European Journals of Education Studies
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DESIGN AND CREATION OF EDUCATIONAL MATERIAL FOR ADULT INMATES BASED ON WILLIS'S TBL APPROACH. THE POSSIBILITIES OF DISTANCE LEARNING
Get PDFThis paper explores the transformative potential of adult education in detention centers, focusing on language development and social reintegration. It unfolds across five key stages: identifying educational needs, instruction design, learning material design, implementing the course and evaluating its impact. At the heart of the study lies the creation of educational content grounded in Willis’ Task-Based Learning (TBL) model, tailored specifically to the realities of imprisonment. The pilot course conducted at the Larissa Detention Center with 16 male participants revealed meaningful outcomes. The educational material was shaped by the constraints and possibilities of prison life, integrating authentic tasks and culturally relevant experiences. Through TBL, learners engaged with language in ways that were practical, personal, and empowering—fostering autonomy, emotional resilience, and a renewed sense of identity. These elements are crucial for preparing individuals to reconnect with society upon release. A significant dimension of the study was the exploration of transferring this material to a distance learning format. The clarity of the structure, accessibility of instructions, and communicative orientation make it well-suited for both synchronous and asynchronous delivery. With adequate technological support, distance education emerges not merely as an alternative but as an essential pathway for inclusive learning behind bars. Ultimately, the paper argues that prison education is not a privilege—it is a right. When approached with pedagogical care and adaptability, it becomes a vehicle for personal growth, empowerment, and social justice. It challenges exclusion and affirms the principle that access to meaningful education must extend to all, regardless of circumstance. Article visualizations
BEHAVIORISTS, COGNITIVISTS, AND CONSTRUCTIVISTS LEARNING THEORIES: A COMPARISON AND APPLICATION IN INSTRUCTIONAL DESIGN
Get PDFTo design a particular course for adults, instructional designers must apply one or more learning theories to achieve an effective learning outcome. They should have a deep understanding and vast knowledge of the learning theories and their applications. The purpose of this study is to examine the three fundamental learning theories: behaviorists, cognitivists, and constructivists. Furthermore, it aims to compare the learning theories and explore their application in instructional design. This study applied a comparative analytical approach by reviewing the relevant literature. Peer-reviewed journal articles have been synthesized to gather the data. This study explored the effectiveness of behaviorists, cognitivists, and constructivists’ learning theories in instructional design. This found that a behavioral approach focuses on the observable behavior of learners; it can be used in directions and shaping desired behaviors. Cognitive strategies help teachers with problem-solving as they focus on the mental process, and constructivism is about constructing one’s knowledge from self-directed learning. The appropriateness of applying the theories will depend on the knowledge level and needs of the learner. A blended approach of two or more learning theories can be applied to design an efficient course if needed. Article visualizations
BENEDICT XVI’S RESPONSE TO THE EDUCATIONAL EMERGENCY: RELATIVISM, BILDUNG, AND EDUCATION FOR FLOURISHING
Get PDFThis article presents a comprehensive analysis of Pope Emeritus Benedict XVI, Joseph Ratzinger’s, response to the contemporary “educational emergency” and situates his views in dialogue with two frameworks in educational thought: the German Bildung tradition of self-cultivation and recent approaches to education for human flourishing. Ratzinger diagnoses a crisis in education rooted in moral relativism and a loss of truth, leading to a failure to transmit values and meaning to the younger generation (Benedict XVI 2008). He critiques a “false concept of autonomy” that rejects authoritative guidance, and the exclusion of the objective sources of truth – nature and divine Revelation – from the educational sphere (Benedict XVI, 2010). This paper critically examines Ratzinger’s ideas alongside the concept of Bildung, with its emphasis on self-development, autonomy, and cultural formation, and the flourishing or well-being paradigm, with its focus on virtue, human potential, and well-rounded growth. This analysis finds significant overlaps – such as the importance of meaning, virtue, and community in education – while also highlighting areas where Ratzinger’s theological perspective offers a critique of secular assumptions. I conclude with implications for contemporary teaching and curriculum design, recommending a synthesis of insights that can enrich values-based, holistic educational reform. By bridging theological and philosophical perspectives, this article aims to contribute to ongoing conversations about how education can cultivate not only skills and knowledge but also moral character, purpose, and hope in students’ lives. Article visualizations
A PRAGMATIC WORLDVIEW TO MEANINGFUL MATHEMATICS LEARNING AMONG INDIGENOUS PEOPLES’ STUDENTS: A SCALE DEVELOPMENT AND VALIDATION
Get PDFThe academic performance of Indigenous Peoples (IP) students in mathematics often lags due to the lack of culturally responsive teaching approaches and curriculum designs, highlighting a significant research gap. This study aimed to develop and validate a measurement model of meaningful mathematics learning for Indigenous senior high school students, focusing on factors contributing to culturally relevant and effective mathematics education. Using a mixed-methods research design, the study involved Manobo senior high school students from the Davao Region. Data were gathered through surveys and interviews and analyzed through thematic analysis, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings revealed four key dimensions of meaningful mathematics learning: Teaching Methods and Understanding, Learning Through Activities and Games, Real-Life Application of Mathematics, and Practice and Mastery. The final model demonstrated strong statistical reliability and validity and was within acceptable thresholds of model fit indices. These dimensions reflect the importance of culturally responsive and student-centered teaching approaches that connect mathematics to real-life contexts and Indigenous cultural practices. The study concludes that meaningful mathematics learning for Indigenous students can be enhanced by integrating cultural relevance, interactive teaching methods, and practical applications into the curriculum. Article visualizations
TEACHERS’ ASSESSMENT PRACTICES IN LOWER SECONDARY SCHOOLS IN GREECE
Get PDFThis study aimed to explore teachers’ assessment practices in lower secondary education in Greece. A total of 74 teachers teaching in secondary education schools participated by completing a self-administered questionnaire. The findings revealed that Greek secondary education teachers generally use both traditional and alternative assessment tools, demonstrating a marked preference for traditional ones. The participants reported various factors influencing their limited adoption of alternative assessment tools such as portfolios, self- and peer-assessments, and rubrics. These factors include time constraints, lack of skills, and teachers’ perceptions of tools’ effectiveness. Notably, teachers reported a willingness to participate in training that would help them effectively use assessment tools, thus promoting assessment for learning in their classrooms. Article visualizations
ENTREPRENEURIAL EDUCATION AND ATTITUDE ORIENTATION OF ABM STUDENTS: THE MEDIATING ROLE OF MOTIVATION
Get PDFA key factor in influencing the development of entrepreneurship among individuals is their attitudes towards entrepreneurship and their intentions to engage in entrepreneurial activities. This study aimed to investigate the mediating role of motivation on the relationship between entrepreneurial education and entrepreneurial attitude orientation. A total of 404 ABM senior high school students were randomly surveyed from identified big senior high schools in Digos City, both in Grades 11 and 12, using an adapted-standardized questionnaire. The data were analyzed using the Sobel z-test, including the other prerequisite descriptive tools. Descriptive statistics underlined that the respondents expressed a moderate level of entrepreneurial education (EE), entrepreneurial attitude orientation (EAO), and extrinsic motivation (EM). Also, statistical evidences show that there is a significant relationship between EE→EAO, EE→EM, and EM→EAO. Extrinsic motivation partially mediates the relationship between entrepreneurial education and entrepreneurial attitude orientation. Thus, to improve students' entrepreneurial mindset orientation, it is advised that ABM educational institutions incorporate motivational components into their entrepreneurship instruction. Article visualizations
GREEK PARENTS’ PERCEPTIONS AND ATTITUDES TOWARD SEXUALITY EDUCATION AND SEXUAL DIVERSITY
Get PDFThis study explores Greek parents’ perceptions and attitudes towards homosexual and transgender children, as well as sexuality education. The sample consisted of 52 parents, recruited based on availability. The findings indicate that most parents believe that children should begin learning about diverse sexualities until the age of 15, preferably between 12 and 13 years old. Over half of the participants reported frequently engaging in discussions with their children about both their own sexuality and the sexuality of others. Additionally, nearly all parents expressed a desire to know what their children are taught about sexual diversity at school. Almost half of the parents reported a lack of awareness about where young people struggling with LGBT+ issues can find support and expressed a willingness to learn more about LGBT+ issues. Interestingly, about half of the parents stated that they would feel more comfortable around other homosexual and transgender children rather than with their own children if they identified as homosexual or transgender. This study offers valuable insights into sexuality education and sexual diversity from the perspectives of parents. Article visualizations
COMPETENCE-ORIENTED ASSESSMENT IN GLOBALISING WORLD: ANALYSIS OF PAPER STANDARDS FOR NATIONAL EXAMINATIONS IN RWANDA
Get PDFSince 2016, a competence-based curriculum has been introduced in the Rwandan education system starting from nursery, primary, secondary and later in Teacher Training Colleges. Pedagogical guidelines were enacted, and orientations for assessment were put in place. However, research on competence assessment is still limited. The article at hand contributes, using a content analysis by a critical analysis of paper standards for general education national examinations in Rwanda, to the discourse of competence-oriented assessment. The results show that the framework sets the basics for transparency in assessment. However, it is limited to assessment of cognitive competences with more emphasis on lower-order thinking of the revised Bloom’s taxonomy (Anderson & Krathwohl, 2001). Unfortunately, the framework seems to limit flexibility, fluidity, transferability, and complexity of competences in an interdisciplinary and transdisciplinary perspective. Furthermore, in addition to the imperative of quality continuous professional development of teachers as well as other educational stakeholders, alternativity in assessment beyond sole written modes should be reflected at different levels of education. Further conceptual, empirical and theoretical studies are recommended as far as competences-oriented assessment in the globalising world is concerned. Article visualizations
THE CURRENT STATE OF TRADITIONAL MARTIAL ARTS CLUBS IN DUYEN HAI TOWN, TRA VINH PROVINCE, VIETNAM
Get PDFVietnamese Traditional Martial Arts are a cultural heritage of the Vietnamese people. This term refers to various martial arts schools and styles created, developed, preserved, and widely passed down by the Vietnamese over many generations throughout the long history of the nation. This study aims to provide information on the current state of activities in Traditional Martial Arts clubs in Duyen Hai Town, Tra Vinh Province, Vietnam. The research employs methods such as literature review, interviews, and statistical analysis to address the study objectives. The research subjects include 477 martial arts students and 18 administrators, masters, and coaches from Vietnamese Traditional Martial Arts clubs in Duyen Hai Town, Tra Vinh Province, Vietnam. Research results show that the current situation in Duyen Hai Town, Tra Vinh Province, includes 10 Traditional Martial Arts Clubs with 477 practitioners. However, facilities remain limited; management staff and coaches participate in annual training courses to enhance their professional capacity, yet the management and organization of the Traditional Martial Arts Clubs have not been regularly prioritized by managers and coaches. Article visualizations
CURRENT STATE OF PHYSICAL TRAINING AND SPORTS ENGAGEMENT AT BA RIA - VUNG TAU PEDAGOGICAL COLLEGE, VIETNAM
Get PDFPhysical training plays a vital role in the holistic development of the young generations. The study was written to provide information on the current state of sports engagement of students at a college in Vietnam. The research was conducted through a survey of 700 students at Ba Ria Vung Tau Pedagogical College, focusing on their involvement in sports activities, conditions, and needs. The findings indicate that the college's infrastructure meets standard requirements, with well-trained staff and sports clubs that decently support students' physical training. Moreover, the students prefer participating in certain sports, including athletics, football, badminton, and in sports clubs and competitions organized by the school's Student Union. Article visualizations