European Journals of Education Studies
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GAMIFIED, TECHNOLOGY-ENHANCED GEOMETRY AND SYMMETRY INSTRUCTION FOR LEARNERS WITH INTELLECTUAL DISABILITIES: A DESIGN-BASED STUDY IN A GREEK SPECIAL SCHOOL
Get PDFGeometry and symmetry are fundamental for navigating the world, yet many students with intellectual disabilities (ID) still struggle to fully understand these concepts. This eight-week, three-cycle design-based study explored whether a low-cost blend of gamification and readily available educational technologies could make these concepts more accessible in a Greek Special Vocational Education Laboratory (special secondary school). Six lower-secondary students with moderate ID (mean age = 14.8 years) co-designed and iteratively refined a toolkit that mixed GeoGebra-AR explorations, tablet mini-games, classroom Kahoot challenges, interactive-whiteboard puzzles, and tactile “mirror-tracing” tasks. Preliminary testing showed limited recognition of basic shapes and almost none of reflective symmetry. By the end of the intervention, median correct answers on a 20-item shape test increased from 8 to 17, while symmetry-awareness scores on a 15-item rubric climbed from 4 to 11. Observational checklists documented a steady rise in on-task engagement—from 2.5 to 3.6 on a four-point scale—echoed by “happy-face” exit tickets in almost nine out of ten sessions. Learners also began spontaneously mapping virtual forms onto classroom artefacts (e.g., “This ball is a sphere”), hinting at transfer from the digital to the physical world. Because this approach was applied in a single classroom with a few students, the results cannot be generalised. Even so, they hint that three elements—quick feedback, friendly competition, and presenting ideas in several formats—can together lift understanding for learners with intellectual disabilities. Working side-by-side with the students to shape each activity also seemed to give them a stronger sense of ownership and prompted them to think about how they learn, a step often missed but crucial for lasting progress. Future studies should focus on applying the same approach in larger groups, play with different game features, and test whether carefully structured practice helps these improvements hold and grow over time. Article visualizations
TOLERANCE OF AMBIGUITY, ENGLISH LEARNING ANXIETY, AND READING COMPREHENSION ACHIEVEMENTS OF SENIOR HIGH SCHOOL STUDENTS
Get PDFThis study investigates the interrelationships between tolerance of ambiguity (TOA), foreign language anxiety (FLA), and English reading comprehension achievements among senior high school students. A total of 300 sophomores from Xinzhou Experimental High School, Shanxi Province, participated in the research. Quantitative methods were employed with data collected via three instruments: Saito’s Foreign Language Reading Anxiety Scale (FLRAS) to measure FLA, Ely’s Second Language Tolerance of Ambiguity Scale (SLTAS) to assess TOA, and a standardized reading comprehension test. Data analysis was conducted using SPSS 23.0 and Excel. Key findings include: (1) Participants exhibited moderate levels of FLA, TOA, and reading comprehension; (2) No significant differences in FLA, TOA, or reading scores were observed across age groups (16, 17, 18 years) or gender; (3) FLA was negatively correlated with reading comprehension scores (r = -0.360, p < 0.01), while TOA was positively correlated with reading scores (r = 0.425, p < 0.01); (4) A negative correlation was found between FLA and TOA (r = -0.467, p < 0.01). These results highlight the importance of addressing both cognitive (TOA) and affective (FLA) factors in English reading instruction. The study recommends targeted teaching strategies to reduce anxiety and enhance students’ ability to tolerate ambiguity, thereby improving reading proficiency. Article visualizations
DIGITALISATION OF EDUCATION IN THE UNDER-RESOURCED EDUCATIONAL SYSTEM OF THE GREAT LAKES REGION: WHICH DIGITAL PLATFORMS AND MEDIA FOR WHICH PURPOSES?
Get PDFThe digitalisation of education has become a sine qua non condition for the success of education in an increasingly globalized world. Consequently, a multitude of educational institutions have adopted the use of digital platforms in the teaching and learning process, leading to the implementation of digital tools in education. Moreover, in the context of COVID-19 pandemic, educational institutions, including universities, have rapidly transitioned to distance and online learning. However, a variety of platforms are used and recommended for teaching and learning as well as other related educational purposes. The success of digitalisation of teaching and learning relies on the choice of an appropriate e-learning platform. Unfortunately, little is known about the criteria used by educational institutions in under-resourced contexts to select the appropriate learning platform. Therefore, this study intended to identify the educational platforms utilised in the African Great Lakes Region, along with their respective usage purposes, and to present a set of criteria to use for selecting an appropriate platform in an under-resourced context. To this end, the study employed both document analysis and semi-structured group interviews. In total, 72 teachers were interviewed. The results of this study reveal a synoptic overview of criteria and indicators to guide the process of digital platforms. Moreover, digital media relevant to the context of the African Great Lakes Region, i.e. radio, television and WhatsApp, are mainly used for teaching and communication purposes. The digital platform which is visibly used in higher education is Moodle, with the possibility to be combined with other platforms to facilitate interactive learning. The study ignites an outlook for further research as well as political and practical implications regarding digitalisation of education in an under-resourced context. Article visualizations
INFLUENCE OF COMPLIANCE WITH SAFETY STANDARDS AND GUIDELINES ON PROVISION OF SAFE LEARNING ENVIRONMENT IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA
Get PDFCompliance with safety standards and guidelines by schools plays a key role in ensuring a safe learning environment. However, in public secondary schools in Makueni County, the situation is quite different, with cases of accidents to learners and staff as well as destruction of school infrastructure being on the rise. The objective of this study was to assess the influence of compliance with safety standards and guidelines on the provision of a safe learning environment in public secondary schools in Makueni County, Kenya. The study was guided by Maslow’s Hierarchy of Needs Theory. The study adopted mixed methodology and applied quantitative and qualitative approaches. A descriptive research design was employed to collect and analyze data using questionnaires and interview guides. The target population comprised 400 principals, 3769 teachers and 5600 members of the school BoM in public secondary schools in Makueni County totaling 9769 respondents, from which a sample of 379 respondents was calculated using Yamane’s Formula. Stratified sampling was used to create nine strata based on the number of sub-counties in Makueni County. From each sub-county, five principals and 20 members of the school BoM were selected using purposive sampling. However, simple random sampling was applied to select 26 teachers. Questionnaires were used to collect quantitative data from teachers, whereas interview guides were used to collect qualitative data from principals and members of the school BoM. There was also a document checklist analysis guide for the researcher. Piloting was conducted among 38 respondents from a sample of public secondary schools in Makueni County to establish validity and reliability. Validity was ascertained with the help of university supervisors and experts in educational administration. Reliability was determined using the split-half technique, and a reliability index, r = 0.725, between the two halves was obtained using the Cronbach Alpha Method, which indicated high internal reliability. Data analysis began by identifying common themes. Qualitative data were analyzed thematically along the study objectives and presented in narrative form. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages. Statistical Packages for Social Science (SPSS Version 29) was used to analyse data. Data was presented using tables and percentages. The study revealed that the provision of a safe learning environment poses significant challenges in many public secondary schools. Many of these schools have reported various incidents of accidents and injuries affecting both staff and students, alongside recurrent damage to physical facilities. This is partly attributed to the failure of such public secondary schools to adhere to safety standards and guidelines, the lack of stakeholder participation, as well as irregular in-service training programmes on how to create a safe learning environment in schools. Thus, the study recommends that principals should ensure that schools comply with safety standards and guidelines. Article visualizations
PRIMACY TO THE VOICE OF PARENTS: A PHENOMENOLOGICAL INQUIRY
Get PDFThis study qualitatively described the lived experiences of the research participants' parental involvement in their child's education. The study used a qualitative approach utilizing a phenomenological approach. Additionally, the participants of this study were the selected parents of Adelina Tuardon Recto Elementary School in Glan 4 District, whose learners were currently enrolled during SY 2023-2024. Based on the results of the study, seven (7) emergent themes were formulated under the participants’ understanding of their parental roles, and these were parental provision, instill values, support children, education as an invaluable legacy, parental task supervision, parental civic duty, and support can be financial. On the other hand, five (5) emergent themes were formed on the difficulties they have encountered, resulting in non-involvement. These were difficult to assist complex tasks, work fatigue, financial constraint, health issues, and work-related reasons. On the impact of parental involvement, four (4) emergent themes were formulated: elevating attendance rate, increasing motivation and participation, academic inclination, and leading children towards success. Article visualizations
CRIMINAL JUSTICE COURSE REFERENCE MATERIALS: ADDRESSING THE GAPS TOWARD ACADEMIC EXCELLENCE
Get PDFThe study aims to evaluate the reference course materials for criminal justice programs to enhance the academic performance of students and to determine how the reference materials for criminal justice courses address the gaps toward academic excellence. Mixed methods are employed in the study, with convenience sampling as the technique for gathering the population process of the research. The study consisted of one hundred fifty (150) respondents only. Results show that reference course materials for criminal justice program enhance academic performance of students and exhibits literacy information and efficiency of students in utilizing the library for their research skills’ tasks assignment, show that providing context and understanding resembles the function and realistic understanding of the language, conception, knowledge, and vocabulary in the context of learning, show that improving research skills advances the program for the library through assessment, direct observation, questionnaire, and survey for the improvement of book working knowledge in the research skills of the students, and show that addressing specific academic challenges examines the perspectives of academics referencing on the neglected areas of practice to glean valuable information, simple skills, and development of learners. Article visualizations
EMPOWERING YOUNG ECO-CITIZENS: A PARTICIPATORY SUSTAINABILITY ACTION PLAN IN PRIMARY EDUCATION
Get PDFThis article presents a participatory sustainability action plan implemented in two Greek primary schools through the European eTwinning project entitled “Plastics plastics…everywhere!”. Aiming to empower students as young eco-citizens, the project engaged 5th and 6th grade pupils in both schools in a series of hands-on, cross-curricular activities focused on environmental responsibility, plastic pollution, and climate action. Students investigated everyday waste habits, explored EU environmental policies and created collaborative outputs such as posters, digital stories, a newspaper, and a board game. Through experiential learning and tools like Padlet, Canva, and Twinspace, they cultivated digital literacy, critical thinking, and civic engagement. The project culminated in a community awareness campaign and a school-wide sustainability event at each participating school. This study highlights the potential of environmental education to promote student agency and ecological consciousness from an early age. It demonstrates how participatory methodologies and international collaboration can transform sustainability from an abstract concept into a lived experience, shaping students’ values, skills, and attitudes as active global citizens. Article visualizations
APPLICATION OF ARTIFICIAL INTELLIGENCE IN EDUCATION: POTENTIALITIES AND DILEMMAS
Get PDFThe advent of artificial intelligence (AI) has revolutionised many sectors around the world, even affecting the education sector, offering innovative solutions both for improving learning experiences and for the quality and effectiveness of teaching. Through personalised learning platforms and intelligent tutoring systems, AI has the potential to transform how learners optimally engage with educational content. The present research adopts a critical literature review approach, synthesising recent academic contributions, to identify the main applications of artificial intelligence in education, highlighting both the benefits and the problems that arise and which need a thorough and holistic analysis. Findings indicate that AI applications enhance personalisation, assessment efficiency, and inclusivity, while raising concerns regarding ethics, bias, and data privacy. The study contributes by providing a structured thematic synthesis of benefits and dilemmas, offering professors and policymakers a clearer framework for integrating AI responsibly into educational practice. All these critical issues are of great concern to the education community worldwide, as well as all stakeholders, such as educators, learners, educational institutions, and learning agencies. Article visualizations
EXPLORING THE CORRELATIONS BETWEEN INDIVIDUAL CHARACTERISTICS AND LEARNING OUTCOMES: AN EMPIRICAL STUDY IN FINANCIAL ACCOUNTING
Get PDFIntroductory accounting courses are vital for students who aspire to become professional accountants or will work in other fields that make use of accounting information. Accounting is taught in several universities, while today there is a strong need to upgrade and redefine curricula, intending to connect with the labor market and the modern accounting profession. Accounting professors are trying to incorporate new teaching approaches, such as blended learning, into undergraduate and graduate courses in order to provide advanced accounting knowledge, which helps students develop useful skills both in the performance of their duties and in the business decision-making process. The primary purpose of this research is to examine the individual characteristics that govern students and how these may influence their learning outcomes in an undergraduate accounting course in Greece. A comparison was made between traditional teaching (control group) and the blended learning approach (experimental class). The research has a quasi-experimental and quantitative methodological design, conducting statistical tests and identifying significant correlations. Its contribution lies at four levels: i) identifying research gaps, ii) enhancing methodological design, iii) strengthening the theoretical framework, and iv) informing about practical implications. The findings provide important insights that assist the academic and scientific community in emerging new perspectives, with more student-centered pedagogical approaches that help upgrade higher accounting education. Article visualizations
AN IN-DEPTH EXPLORATION OF PARENTS, TEACHERS AND STAKEHOLDERS’ COLLABORATION EXPERIENCES TOWARDS LEARNERS’ ACADEMIC SUCCESS: A MULTIPLE CASE STUDY
Get PDFThis study explored the collaborative experiences of parents, teachers, and stakeholders in promoting learners' academic success in the Tboli West District, Division of South Cotabato. The purpose was to understand how these groups collaborated, coped with challenges, and supported learners' academic success. Twelve informants, teachers, parents, and stakeholders from schools in Barangay Laconon, were interviewed in-depth and participated in group discussions. Data collection and analysis followed an adapted multiple-case study design based on emerging themes. The importance of teamwork has fostered good relationships through collaboration, support, the role of responsibilities, and personal experiences by reflection on how to contribute to the quality assurance of successful learners in the character of collaborative achievements, holistic support for education, intentional engagement, and diverse perspectives of education to develop a perspective of foundation for educational engagement. It bridged the gaps on how academic collaboration among parents, teachers, and stakeholders improves educational outcomes. To develop skills, enhance professional growth, and foster inclusive practices that support diverse paths to addressing student needs. The findings stressed the importance of collaboration and relational support in overcoming challenges and improving educational outcomes in diverse communities. Article visualizations