European Journals of Education Studies
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LIVED EXPERIENCES OF PERSONS WITH PHYSICAL DISABILITIES IN LOW-RESOURCED COMMUNITIES. A 10-YEAR LITERATURE DISCLOSURE, 2015-2025
Get PDFDisability is a human-rights concern demanding inclusive infrastructure, equitable policy enactment, and community participation to ensure persons with physical disabilities are included in development. A synthesis of 40 studies examines their lived realities and connects disability inclusion to Sustainable Development Goals 4, 6, 10, and 11. Across settings, five interrelated themes recur: accessibility and environmental barriers; discriminatory social attitudes and stigma; threats to independence, autonomy, and self-determination; constrained social participation and community exclusion; and adaptation and coping strategies across the life course. These themes reveal persistent structural obstacles and sources of resilience, demonstrating that barriers are systemic rather than individual. The evidence underscores urgent priorities: mainstream accessibility in education, water and sanitation, urban planning, and anti-discrimination policy; strengthen community-based engagement; and monitor implementation through disability-disaggregated indicators. Cantering persons with physical disabilities in policy and practice is essential to uphold rights and advance the SDG commitment to leave no one behind. Article visualizations
CHALLENGES FACED BY SPECIAL EDUCATION TEACHERS IN SOUTH-WEST NIGERIA
Get PDFSpecial education has undergone a remarkable transformation from a past where individuals with special needs were often ostracized and mistreated to a field passionate about providing tailored learning for these individuals. In Nigeria, early efforts from religious and voluntary organizations have evolved into formal government policies. However, despite improvements in policy formation, a persistent gap exists between formulation and implementation. This study aimed to identify the specific challenges faced by special education teachers in South-Western Nigeria, assess their impact on education quality, evaluate existing policies, and propose solutions. Employing a descriptive survey design, we obtained data from 69 special education teachers in government-owned schools across Lagos, Ogun, Oyo, and Ondo states using a structured questionnaire. Our findings highlighted widespread challenges, including low salaries (61%), lack of resources (55%), and limited professional development (51%), as well as inadequate government and parental support, and high rates of burnout. These challenges significantly impair teaching efficacy and impact the quality of special education received by students. Our findings reveal that current policies, while conceptually sound, suffer from operational weaknesses, necessitating structural and cultural reforms to bridge these gaps and improve education quality for special needs students. Article visualizations
EVALUATING THE CHALLENGES FACING PARENTAL INVOLVEMENT IN COMPETENCE-BASED CURRICULUM IMPLEMENTATION IN PRE-PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA
Get PDFThe purpose of this study was to evaluate the challenges faced in parental involvement during the CBC implementation in pre-primary schools. This study was anchored on Vygotsky’s theory of social constructivism. The research adopted a descriptive research design, employing both qualitative and quantitative approaches to collect data. The study targeted a population of 736 individuals and sampled 20% of this population, comprising 63 pre-primary school teachers and 84 parents, totalling 147 participants. The teachers and parents were sampled using basic random sampling techniques. To gather information, the study used parent interview schedules and teacher surveys. Expert judgement was used to guarantee the validity of the research instruments, and the test-retest procedure was used to ascertain their dependability. SPSS version 23 was used to code and input quantitative data. Frequencies, percentages, and means were used to analyze the data, and tables, graphs, and figures were used to display the findings. Further, qualitative data were coded and categorized into themes. Findings revealed that the most significant challenge, reported by 63.49% of parents, was low literacy levels, which limited their ability to understand and support the CBC framework. Closely related to this was a lack of awareness about the CBC itself, reported by 57.14% of respondents, highlighting a persistent information gap between schools and families. Time constraints due to work and farming responsibilities (60.32%) were another major barrier, reflecting the rural and semi-rural context of Kiambu, where parents juggle multiple responsibilities. Financial challenges (42.86%) further impeded participation, with some parents unable to afford learning materials or transport to attend meetings. Qualitative findings added rich insights, with parents citing exclusion from key school communications, feeling uninformed, and a lack of flexible meeting schedules as reasons for disengagement. The study concluded that parental participation in the implementation of CBC in Kiambu County's pre-primary schools is hindered by multiple complex challenges, primarily stemming from low literacy levels, lack of CBC awareness, economic hardship, and time constraints. The study recommended that the Ministry of Education should also formulate and enforce a national policy framework that formally integrates early identification, assessment, and intervention of behavioural disorders into the basic education curriculum. Schools, in partnership with educational stakeholders, should organize regular community-based workshops and visual training sessions to simplify the CBC structure for parents, especially those with low literacy levels. These should be scheduled at convenient times (evenings/weekends) and held in familiar community spaces (churches, chief’s barazas) to ensure accessibility. Article visualizations
CO-EDUCATION AND INCLUSION OF CHILDREN WITH AND WITHOUT TYPICAL DEVELOPMENT IN THE GENERAL CLASSROOM. CONTRIBUTION OF PSYCHOMOTOR RHYTHMIC AND PSYCHOEMOTIONAL EDUCATION
Get PDFThe inclusion of students with Autism Spectrum Disorder (ASD) in mainstream schools has been one of the central issues in the field of education in recent years. The ever-increasing diagnosis of children with autism and modern pedagogical trends that promote the universal inclusion of all students, regardless of their abilities or difficulties, make the issue particularly topical. The purpose of this study is to explore the views and experiences of primary school teachers regarding the inclusion of students with ASD, to record their perceptions of its possibilities and benefits, but also to highlight the challenges they face. The research methodology was based on a qualitative approach, using semi-structured interviews; 20 teachers participated in the research, of which 14 from the general education sector and 6 from the special education sector, in schools in the Epirus region during the period 2024-2025. The research showed that teachers have basic knowledge about ASD and, in general, demonstrate a positive attitude towards inclusive education. However, they also recognize the difficulties that arise, such as the lack of systematic training, insufficient logistical support and limited time for collaboration between general and special education teachers. Despite the challenges, all recognized the benefits of inclusive education, especially in terms of the socialization of students with autism and the development of an inclusive culture in the school environment. The study concludes that continuous professional development of teachers, strengthening collaboration with families, and institutional support of schools are required, in order to cultivate an educational framework that promotes acceptance, equality and participation of all students without discrimination. Article visualizations
MUSIC AND CULTURAL IDENTITY IN THE EARLY YEARS: AN EMPIRICAL APPROACH TO INTERCULTURAL LEARNING
Get PDFThis study investigates the role of music as a medium for cultivating cultural identity and fostering intercultural understanding in early childhood education. Set against the backdrop of globalised education and multicultural societies, the research focuses on the integration of traditional and intercultural music within preschool settings and its influence on children’s aesthetic perception, emotional expression, and social interaction. Drawing upon the theoretical frameworks of musical universality, intercultural education, and Csikszentmihalyi’s Flow Theory, the study explores how musical engagement from diverse cultural traditions can enhance young learners’ awareness of cultural diversity and support the development of an inclusive sense of identity. The empirical component of the research was conducted in January 2025 and involved 18 preschool-aged children. A series of music-based activities featuring traditional songs from Greece and France was designed to investigate children's responses and immersive experiences through qualitative observation. The findings reveal that intercultural music experiences not only stimulate aesthetic appreciation and emotional resonance but also promote empathy, collaborative attitudes, and openness to cultural difference. The presence of flow indicators during musical participation further suggests a deep, affective engagement with culturally embedded musical content. The study highlights the pedagogical value of music in shaping cultural identity and advocates for its systematic integration into preschool curricula as a pathway to inclusive and culturally responsive education. Article visualizations
THEORETICAL INSIGHTS INTO THE COVID-19 EFFECTS ON CHILDREN'S MOTOR SKILLS AND SCHOOL-BASED PHYSICAL EDUCATION
Get PDFThe COVID-19 pandemic caused a profound disruption of global educational systems, with significant consequences on students’ motor development and the structure of physical education lessons. The suspension of in-person classes, restricted access to sports activities, and the abrupt shift to online learning led to a dramatic decrease in physical activity levels among middle school students. This theoretical article analyzes, based on specialized literature, the pandemic’s effects on motor parameters such as endurance, strength, and coordination, and emphasizes the need for curricular reorganization adapted to new educational realities. The article discusses the challenges faced by teachers and students in delivering physical education under remote or restricted conditions, as well as the necessary intervention directions for reducing motor development gaps and building a more equitable and functional educational framework. Article visualizations
ANALYZING STUDENT PERSPECTIVES ON TECHNOLOGY USAGE IN ENGLISH CLASSROOMS: A CASE STUDY FROM VINH LONG CAMPUS – UEH UNIVERSITY
Get PDFThis study explores the views of students of Vinh Long Campus – UEH University on the application of technology devices within English classes. Through surveying 126 19-year-old students, the research also looks into the students’ opinions, habits, and attitudes towards the use of technology in classes. The results show a diverse view among the students of technology: a significant proportion point to technology’s capacity to improve students’ learning, but to even more students, the opportunities and dangers of technology are obvious. The research emphasizes the usefulness of devices in helping students take notes, searching for the required information, and carrying out other engaging tasks. On the other hand, it stresses the need for technology to be well integrated with other complementary pedagogical approaches. The research ends by providing a few suggestions for policy development that encourage the safe utilization of technology in education for improved outcomes. Article visualizations
THE ROLE OF TEACHERS’ INSTRUCTIONAL STRATEGIES ON THE TEACHING OF LISTENING COMPREHENSION IN ENGLISH AS A SECOND LANGUAGE
Get PDFThis article explored the role of teachers’ instructional strategies on the teaching of listening comprehension in English as a second language in Oshana Region in Namibia. A qualitative single descriptive case study research design emanated from a constructivist worldview was employed to explore the role of teachers’ instructional strategies on the teaching of listening comprehension in English as a second language in Oshana Region in Namibia. Data was collected through an interview schedule, field notes and the open-ended questionnaire. The criterion purposeful sampling technique was used to select ten teachers from ten schools. Data analysis was conducted through thematic analysis, typological analysis, and content analysis, using Atlas.ti. The findings have established the role of teachers’ instructional strategies on teaching of listening comprehension, prevailing instructional strategies used and the interplay between them. Teachers need to study and learn application of instructional strategies, apply strategies to optimise their success and enhance teaching and learning, which result in students’ academic outcomes. Teachers should apply instructional strategies to enhance listening comprehension. Teachers’ instructional strategies play critical role in teaching listening comprehension, affect teacher performance, and results in positive and negative student academic performance. Article visualizations
PERSPECTIVES OF ENGLISH MAJORS AT CAN THO UNIVERSITY ON THE IMPORTANCE OF PRAGMATIC COMPETENCE IN EFFECTIVE ENGLISH COMMUNICATION
Get PDFThe present research examines English major students' perceptions regarding the role of pragmatic competence in effective English communication. Pragmatic competence — knowing how to use a language under specific social and cultural circumstances — is vital to effective communication; however, it is frequently overlooked in conventional language teaching. The current investigation was designed to investigate the consciousness of pragmatic features among learners, their confidence in their ability to apply these in actual communicative situations, and their preferred way of instruction for developing pragmatic skills. Data were gained through a questionnaire for 94 English-major students. Results show that while students understand the value of pragmatic competence, they often face challenges in applying it due to limited exposure to authentic English and insufficient classroom focus on real-life communication strategies. The findings suggest a gap between students’ awareness and their actual communicative performance, highlighting the need for curriculum improvements. This study provides useful insights for teachers and curriculum designers aiming to enhance communicative competence in EFL contexts. Article visualizations
EDUCATIONAL SUPPORT FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS: A PEDAGOGICAL MODEL FOR INCLUSIVE LEARNING ENVIRONMENTS
Get PDFEducational support for students with Autism Spectrum Disorders (ASD) is a growing priority within inclusive pedagogy. Traditional support models often rely on deficit-based interventions, failing to address the complex, multidimensional needs of students with ASD. This study presents a redefined concept of support as an integrated pedagogical process—one that fosters participation, autonomy, and cognitive, communicative, and adaptive growth. Drawing on theoretical foundations and empirical classroom research, the study introduces the SPARK model (Supportive Environment, Partnership, Autonomy, Results, Communication) as a framework for structuring inclusive educational practices. The model was developed through action research in real educational settings with 58 students with ASD and their teachers. Findings demonstrate that personalized, consistent, and structured support leads to improved student engagement, learning outcomes, and social inclusion. Teachers reported increased confidence in implementing differentiated strategies, while students showed higher levels of participation and motivation. The SPARK model proves to be both a conceptual and practical tool, enabling educators to transform daily teaching routines into inclusive experiences. This research contributes to the field of inclusive education by offering an evidence-based approach that supports systemic change in how support is perceived and enacted across educational environments. Article visualizations