPTIONS AND PRACTICES OF IMPLEMENTING MULTIMODALITY IN TEACHING WRITING AT NAM CAN THO UNIVERSITY, VIETNAM
Get PDFEnglish writing skill is an important skill in language teaching for English teachers in the Vietnamese context. This study investigates the perceptions and practices of English teachers in implementing multimodality in teaching English writing skills at Nam Can Tho University. The study used a mixed method, including data collection from a survey with closed-ended questions and semi-structured interviews. The participants who responded to the survey included 45 English teachers at Nam Can Tho University and seven English teachers who responded to the interview questions. The results show that most teachers have a positive perception of the benefits of multimodality in improving learners’ motivation and writing ability. However, many teachers still have limited practical skills, especially in designing and assessing multimodal writing tasks. In addition, difficulties such as examination-oriented curricula, lack of technological resources and differences in students’ technological level are also major barriers. The study recommends enhancing professional training, developing specific assessment frameworks and adjusting training programs to more effectively support the teaching of multimodal writing skills in the context of modern English language teaching. Article visualizations