European Journals of Education Studies
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INVESTIGATING SELF-DIRECTED LEARNING IN MOROCCAN HIGHER EDUCATION
Get PDFThe use of self-directed learning in language education has recently triggered considerable controversy. Certainly, no hard research evidence supports the benefits of implementing self-directed learning in the EFL classroom or warns against its potential pitfalls and failings. Neither is there a sound theory that relates the potential of this teaching/learning approach to the requirements, objectives, and aspirations of the EFL classroom. Simply claiming that using self-directed learning will bring about positive changes in the language classroom does not really help. This research study aims to explore university students' attitudes toward self-directed learning and examine its potential utility in higher education in Morocco. Self-directed learning is a form of active learning that aims to empower students, promote their confidence, and allow them to take responsibility for their learning tasks. In this respect, a questionnaire was used as a research tool for data collection and discussion with representative samples to explore and examine the utility of self-directed learning in Moroccan higher education. Participant students reportedly believe that self-directed learning allows them to have more control over their learning and further develop the essential life skills that most hiring managers seek today; however, some challenges should be addressed to better implement self-directed learning in higher education. Article visualizations
E-LEARNING PLATFORMS AND UNIVERSITY STUDENTS SATISFACTION: A CASE STUDY FROM A BUSINESS ADMINISTRATION DEPARTMENT IN GREECE
Get PDFIt is clear that in the last few years, E-learning in Greece, as well as abroad, has witnessed significant growth and transformation. With the rapid evolution of technology and the widespread use of platforms, the university student's satisfaction has become a crucial factor in determining the success and innovation of platform operators in the Greek and global markets. The research results show that global students' satisfaction amounted to a high score of 90.79%. The results were analyzed using the MUSA (Multicriteria Satisfaction Analysis) model. MUSA is an ordinal regression model based on the principles of multicriteria decision analysis. Given the analysis of the results, measuring students' satisfaction is a strategic tool for platform efficiency and growth. Article visualizations
THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN PRESCHOOL EDUCATION. A CASE STUDY
Get PDFIn the context of the ever-increasing structural changes, high demands and pedagogical challenges of the modern educational reality, the need to search for innovative alternative teaching methods that will contribute to the dynamic exploration and redefinition of the concept of effective school learning becomes imperative. Based on this logic and given the multifaceted heterogeneity of the student population in terms of learning readiness, interests and learning profile, it seems that Differentiated Instruction constitutes a modern teaching perspective capable of responding to the complexity of the multi-level activation of the psycho-spiritual potential of each student, in the acquisition of skills, in their active involvement in the teaching process and in the development of motivation for the construction of new knowledge. The purpose of this research study is to briefly present the effectiveness of Differentiated Instruction when applied in preschool education during the 2023-2024 school year. In order to quantitatively investigate the didactic utilization of Differentiated Instruction in the educational process, an experimental application is presented in which an observation key was used as a research tool. The results of the research demonstrated the maximization of the all-round development of all students in mixed-ability classes and highlighted the dynamics of Differentiated Instruction in terms of activating interest and the ability to enhance cognitive and metacognitive skills. The research findings, although limited, constitute the impetus for strengthening scientific and pedagogical dialogue and reflection on the meaning-making of alternative and innovative teaching applications, as well as the further implementation and utilization of Differentiated Instruction in everyday school practice. Article visualizations
COMPARATIVE STUDY OF CULTURAL CUSTOMS: CHINESE SPRING FESTIVAL AND SINHALA AND TAMIL NEW YEAR FESTIVAL
Get PDFThere was a gradual increase in the popularity of the Chinese language across the globe owing to China's economic and social developments. Thus, this resulted in a momentum of the teaching and learning of the Chinese language that elevated the number of Chinese language acquirers. It is obvious that culture grants a dual role in foreign language acquisition. Yet, many learners undergo obstacles in interpreting a foreign language and its cultural context by reminiscing through their native culture. On the other hand, the knowledge of the culture of the target language supports resolving misunderstandings and problems that arise within the learning context. Both learners and teachers should strive to view both the target and their native cultures from multiple perspectives, fostering an open-minded and rational understanding. In the scope of culture, festivals become a key component in every country. Therefore, this study focusses on comparing the traditional Spring festival in China with the Sri Lankan cultural festival, Sinhala and Tamil New year. The primary methodology employed in this regard is the survey method to denote a comprehensive understanding of similarities and discrepancies of these festivals. Furthermore, this study caters for three major objectives: to apply the findings of the study to Chinese language instruction, to promote cross cultural understanding between two countries and to explore the impact of technological development on festival culture. Article visualizations
INCREASING KINDERGARTNERS’ ENGAGEMENT THROUGH PLAY-BASED ACTIVITIES (PBA)
Get PDFNumerous studies have shown the benefits of play-based activities across various academic areas. Although play-based activities (PBA) have been used in different studies, they have not been extensively applied in kindergarten settings during the blocks of time. Therefore, this study was conducted to increase the engagement of kindergartners using PBA. Due to anticipated factors such as remaining quiet or not engaging in meeting activities, being too shy to interact or communicate with classmates and teachers, and being uninterested and unmotivated in activities, we designed an intervention to enhance kindergartners' engagement. The data were obtained from 36 kindergartners. Pre-observation was conducted to determine the participants' level of engagement, followed by post-observation after implementing play-based activities (PBA). Mean and t-test were used to analyze the gathered data. Prior to the intervention, the participants were not engaged in the blocks of time. The findings revealed that PBA contributed to the improvement of the participants' engagement in the Blocks of Time. Consequently, the more participants were exposed to PBA, the higher the likelihood of their engagement in the blocks of time. Article visualizations
SYMBOLIC PLAY AS A MEANS OF INCLUSION IN PRESCHOOL EDUCATION
No full textEarly childhood education constitutes the foundation for a child’s cognitive, social, and emotional development. Within this framework, inclusion emerges as a key pedagogical principle, aiming to create learning environments that acknowledge, accept, and utilize diversity as a source of enrichment for everyone (UNESCO, 2005). Symbolic play, the activity in which children assign new meanings to objects, roles, and situations, is highlighted as a crucial mechanism for promoting inclusive education (Piaget, 1962; Vygotsky, 1978). The present paper examines the role of symbolic play in creating inclusive learning experiences in the preschool classroom. First, it presents the theoretical framework, focusing on the contribution of play to cognitive, social, and emotional development (Bruner, 1983). It then analyzes how symbolic play functions as a tool for enhancing social interaction, overcoming linguistic and cultural barriers, and supporting the inclusion of children with special educational needs (Florian & Black-Hawkins, 2011). Through role-taking and the creation of shared scenarios, children develop empathy, collaboration skills, and respect for diversity (Singer & Singer, 1990). The paper also presents practical proposals for symbolic play activities, such as “the neighborhood hospital,” “the international market,” and “saving the forest”, which enable the participation of all children regardless of linguistic, cultural, or learning differences. The role of the preschool teacher is identified as decisive, as differentiated planning and the creation of a safe framework enhance the active involvement of every child (Wood, 2014). In conclusion, symbolic play acts as a bridge that connects children, promoting equality, acceptance, and cooperation. Its integration into the preschool curriculum constitutes an essential strategy for shaping an inclusive school, where diversity is not only accepted but also creatively utilized. Article visualizations
CHALLENGES TEACHER TRAINEES FACE DURING TEACHING PRACTICE SUPERVISION IN PUBLIC SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA
Get PDFThe purpose of this study was to examine the challenges teacher trainees face during teaching practice supervision in public secondary schools in Nairobi County, Kenya. The study was grounded in Clinical Supervision Theory. A mixed-methods research approach using a convergent parallel design was utilized. Both cross-sectional and phenomenological research designs were integrated. The targeted population comprised of 101 principals, 2,455 teachers, 560 teacher trainees, and 11 sub-county directors. Stratified, simple random, systematic sampling and purposive sampling techniques were used to select approximately 437 participants, comprising 15 principals, 333 teachers and 84 teacher trainees. Data collection instruments included questionnaires, in-depth interview guides, a document analysis guide, and an observation checklist. Quantitative data were analyzed using descriptive and inferential statistics (Pearson Correlation), which were processed using Statistical Package for the Social Sciences (SPSS) version 29. Quantitative data were presented in tables using frequencies and percentages. Qualitative data were thematically analyzed and presented in the form of narratives and direct quotes. The study revealed that teacher trainees face several challenges during teaching practice supervision, including irregular supervisory visits due to principals’ administrative burdens, limited feedback and mentorship. Resource shortages, such as inadequate teaching materials, further hinder effectiveness. While most supervision environments are supportive, some trainees’ experience anxiety, highlighting the need for emotional support. Limited time for supervision meetings and principal unavailability remain significant concerns. The study recommends that the Ministry of Education in Kenya develop clear guidelines ensuring regular, well-structured supervisory visits and allocate adequate resources to support teaching practice. It should also provide training programs for principals on adequate supervision and trainee mentorship. Principals, on their part, should schedule consistent supervision meetings, provide timely feedback, ensure availability for guidance, and offer emotional support to trainees, fostering a conducive environment for professional growth. Article visualizations
WORK RELATIONSHIP STRESSORS AND PERFORMANCE OF ACADEMIC STAFF IN PRIVATE UNIVERSITIES IN KENYA
Get PDFWorkplace relationship is a key determinant of performance by members of staff in an organisation. The existence of workplace relationship stressors (conditions and situations) could result in employees developing stress-related complications, which would ultimately affect productivity. Members of university academic staff are not immune to workplace relationship stressors as long as there exists a mechanism to address them if they occur or prevent their occurrence. This paper presents the results of a survey of 10 Kenyan public universities with respect to how work relationship stressors have affected the job performance of the members of academic faculty. Data was collected using a questionnaire, and analysis was presented using frequencies and percentages. Research has shown that work relationship stressors affect most members of academic staff in the private universities studied. Specifically, it was established that there are poor working relations between university management and academic staff members, incidents of employees’ misunderstandings are high, almost half of the academic members of staff are demotivated, and incidents of bullying and harassment have been adversely being mentioned to occur. These work relationship stressors have been found to affect the productivity of members of academic staff. The paper recommends that there is a need for private university to strengthen their human resource policies, which promote employee relations by speaking against bullying, have clear procedures for dispute and set up grievance and complaints reference systems and disciplinary approaches to be followed in addressing perpetrators of stressors in the workplace. Article visualizations
CURRENT STATUS OF SPECIALIZED PHYSICAL FITNESS IN MALE VOLLEYBALL ATHLETES OF THE VINH LONG UNIVERSITY OF TECHNOLOGY EDUCATION, VIETNAM
Get PDFVolleyball is a highly team-oriented sport and demands a high level of professional physical fitness. Hence, this study aims to identify appropriate tests to provide insights into the current status of specialized physical fitness in male athletes of the volleyball team at Vinh Long University of Technology Education, Vietnam. To address the aim, the research employs methods including document synthesis, survey, pedagogical testing, and statistical analysis. The study subjects included 20 male volleyball athletes from the Vinh Long University of Technology Education’s team and 24 experts with experience in volleyball coaching. The finding leads to the identification of 12 specialized physical fitness tests suitable for evaluating the subjects. Article visualizations
SPORT PEDAGOGY, PHYSICAL EDUCATION, AND ETHNICITY. A SCOPING REVIEW
Get PDFThe present study investigates the relationship between ethnicity and sport pedagogy, emphasizing how ethnicity influences young individuals' engagement in physical education (PE) and sports, as well as their experiences as students and/or athletes. It specifically aims to identify how young people incorporate their ethnic values and beliefs into PE and sports, the challenges they encounter in merging their ethnic beliefs with physical activity (PA), and how their ethnic diversity may affect their participation in PE and sports. To achieve this objective, a review of various scientific articles published over the past two decades, along with relevant books, was conducted. The chosen studies address a range of issues related to ethnicities, cultural contexts, and forms of sports participation, spanning from school PE to specialized sports programs based on ethnicity. The analysis of these studies has resulted in three primary thematic areas: (a) assessing the impact of racial barriers on PE participation; (b) examining the influence of racism and stereotypes on classroom dynamics; and (c) proposing pedagogical strategies aimed at promoting inclusion and respect for diversity. Preconceptions and ethnicity significantly affect children's participation in and enjoyment of PE. Creating an equitable learning environment necessitates the implementation of pedagogical strategies that are attuned to cultural and ethnic differences. The remarkable and rapid advancement of communication processes, migration, and market expansion has increased opportunities for interaction among diverse cultural identities. Consequently, globalization challenges the boundaries of developing multicultural societies. There exists a notable risk that these procedures may intensify miscommunications, ethnic stereotypes, and disparities among individuals, potentially damaging interpersonal relationships. Stereotypes are problematic as they can cultivate bias, discrimination, and intolerance. To address this issue, planning strategies that empower society to effectively navigate significant societal transformations are essential. The capacity to reassess one's worldview, cultivate relationships with individuals from varied cultural backgrounds, and recognize that diversity enriches society is crucial for achieving effective intercultural communication. In light of the inherently multicultural context in which sports professionals operate, the sports industry—a critical component of a globalized society—must rise to this challenge. Our research findings indicate that ethnic stereotypes are present within the sports environment and PE being examined. Numerous international studies have demonstrated the considerable influence of these stereotypes on athletes' performance. Consequently, there exists a risk that PE and the sports sector may inadvertently reinforce prejudice, intolerance, and miscommunication among different ethnic groups. PE and sports must possess the capability to strategically plan to promote social and global harmony that embraces diversity. Article visualizations