European Journals of Education Studies
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BILINGUAL STUDENTS IN SPECIAL EDUCATION: STRIVING FOR ACADEMIC SUCCESS IN TEXAS PUBLIC SCHOOLS
Get PDFAll students – whether English language learners, students receiving special education services, or students in on-level classes – deserve access to a high-quality and appropriately-differentiated education. Historically, bilingual education in the United States has evolved significantly, beginning as early as the 1820s with English speakers learning Spanish. In Texas, bilingual education has been formally recognized since 1973, with a strong focus on supporting students with limited English proficiency. Today, Texas public schools educate over 5.5 million students, over 20% of whom are identified as emergent bilinguals. In response to this growing demographic, Texas Senate Bill 560 was recently enacted to improve and expand bilingual education programs. This study examines the academic performance of bilingual students in special populations compared to their on-level peers. It addresses the following research questions: (1) What are the academic achievement trends of bilingual students receiving special education services compared to on-level bilingual students in Texas public schools?, (2) To what extent does bilingual special population student performance on standardized state assessments reflect academic growth compared to their on-level bilingual peers?, and (3) How do stakeholder-driven policies and professional development initiatives influence the long-term academic and postsecondary success of bilingual students in Texas public schools? Guided by the framework of the Every Student Succeeds Act, this study investigates whether the academic outcomes of bilingual special population students align with those of on-level students in Texas public schools. Although findings suggest that bilingual special population students may not outperform on-level peers, they do demonstrate measurable academic growth on state-mandated tests. Furthermore, the results underscore the significant role that instructional practices play in influencing student achievement. Article visualizations
THE CONTRIBUTION OF ARTIFICIAL INTELLIGENCE TO THE LEARNING AND TEACHING OF HISTORY IN SECONDARY EDUCATION
Get PDFThis paper examines the contribution of Artificial Intelligence (AI) to the learning and teaching of History in secondary education. The first part presents the theoretical framework and provides an extensive literature review on the applications, pedagogical benefits, and challenges of AI in the school environment. The second part provides a critical assessment of the international literature, with an emphasis on research gaps and the contribution of the present study. The research methodology is then described, and a case study of the application of an educational scenario in the second-grade classes of a secondary school is analysed. The scenario refers to the use of AI tools, and to how to create first-person historical narratives. Finally, the research findings are presented, and compared to international examples, highlighting the potential for the pedagogically sound, and creative integration of Information Technology (IT) in the teaching of History. Article visualizations
PASTORAL LIFE IN RURAL MONGOLIA: HERDERS’ EXPERIENCES, CHALLENGES, AND FUTURE ADAPTATIONS
Get PDFPastoralism remains central to Mongolia’s cultural heritage and rural economy, yet herders face mounting pressures from environmental change, demographic shifts, and market instability. This qualitative study explores the lived experiences, challenges, and future perspectives of four herders in western Mongolia, representing different generations and family structures. Data were collected through participant observation and semi-structured interviews, and analyzed using thematic analysis. Findings reveal that herders value pastoral life for its harmony with nature, emotional fulfillment from livestock, self-sufficiency, and cultural continuity. However, they also confront profound challenges, including climate variability, labor shortages, educational disruptions, health care inaccessibility, and inadequate government support. Participants voiced concern about the declining number of herders and emphasized that sustaining pastoralism will depend on adaptive strategies, intergenerational knowledge transfer, and responsive state policies. The study contributes to understanding how cultural identity, environmental change, and socioeconomic factors intersect in shaping the future of Mongolian pastoralism. Article visualizations
TECHNOLOGY LEADERSHIP OF SCHOOL HEADS AND TEACHERS' ATTITUDE TOWARDS ICT: THE MEDIATING EFFECT OF TECHNOLOGY LITERACY SKILLS
Get PDFThe primary aim of the study is to find out the significance of the mediating effect of technology literacy skills on the relationship between technology leadership and attitudes towards ICT. Utilizing a correlational technique along with a quantitative non-experimental and mediation research design, data were obtained from 305 public elementary teachers working in Baganga North and South, Davao Oriental. The researcher used a total population sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of technology leadership, attitudes towards ICT, and technology literacy skills. Moreover, there are significant relationships between technology leadership and attitudes towards ICT, technology leadership and technology literacy skills, and technology literacy skills and attitudes towards ICT. Furthermore, technology literacy skills partially mediate the relationship between technology leadership and attitudes towards ICT. SDG #4: Quality Education Article visualizations
IDENTIFICATION DES DIFFICULTÉS DE MODÉLISATION MATHÉMATIQUE LORS D’UNE ACTIVITÉ DE RÉSOLUTION DE PROBLÈME EN MÉCANIQUE CHEZ LES ÉLÈVES DU SECONDAIRE QUALIFIANT : CAS DU PRODUIT SCALAIRE / IDENTIFICATION OF MATHEMATICAL MODELLING DIFFICULTIES IN A PROBLEM-SOLVING ACTIVITY IN MECHANICS IN HIGH SCHOOL STUDENTS: CASE OF THE SCALAR PRODUCT
No full textCette recherche vise à identifier les difficultés et les apports liés à l’utilisation de la modélisation mathématique dans l’enseignement des notions de « travail » et de « puissance » d’une force à travers le produit scalaire, chez des apprenants de première année du baccalauréat (seconde) en physique -Maroc. L’échantillon a été composé de 79 apprenants de première année du baccalauréat et de 30 enseignants(e)s de physique-chimie. Nous avons adopté une méthodologie analytique descriptive pour traiter les questions d’un problème destiné aux élèves et ceux d’un questionnaire adressé aux enseignants du cycle secondaire qualifiant. Notre traitement a été basé sur le classement des difficultés rencontrée en fonction des registres sémiotiques associées. Les résultats montrent que les élèves ont rencontré des difficultés d’apprentissage de la modélisation des concepts physique (travail et puissance d’une force) par le produit scalaire, et par conséquent, la maîtrise des registres graphique et numérique. En outre, la majorité des enseignants ont souligné l’importance de cette modélisation, ils ont constaté que les élèves ont trouvé des difficultés dans l’identification correcte des vecteurs de déplacement et de force.This study aims to identify the difficulties and contributions related to the use of mathematical modeling in teaching the concepts of “work” and “power” of a force through the scalar product in the first-year baccalaureate students (second) in physics-Morocco. The sample consisted of 79 pupils in the first year of baccalaureate and 30 teachers of physics and chemistry. We adopted a descriptive analytical methodology to treat the questions in a problem addressed to pupils and those in a questionnaire for teachers in the qualifying secondary cycle. Our treatment was based on classifying the difficulties encountered according to the associated semiotic registers. The results show that pupils encountered difficulties in learning the modeling of physical concepts (work and power of a force) using the scalar product, and consequently in mastering the graphical and numerical registers. In addition, the majority of teachers emphasized the importance of this modeling, they noticed that pupils encountered difficulties in correctly identifying the vectors of displacement and force. Article visualizations
SUPPORTING DISADVANTAGED AND VULNERABLE STUDENTS DURING EMERGENCY REMOTE TEACHING: EDUCATION STAKEHOLDERS’ ACTIONS TOWARDS EQUITY AND IMPLICATIONS FOR THE FUTURE
Get PDFThe COVID-19 pandemic came as a catalyst, altering the everyday life of people worldwide. The shift to Emergency Remote Teaching (ERT) during the pandemic exposed and exacerbated existing educational inequalities, disproportionately affecting disadvantaged and vulnerable students. These students encountered various obstacles to participating in ERT, and despite targeted interventions and support from schools, NGOs and government agencies, a large proportion of these students remained disengaged due to systemic shortcomings and the absence of a holistic, inclusive strategy. This paper summarizes empirical findings from 39 school counselors, 129 school principals and 221 primary school teachers in Greece, to highlight the structural limitations of current educational systems in responding to crises, and proposes a set of actionable recommendations. These include ensuring universal access to technology and internet connectivity, enhancing digital skills training, providing tailored support for linguistic and learning needs, strengthening psychosocial support systems, and fostering collaboration between schools and homes. The findings emphasize the necessity of multidimensional, equity-driven policies and crisis preparedness plans in order to ensure inclusive and effective distance education in future emergencies. Article visualizations
SCAFFOLDING INDIGENOUS PLAY PEDAGOGY: TEACHER COMPETENCE IN RURAL KENYAN PRE-PRIMARY CLASSROOMS
Get PDFThis study examined teachers’ competence and knowledge in using indigenous play pedagogy (IPP) to foster creativity in rural pre-primary schools in Siaya County, Kenya. Framed within sociocultural perspectives and Indigenous Knowledge Systems, it a qualitative multi-case design using semi-structured interviews with 12 teachers and 7 education officers, and 2 community elders, non-participant classroom observations (one per teacher), and teachers’ reflective journals across six schools. Data were analysed inductively using thematic analysis. Findings show a mixed competence profile. Teachers demonstrated attitudinal readiness and drew on local materials, mother-tongue cues, and movement to animate learning. However, formal preparation for IPP was limited, scaffolding for creativity was uneven, and reflective practice was weak. Creativity thrived where teachers intentionally sequenced activities, modelled in Dholuo, and applied culturally grounded storytelling and inquiry. Peer and community supports enhanced practice but remained ad hoc, producing inconsistent enactment across classrooms. Overall, teacher knowledge and pedagogical judgment, more than resource availability, determined whether indigenous play functioned as creativity-supportive learning. The study clarifies core competence domains (cultural repertoire, planning, facilitation, language mediation, and reflection) that shape IPP implementation in rural preschools, and recommends embedding IPP in teacher education, establishing cluster-based professional development, and formalising community–school partnerships. Article visualizations
IDENTIFYING EVALUATION CRITERIA FOR THE PHYSICAL EDUCATION CURRICULUM FOR STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY, VIETNAM
Get PDFThe evaluation criteria for the physical education curriculum play an important role in determining its relevance, effectiveness, and overall quality; they serve as a key basis for reviewing, assessing, and adjusting the program. The purpose of this study is to identify the evaluation criteria for the Physical Education curriculum for students at Can Tho University of Medicine and Pharmacy, Vietnam (CTUMP). The research employs methods of literature synthesis and analysis, surveys, and statistical processing to address the research objectives. The study subjects include 18 experts and administrators with experience in physical education nationwide, and 724 students from cohort 49 of Can Tho University of Medicine and Pharmacy. The results identified three components with 26 evaluation criteria for the Physical Education curriculum: (1) Objectives and learning outcomes of the program (11 criteria), (2) Program volume, structure, and content (8 criteria), and (3) Conditions ensuring effective program implementation (7 criteria). Article visualizations
SELECTION OF SOLUTIONS TO IMPROVE THE EFFICIENCY OF PHYSICAL EDUCATION FOR STUDENTS OF UNIVERSITY OF FINANCE – MARKETING, VIETNAM
Get PDFUsing the method of references, methods of observation, sociological surveys, direct interviews and statistical mathematics of the selected topic, creating a basis and premise for the practical application of the process of education and training to improve the effectiveness of physical education for students of the University of Finance - Marketing. Article visualizations
USING VIDEOS ON TIKTOK TO ENHANCE ENGLISH MAJORS’ PRONUNCIATION AT A UNIVERSITY IN THAI NGUYEN PROVINCE
Get PDFThis study aims to explore the effectiveness of using the TikTok app, particularly its Duet feature, to enhance English pronunciation among second-year English major students at the School of Foreign Languages, Thai Nguyen University. The focus is on improving two key aspects of pronunciation: ending sounds and word stress. A group of 32 students participated in the study over a 12-week period, during which they engaged in weekly pronunciation activities by creating TikTok Duet videos based on model recordings provided by the instructor. Feedback from both peers and the instructor was given through the app’s comment feature. To evaluate the impact of this approach, data were collected through pre- and post-tests, weekly error tracking records, and semi-structured interviews. The findings suggest that TikTok not only supports measurable improvements in pronunciation accuracy but also promotes learner engagement, motivation, and autonomy. Moreover, the use of a familiar and interactive platform like TikTok is expected to reduce learner anxiety and encourage more consistent practice outside the classroom. Based on these outcomes, the study has offered practical implications for integrating social media into English pronunciation instruction in similar educational contexts. Article visualizations