European Journals of Education Studies
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DEVELOPING SPECIALIZED PHYSICAL FITNESS EXERCISES FOR MALE VOLLEYBALL ATHLETES AT VINH LONG UNIVERSITY OF TECHNOLOGY EDUCATION, VIETNAM
Get PDFVolleyball is played between two teams, each consisting of six players on the court. The goal of the game is to send the ball over the net and make it land in the opponent’s court. The sport requires its players not only teamwork but also strength and reflexes, which makes physical fitness vital in the success of modern volleyball athletes. Hence, the study aims to select a set of exercises to improve the specialized physical fitness of male volleyball athletes at Vinh Long University of Technology Education, Vietnam. To do it, the researchers use methods involving document synthesis, survey, pedagogical testing, experimentation, and statistical analysis. The participants include 20 male volleyball athletes from the university’s team and 24 experts and lecturers with experience in volleyball training. As a result, the study successfully selects 25 exercises to develop the specialized physical fitness of the male volleyball athletes at Vinh Long University of Technology Education, Vietnam. Article visualizations
THE EFFECTIVENESS OF PHYSICAL ABILITY DEVELOPMENT ACTIVITIES FOR STUDENTS OF SOME SECONDARY SCHOOLS IN HO CHI MINH CITY, VIETNAM
Get PDFThe effectiveness of physical capacity development activities for students is an important criterion in evaluating physical education. The development of students’ physical capacity contributes to comprehensive growth and meets the current requirements of educational innovation. The research objective is to provide information about the effectiveness of physical activities in developing physical capacity for students in some secondary schools in Ho Chi Minh City. The study employs common research methods in the field of physical education and sports, such as document synthesis and analysis, interviews, and statistical analysis. The research subjects include 193 male students, 147 female students in secondary schools in Ho Chi Minh City and 30 physical education teachers, experts, and athletics coaches. The experimental results of motor activities have brought positive effects in developing physical abilities for students of some secondary schools in Ho Chi Minh City. The physical fitness growth was from 1.68 -13.29% for males and from 2.54 - 12.63% for females. Regarding motor skills, there was a clear shift between the levels of achievement and good, accounting for a higher proportion than before the experiment. Article visualizations
EFL TEACHERS AND STUDENTS’ PERCEPTIONS OF TEACHERS’ ROLES THROUGH METAPHOR ANALYSIS AT A PRIVATE UNIVERSITY
Get PDFThe use of metaphor in analyzing teachers’ identity of their profession and their roles has been explored in many studies. However, the investigations into teachers’ and students’ perceptions of the roles of EFL teachers are rare. This descriptive study with a qualitative approach examined the perceptions of 200 students and 30 teachers towards teachers’ roles through Metaphor Analysis at a private university in the Mekong Delta. The data were collected through a questionnaire and semi–structured interview in which the participants were asked to use metaphors to identify teachers’ roles. The results indicated that participants image English teachers in a wide range of metaphors, for example, “a chef”, “an artist”, “a compass”, “a mother”, “a star”, and “a bridge”. This study not only provides opportunities for students to reflect on the images of teachers and teaching but also highlights some implications for education and further exploration. Article visualizations
COGNITIVE EFFECTS AND EMOTIONAL IMPACT OF AN INTERGENERATIONAL INTERVENTION ON OLDER ADULTS AND SCHOOL-AGE CHILDREN
Get PDFIntergenerational interventions have traditionally focused on cognitively healthy older adults or those with dementia, with no known studies specifically targeting older adults with Subjective Cognitive Decline (SCD). This study aimed to evaluate the effects of an intergenerational intervention involving both children and older adults with SCD, who participated as "teachers." Twenty-eight retired teachers were divided into three groups: (a) an experimental group, (b) a control group participating in other cognitive training programs, and (c) a control group with no intervention. All participants were affiliated with the Greek Association of Alzheimer’s Disease and Related Disorders in Thessaloniki, Greece. Additionally, eighteen 7-year-old students were assigned to either an experimental or a control group. Neuropsychological assessments were administered to the older adults, while the children completed tests measuring verbal and non-verbal intelligence. Quantitative results showed that children in the experimental group demonstrated improvements in reading, vocabulary, and mathematical skills. Older adults in the intervention group showed enhanced everyday functional abilities. Qualitative data further revealed a positive emotional response to the program in both age groups. In conclusion, intergenerational interventions appear promising for improving cognitive and functional outcomes in older adults with SCD and cognitive development in young children, while also strengthening intergenerational bonds, promoting mutual understanding, and fostering emotional engagement with the program. Article visualizations
PROMOTING INCLUSIVE EDUCATION AND APPLYING INCLUSIVE PRACTICE IN MIXED-ABILITY CLASSROOMS. FROM THEORY TO PRAXIS
Get PDFThis paper aims to provide practical and pedagogical tips for implementing a successful Inclusive Education in Mixed-Ability Classrooms. It is provides guidance for inclusive educational action, inclusive teaching and inclusive pedagogical practice removing barriers and empowering the inclusive teacher. The article highlights contemporary research findings and it is based on the assumption that with a better understanding of the inclusive concepts and pedagogical methods through open educational resources (OERs), guides, digital tools and AI, teachers will be able to apply conditions for educational experiences of inclusion for all and to create supportive and inclusive environments with Student-Centred Learning. This work contributes to the Τeaching Higher Education Students and promotes the establishment of inclusion and social justice in all educational contexts for students with and without disabilities. Article visualizations
AN EXAMINATION OF SCIENCE TEACHERS’ METHODS FOR SELECTING AND IMPLEMENTING LEARNING OUTCOMES FOR STUDENTS WITH SPECIAL NEEDS
Get PDFThe present research examines how science teachers choose and implement instructional objectives for their students with special needs within the broader practice of inclusive education. Developing our work in science education from the lens of policy and frameworks that exist right now in education (which is partly a goal for all educators to make scientific knowledge accessible), we are addressing all of the pedagogical and structural barriers that exist for students with disabilities, so they also have equitable access to participation in science education. The methodology used was qualitative field-based research based on interviews with 59 science teachers from across Turkey. The results indicate that teachers largely referenced formal sources such as guidelines from the Ministry of Education, RAM reports (Counseling and Research Centers), and IEPs (Individualized Education Plans), when selecting appropriate learning objectives. Regarding the pedagogical practices, the participants reported relying mainly on physical learning materials, multisensory approaches, technology or more eco-friendly equipment and/or tools, as well as modified worksheets or educational materials. Consequently, our research concludes by highlighting the need for formal professional development on a longer-term basis in addition to institutional support towards more inclusive and effective practices related to science education. Article visualizations
REVISING ASSESSMENT REGULATIONS IN OPEN AND DISTANCE EDUCATION IN THE AGE OF AI
Get PDFThe proliferation of distance learning in higher education—accelerated by the COVID-19 pandemic and sustained by technological innovation—has brought assessment practices and academic integrity frameworks into sharp focus. However, institutional regulations and study guides often remain outdated, particularly in addressing the pedagogical and ethical implications of generative artificial intelligence (AI) tools such as ChatGPT. This article explores how open and distance learning (ODL) universities are responding to these challenges. Through a comparative review of policies from twelve ODL institutions across Europe, Africa, and Australasia, the study reveals inconsistent regulatory responses, limited integration of AI-specific guidance, and a continued reliance on surveillance-driven assessment. These gaps not only jeopardize the validity and inclusiveness of evaluation methods but also undermine trust in the academic process. The article concludes with actionable policy recommendations, suitable for the revision of their academic regulations. These include the incorporation of transparent AI-use declarations, critical thinking–driven assessment design, and national-level coordination for ethical, inclusive, and future-ready evaluation models. In doing so, the study contributes to the broader discourse on policy reform and pedagogical resilience in the AI age. Article visualizations
FLIPPED CLASSROOM IN TERTIARY ACCOUNTING EDUCATION
Get PDFAccounting education is constantly affected by the developments taking place in the global competitive environment, which is looking for more modern teaching methods. The need to align higher accounting education with business requirements forms a new framework that promotes experiential learning, enhancing the application of theory in practice with realistic scenarios. The flipped classroom approach has been found to contribute to institutional issues in university education with particularly good results. Even today its examination is a significant challenge, especially in accounting courses. The purpose of this paper is to investigate the flipped classroom in order to identify its impact on higher accounting education. The research is a bibliographic article which focuses particularly on its application. The findings show that the flipped classroom with the creation of video-lectures helps to better understand basic accounting concepts, while at the same time providing students with the opportunity to review the video-lectures before the course. The role of accounting professors in this particular teaching approach is encouraging. Also, the professors have the role of the pedagogue who deals with the redesign of the courses, in order to largely cover the modern needs of the students. Interactive e-activities before and after class, for the most part, correlate with Bloom's Taxonomy, aiming to improve the time management, overall educational experience and attitudes of accounting students. The results as a whole recommend the flipped classroom as a modern pedagogical approach that promotes active student participation, high learning outcomes and student satisfaction, even in large audiences. Article visualizations
CLASSROOM ENVIRONMENT AND PROFESSIONAL DEVELOPMENT AS PREDICTORS OF TEACHING PERFORMANCE
Get PDFThe primary aim of the study is to find out whether classroom environment and professional development significantly predict teaching performance. Utilizing non-experimental quantitative design via descriptive correlation technique, data were obtained from 300 respondents who are public elementary and high school teachers in Cateel 1 and Cateel 2, Davao Oriental. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a very high level of classroom environment, professional development, and teaching performance. Also, results revealed that there is a significant relationship between classroom environment and teaching performance, and a significant relationship between professional development and teaching performance. Also, the classroom environment has a significant influence on teaching performance in the same way that professional development has a significant influence on teaching performance. Among the indicators of classroom environment and professional development, teacher effectiveness and classroom management have the highest degrees of influence on teaching performance. Further, there is a significant combined influence of classroom environment and professional development on teaching performance. Article visualizations
TEACHER-STUDENT RELATIONSHIP, INTERPERSONAL COMMUNICATION COMPETENCE, AND EMPOWERING LEADERSHIP OF SCHOOL HEADS: A STRUCTURAL EQUATION MODEL ON JOB SATISFACTION IN PUBLIC SCHOOLS IN REGION XII
Get PDFThis study was conducted to determine the best fit model on job satisfaction of public-school teachers in Region XII as estimated by teacher-student relationships, interpersonal communication competence and empowering leadership of school heads. The study used a quantitative, non-experimental research design using a correlational technique and structural equation model. The 400 elementary teachers from Sarangani, General Santos, Koronadal and South Cotabato divisions were determined using the stratified sampling procedure. Mean, Pearson r, and structural equation model were used as statistical tools. Moreover, adapted, modified and validated survey questionnaires were used. The result shows that the level of the teacher relationship, empowering leadership of school heads and job satisfaction is very high. On the other hand, the level of interpersonal communication competence among elementary teachers is high. Further, when each independent variable correlates with job satisfaction, results showed that student-teacher relationship, interpersonal communication competence and empowering leadership of school heads were significantly correlated with job satisfaction. Model 3 came out as the best fit model that predicts job satisfaction. The model showed that teacher-student relationship, interpersonal communication competence and empowering leadership of school heads predict job satisfaction among elementary school teachers in Region XII.SDG Indicator: (4) Quality Education Article visualizations