European Journals of Education Studies
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SPIRITUALITY AS MEDIATOR OF PROFESSIONAL IDENTITY AND PERSONAL RESILIENCE OF TEACHERS
Full text linkThe primary aim of the study is to find out whether spirituality is a significant mediator of professional identity and personal resilience. Utilising a non-experimental, quantitative-descriptive correlation technique, data were obtained from 300 respondents who are public elementary and secondary teachers in JAS 1 and JAS 2, Province of Davao Occidental. The researcher utilized a stratified random sampling technique and the statistical tools mean, Pearson r, and Medgraph using the Sobel Z test. From the results of the study, it was found that the levels of professional identity, personal resilience, and spirituality are very high. Moreover, there are significant relationships between professional identity and personal resilience, professional identity and spirituality, and spirituality and personal resilience. Additionally, spirituality partially mediates the relationship between professional identity and personal resilience. This implies that spirituality has a significant role in both the professional identity and personal resilience of teachers. SDG Indicator: #4 (Quality Education) Article visualizations
CHALLENGES OF CHILD PROTECTION POLICY IMPLEMENTATION IN KINDERGARTENS WITHIN MARGINALIZED AREAS OF ULAANBAATAR CITY, MONGOLIA
Full text linkThis qualitative study explores the challenges faced by public kindergartens in implementing child protection policies in public kindergartens located in Ulaanbaatar’s marginalized ger districts. Using broken windows theory as a conceptual framework, the study highlights how neglecting minor systemic issues may escalate into serious risks for children in vulnerable contexts. Data were collected through document analysis of institutional child protection policies and semi-structured interviews with 24 kindergarten principals, 24 teachers, and 24 parents, selected through snowball sampling. Thematic analysis revealed five core challenges affecting policy implementation: teachers’ personal financial constraints, weak inter-organizational coordination, limited parental involvement, excessive workloads, and shortages of human resources. These challenges contributed to a pattern of passive engagement among educators, undermining the effectiveness of child protection efforts. The findings suggest that failure to address these institutional gaps may perpetuate hidden forms of violence and neglect, reinforcing the need for proactive, well-supported implementation strategies. Article visualizations
UNVEILING THE HIDDEN CHALLENGES: NURTURING TEACHERS’ PROFESSIONAL GROWTH IN THE CURRENT EDUCATIONAL LANDSCAPE
Full text linkThis phenomenological study examined teachers' experiences during their professional development journey at Jose C. Catolico Sr. Elementary School. Data were gathered from ten (10) participants through in-depth interviews and ten (10) informants through focused group discussions. Analysis revealed nine key challenges: lack of time, learner behavior, limited resources, outdated materials, inadequate training, heavy workloads, rigid curriculum, technology use, and teacher resistance. Participants developed coping mechanisms, including enhancing digital literacy, setting goals, adapting to change, collaborating, managing time effectively, prioritizing urgency, and demonstrating a strong commitment to learning. Their insights emphasized that teaching is an evolving profession that requires continuous growth, a supportive environment, relevant training, adaptability, lifelong learning, and effective use of technology. Findings suggest that addressing teachers' professional development needs requires responsive and sustainable support systems. Educational leaders and policymakers must prioritize flexible, needs-based training programs, provide access to updated resources, and promote a culture of collaboration and innovation. Future research may consider conducting longitudinal studies to examine how teachers' development and coping strategies evolve. Article visualizations
MENTAL WELL-BEING OF CHINESE INTERNATIONAL STUDENTS IN THAI UNIVERSITIES THROUGHOUT THE POST-PANDEMIC ERA
Full text linkThis study, employing a cross-sectional survey design, probes the mental well-being of Chinese International students enrolled in Thai higher-education institutions during the post-COVID-19 period. The investigation utilised Ryff’s Psychological Well-Being Scale to assess six dimensions—autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. A total of 389 questionnaires were distributed, of which 347 were valid for analysis. The findings reveal salient disparities in psychological well-being across demographic categories. First, gender differences emerged for self-acceptance. Secondly, age significantly influenced environmental mastery, positive relations with others, purpose in life, and self-acceptance. Thirdly, the year of study was associated with variations in environmental mastery, positive relations with others, and self-acceptance. Finally, the length of residence in Thailand predicted differential outcomes in environmental mastery, personal growth, and self-acceptance. These results underscore the heterogeneous mental well-being profiles of Chinese students in Thai universities and suggest the exigency of tailored support strategies attentive to gender, age, academic seniority, and local acculturation. Article visualizations
THE EFFECTIVENESS OF CHATGPT IN ENHANCING ACADEMIC WRITING SKILLS OF GRADE 11 STUDENTS
Full text linkThis study examined the effectiveness of the intervention of ChatGPT in enhancing the academic writing skills of Grade 11 students. The primary objective was to determine the impact of AI-assisted instruction on students' academic writing performance. A one-group pre-test – post-test quasi-experimental research design was utilized, with thirty-two participants from Humanities and Social Sciences (HUMSS) and Accountancy, Business, and Management (ABM) tracks. A fourteen-day intervention program was employed where students engaged in writing tasks assisted by ChatGPT, assessed through a standardized rubric. Statistical tools such as the mean and paired t-test were utilized. Results showed significant improvements in content development, organization, vocabulary, grammar, coherence, and mechanics. An increase in the post-test mean score was seen while the standard deviation decreased, indicating improved consistency. The t-test revealed a statistically significant difference between pre-test and post-test results, confirming the intervention's effectiveness. These findings suggest that ChatGPT can be a transformative support tool for academic writing instruction. The study contributes to the ongoing discourse on AI integration in education, highlighting its pedagogical benefits and implications for instructional design. Article visualizations
INTEGRATING TECHNOLOGY-ENHANCED ALTERNATIVE ASSESSMENT IN SPECIAL EDUCATION: PEDAGOGICAL, CULTURAL AND STRUCTURAL DIMENSIONS FOR INCLUSIVE PRACTICE
Full text linkThis paper examines the integration of technology-enhanced alternative assessment within special education, exploring its pedagogical, cultural and structural dimensions. It addresses how innovative assessment practices, supported by digital tools and inclusive frameworks, can promote equity, autonomy and meaningful learning for students with diverse needs. Methodologically, it adopts a narrative literature review approach, synthesising theoretical and empirical contributions from both international and Greek scholarship to critically address the topic from an interdisciplinary perspective. Drawing on a comprehensive literature review of post-2020 research, this study synthesises evidence from international contexts, integrating perspectives from Universal Design for Learning (UDL), inclusive pedagogy and culturally responsive assessment. It critically analyses limitations and structural conditions (e.g., training gaps, technological inequalities) alongside cultural considerations (e.g., values, diversity, community engagement) to propose a conceptual framework linking these domains. The analysis confirms that alternative assessment methods, when combined with adaptive digital tools, can enhance motivation, self-expression and learning outcomes for students with disabilities (Fernández-Batanero, Montenegro-Rueda & Sánchez-Alonso, 2022; Dell’Aquila et al., 2023). AI-driven feedback, immersive environments and assistive technologies facilitate differentiated instruction and foster student agency. However, successful implementation is contingent upon educator competence, institutional commitment and equitable resource distribution. Cultural responsiveness emerges as a critical factor in ensuring assessment practices are not only accessible but also respectful of learners’ identities, experiences and community contexts. The interplay between structural barriers and cultural imperatives underscores the need for systemic approaches that integrate reflective practice, collaboration and shared pedagogical values. Educators and policy-makers must prioritise targeted professional development, investment in accessible digital infrastructure and collaborative assessment design involving students, families and communities. Schools should adopt flexible, pluralistic assessment models that reject one-size-fits-all standardisation in favour of pedagogical justice and learner-centred approaches. This study advances the discourse on inclusive assessment by uniting technological, structural and cultural perspectives in a single framework. It demonstrates that technology-enhanced alternative assessment in special education is not merely an innovation but a moral and educational imperative, capable of reshaping assessment into a process of empowerment, participation and cultural affirmation. The findings contribute to advancing the field of special education by providing actionable insights that can inform inclusive practices, policy development, and future research. Article visualizations
EXPLORING THE AVAILABILITY AND ADEQUACY OF EDUCATIONAL FACILITIES AND TEACHING STAFF AT MOROCCAN HIGHER EDUCATION OPEN-ACCESS INSTITUTIONS: A CASE STUDY OF MOULAY ISMAIL UNIVERSITY
Full text linkThis study employs an explanatory sequential research design to assess the availability and adequacy of educational facilities and teaching staff at the open-access institutions affiliated with Moulay Ismail University (UMI), Meknes, Morocco, from the perspectives of postgraduate students and professors. The study covers four institutions: the School of Arts and Humanities, the School of Sciences, the School of Law, Economics and Social Sciences, and the Polydisciplinary School of Errachidia. Data were collected through structured questionnaires administered to 742 postgraduate students and 214 professors, complemented by semi-structured interviews with 28 students and 21 professors for qualitative insights and document analysis of official university statistics. The study's methodology integrates quantitative and qualitative data to comprehensively evaluate educational resources and staffing. The findings indicate that the institutions face significant challenges due to insufficient or inadequate resources, struggling to keep pace with increasing student enrollment rates. The study concludes that there is an urgent need to expand institutional capacities, enhance educational facilities, and recruit additional teaching staff to ensure a sustainable and effective learning environment. Article visualizations
FINALITÉS DE L’ENSEIGNEMENT DES SCIENCES AU SECONDAIRE : ÉVALUATION DES ACQUIS DES NOUVEAUX BACHELIERS ET DE LEUR CAPACITÉ À RELIER LA CHIMIE AU QUOTIDIEN
Full text linkDans un contexte mondial où l'enseignement scientifique vise de plus en plus à lier savoirs académiques et compétences citoyennes, il est crucial d'évaluer la capacité des apprenants à mobiliser leurs connaissances dans des situations de la vie quotidienne. À Madagascar, les programmes du secondaire, anciens et nouveaux, soulignent la nécessité pour les élèves de comprendre et d'expliquer scientifiquement les phénomènes courants, notamment ceux liés aux enjeux environnementaux. Cette étude évalue l'atteinte de ces objectifs en analysant les résultats d'une épreuve de chimie organique soumise à de nouveaux bacheliers lors du concours d'entrée à l'École Normale Supérieure (ENS) de Fianarantsoa. Conçu autour de situations contextualisées (combustion du charbon de bois et du butane), le sujet visait à tester la capacité des candidats à formuler des équations chimiques, à interpréter un phénomène environnemental et à proposer des solutions citoyennes. L'analyse de 85 copies révèle un faible taux de réussite global et des difficultés prononcées en contextualisation, formulation symbolique, et interprétation scientifique. Ces résultats interrogent l'efficacité de la mise en œuvre des finalités éducatives dans l'enseignement secondaire malgache. Ils soulignent l'impératif de renforcer les approches didactiques basées sur l'ancrage dans le réel, les tâches complexes et la démarche scientifique contextualisée.In a global context where science education increasingly seeks to bridge academic knowledge and civic competence, assessing learners' ability to apply knowledge in real-life situations is crucial. In Madagascar, both the 1998 and 2018 secondary curricula emphasize the scientific understanding and explanation of common phenomena, particularly environmental issues. This study evaluates the extent to which these aims are achieved by analysing the results of an organic chemistry exam taken by new baccalaureate holders during the entrance examination to the École Normale Supérieure (ENS) of Fianarantsoa. Designed around contextualized situations (combustion of charcoal and butane), the exam tested candidates' ability to formulate chemical equations, interpret an environmental phenomenon, and propose citizen-oriented solutions. An analysis of 85 scripts reveals a low overall success rate and substantial difficulties with contextualization, symbolic representation, and scientific reasoning. These findings call into question the effective implementation of educational goals in Malagasy secondary education and highlight the need to strengthen didactic approaches grounded in real-world contexts, complex tasks, and contextualized scientific inquiry. Article visualizations
STUDENTS’ PERCEPTIONS, SATISFACTION, AND CONTINUANCE INTENTION TOWARD BLENDED LEARNING: INSIGHTS FROM A GHANAIAN SENIOR HIGH TECHNICAL SCHOOL
Full text linkThis study aimed to explore students' perceptions, satisfaction, and intention to continue using blended learning in a senior high technical education (SHTE) context in a developing country. Using a descriptive survey research design, a sample of 327 students was randomly selected from a population of 2,206. Data were collected via a questionnaire and analyzed using mean, standard deviation, average mean score, and multiple regression techniques. The findings indicate that students have positive perceptions of blended learning, are highly satisfied with it, and show a strong intention to continue using it. Additionally, students' perceptions and satisfaction significantly influence their intention to continue using blended learning for ICT instruction. The study recommends that authorities provide blended learning training for students and consider their perceptions and satisfaction when implementing such educational approaches. Article visualizations
THE EFFECT OF READING SHORT STORIES ON GRAMMAR LEARNING IN INTERMEDIATE EFL LEARNERS
Full text linkThis study investigated the effect of reading short stories on grammar acquisition among intermediate EFL learners in Afghanistan. While prior research has primarily focused on reading comprehension or vocabulary, limited attention has been given to grammar learning through short stories in the Afghan EFL context. To achieve this purpose, twenty-six intermediate EFL learners aged 18-28 were divided into two groups. A pre-test and post-test on advanced English verb tenses were administered. The experimental group received grammar instruction through short stories, while the control group used non-literary materials. Statistical analysis using a one-way ANOVA revealed a significant improvement in the experimental group. The p-value was found to be lower than 0.05, showing a significant difference between the groups and supporting the effectiveness of short stories for grammar instruction. Article visualizations