European Journals of Education Studies
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EXAMINING THE CHALLENGES FACED BY STUDENTS DEMANDING ACCOUNTABILITY WHEN ENGAGING IN ONLINE ACTIVISM IN SELECTED PUBLIC UNIVERSITIES IN NAIROBI COUNTY, KENYA
Get PDFThis research examined the challenges faced by students demanding accountability when engaging in online activism in selected public universities in Nairobi County, Kenya. The study was informed by Good Governance Theory. The study employed a qualitative research approach under the multiple bounded-case study design. The target population consisted of 2 universities, 2 deputy vice chancellors, 2 deans of students, 2 student association chairs, and 1500 online activists. The study used criterion purposive sampling to include the 2 universities, 2 deputy vice chancellors, 2 deans of students, and 2 student association chairs. The 60 student activists were selected using snowball sampling to identify information-rich participants with relevant experience in online activism. Data collection tools included in-depth interview guides for deputy vice chancellors, deans of students, student association chairs, and student activists. The study also used an observation checklist to collect data. The study ensured the trustworthiness of instruments by triangulating data from interviews, observations, and documents. Credibility was achieved through prolonged engagement with participants and member checking. Transferability was supported by providing thick descriptions of context and participants. Dependability was maintained by clearly documenting research procedures and maintaining an audit trail. Conformability was achieved by bracketing researcher biases, keeping reflexive notes, and ensuring findings were grounded in participants’ voices rather than personal assumptions. The data collected was analyzed using a thematic approach and presented in the form of narratives and direct quotations. The study found out that student activists face various challenges, including disciplinary actions, suspension threats, and academic penalties for expressing dissenting views online. It was also revealed that surveillance and monitoring of student posts on social media by university authorities created an atmosphere of fear and mistrust, discouraging open participation and honest dialogue. The study recommends that the government promote digital inclusion and student protection by expanding internet infrastructure, especially in underserved areas, integrating digital literacy into curricula, and establishing legal safeguards for student activists. Public universities should be required to implement transparent and responsive communication channels to address student issues. These reforms aim to ensure safe, equitable, and impactful civic engagement, empowering students to influence decision-making and drive meaningful transformation in higher education. Article visualizations
CRONOGRAMA DE ACTIVIDADES TIC (GENIALLY) EN UN PROYECTO DE INNOVACIÓN DOCENTE EN EL GRADO DE TRADUCCIÓN E INTERPRETACIÓN (ESPAÑOL-INGLÉS)
Get PDFEl uso de las denominadas TIC (Tecnologías de Información y Comunicación) constituye el eje fundamental de la enseñanza universitaria, fundamentalmente en el siglo XXI. El objetivo de la presente investigación se centra en un comentario cronológico de un proyecto de innovación docente realizado en aulas universitarias de Traducción e Interpretación de la Universidad Autónoma de Madrid, España. Con relación a la metodología empleada, este estudio realiza un desglose de las actividades que formaron parte del proyecto, detallando los ejercicios realizados por la plataforma Genially y aportando las observaciones pertinentes recopiladas en el curso. De igual modo, se incluirán numerosas tablas que esclarezcan los objetivos fundamentales de los ejercicios realizados en el curso. En cuanto a las conclusiones, este estudio fija unas líneas de enseñanza universitaria en los estudios de Traducción e Interpretación, basadas en usos de plataformas innovadoras que estimulen la enseñanza del alumnado, refuercen su capacidad de organización y responsabilidad, así como establecen parámetros futuros para el alumnado en sus estudios superiores. Article visualizations
USING WRITEFULL AS AI-POWERED ENGLISH WRITING ASSISTANT TO IMPROVE PARAGRAPH WRITING PERFORMANCE FOR THE 11TH GRADERS AT A SCHOOL IN THAI NGUYEN
Get PDFThis research examined how Writefull, as an online instructional writing Assistant powered by artificial intelligence (AI), can enhance 11th-grade students' paragraph writing performance at Ly Nam De High School, Thai Nguyen province. The study used an action research design to implement, over the course of a 10-week intervention, both quantitative and qualitative measures to determine the writing quality and students' perceptions of Writefull as a support tool. Thirty students participated in the study. Pre-tests and post-tests were used to measure students' writing quality in the areas of grammar accuracy, vocabulary, coherence, and organization. Questionnaire results indicated that students had a positive orientation towards Writefull as an effective learning tool. Results from the writing assessment tool indicated statistically significant improvements with moderate effect sizes in each of the measures of students' writing quality. The students reported a positive view towards Writefull's feedback in real-time as well as the grammar-checking functionality, as the two features they perceived as significant contributors to their writing development; recognized limitations, such as a lack of downloadable app functionality and software compatibility, were provided by some students. The results highlight the potential impact of Writefull as an effective education tool for EFL writing development, as well as the need for continued iterations of the app to improve the technical issues identified by some students and reach a wider audience for in-class applications. Article visualizations
EXPLORING LANGUAGE TEACHERS’ LIVED EXPERIENCES FOLLOWING THE CENTRAL VISAYAN INSTITUTE FOUNDATION - DYNAMIC LEARNING PROGRAM
Get PDFThis study explored the lived experiences, challenges, coping strategies, and insights shared by 20 language teachers following the Central Visayan Institute Foundation-Dynamic Learning Program (CVIF-DLP) in the Davao Region. The researcher used a qualitative study design utilizing descriptive phenomenology. The data were collected through in-depth interviews (IDI) and focus group discussions (FGD) and were analyzed using thematic analysis through Colaizzi’s method. The findings revealed that the language teachers’ lived experiences in the learning program were intensive preparation and lesson planning; structured but flexible implementation; promotion of independent and self-paced learning; enhanced collaboration, communication, and feedback; and positive classroom and learning outcomes. Furthermore, the challenges they encountered in the learning program were the limitations in teaching macro skills, time and workload constraints, and student motivation and engagement issues. The coping strategies they employed were instructional adaptations for skill development, meaningful and contextualized learning, and adaptive practices. Lastly, the insights focused on teacher support and adaptability strengthening, independent and collaborative learning advancement, and DLP instruction and research intensification. This study contributed a valuable understanding of language teaching following CVIF-DLP and offered practical implications for instructional practices, institutional support for DLP teachers, other educational stakeholders’ initiatives, and improvements in student outcomes following the learning program. Article visualizations
DETERMINANTS OF TEACHERS’ ACCESS TO AND USE OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING IN SPECIAL PRIMARY SCHOOLS FOR LEARNERS WITH VISUAL IMPAIRMENT IN KENYA
Get PDFThis study aimed to identify factors of teachers' access to and use of ICT in teaching and learning in special primary schools for learners with Visual Impairment. The study was guided by Bruner’s constructivist theory and was also supported by the social model of disability and the philosophy of universal design for learning. The study adopted a descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. The purposive sampling method was used to select the schools, head teachers, teachers and Ministry of Education officials. The stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 head teachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, a classroom observation schedule, and interview schedules for head teachers and officials from the Ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments were tested through piloting in one school, which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results revealed that various factors characterized the teachers. First, the majority of the teachers had a positive attitude toward the use of ICT in teaching their subjects. The lack of competence and confidence in using ICT in teaching and learning was another factor. However, the teachers lacked training in the use of the technology and pedagogical methods. Quite a number of the teachers had not been trained in the teaching of learners with VI using the ICTs. The study concluded that the majority of the teachers had a positive attitude toward the use of ICT in teaching their subjects. However, the teachers lacked training in the use of technology and pedagogical methods. Quite a number of the teachers had not been trained in the teaching of learners with VI using the ICTs. The study recommended that the Teachers Service Commission should ensure that the head teachers and teachers posted to special schools housing learners with VI are trained in the area of visual impairment. Article visualizations
ICT AND INCLUSION IN PHYSICAL EDUCATION: PROMOTING THE SOCIAL INTEGRATION OF STUDENTS WITH PSYCHOSOCIAL BARRIERS IN PRIMARY EDUCATION
Get PDFThe integration of Information and Communication Technologies (ICT) into education has emerged as a defining feature of modern pedagogy, a trend that accelerated markedly in the aftermath of the COVID-19 pandemic. While ICT adoption has created new opportunities for teaching and learning, it has also revealed persistent challenges, particularly regarding equitable access and participation. Physical Education (PE), as a cornerstone of students’ holistic development, is no exception. Students with psychosocial barriers—such as anxiety, low self-esteem, social difficulties, and learning challenges—often face significant obstacles in engaging meaningfully in PE contexts. The forthcoming doctoral research, titled “ICT and Inclusion in Physical Education: Promoting the Social Integration of Students with Psychosocial Barriers in Primary Education”, seeks to explore how modern ICT can be mobilized to enhance inclusion within PE. The study will adopt a multi-level perspective, examining the role of educational software, online and blended learning, and immersive technologies (virtual and augmented reality) in creating adaptive, supportive, and socially interactive learning environments. A mixed-methods design will guide the empirical investigation, with quantitative data capturing PE teachers’ technology readiness and perceptions, and qualitative insights documenting the lived experiences of teachers and students. This research aspires to make both theoretical and practical contributions. Theoretically, it will extend current understandings of ICT as a vehicle for social inclusion in PE. Practically, it will inform the development of ICT-based pedagogical frameworks that serve as structural “bridges” to participation, motor skill acquisition, and social integration. By doing so, the project aims to provide evidence-based strategies that strengthen inclusivity and equity in primary education. Article visualizations
TEACHERS' ATTITUDES TOWARDS USING AUTHENTIC READING SELECTIONS TO ENHANCE EFL LEARNERS' WRITING PERFORMANCE: A STUDY WITH UNIVERSITY LECTURERS
Get PDFThis study delves into the perceptions of eight university lecturers regarding the utilization of authentic reading selections to bolster the writing proficiency of learners in English as a Foreign Language (EFL) contexts. By employing a qualitative approach, this research investigates the attitudes, beliefs, and experiences of educators in two distinct university settings, Can Tho City, South of Vietnam. Through interviews, the study scrutinizes the efficacy of incorporating authentic reading materials in enhancing learners' writing coherence and cohesion. The findings show positive attitudes among the participants, indicating the effectiveness of authentic reading materials in improving young learners' writing performance. The study presents various examples and insights gleaned from the participants, illustrating the tangible benefits observed in terms of language acquisition and writing skills development. Ultimately, this research underscores the significance of integrating authentic reading selections as a pedagogical strategy to foster enhanced writing proficiency among EFL learners. Article visualizations
PREPAREDNESS OF PRE-SERVICE TEACHERS IN USE OF ASSISTIVE TECHNOLOGY IN ADAPTED PHYSICAL EDUCATION IN SELECTED PUBLIC PRIMARY TEACHER TRAINING COLLEGES IN KENYA
Get PDFThe terminology “assistive technology” (AT) refers to the apparatus, devices, and equipment, as well as the systems, services, adaptations, and processes employed by persons with special needs to support and facilitate their learning needs. Therefore, integrating AT facilities into physical education (PE) could equip special-needs learners with the skills to enhance their physical fitness and well-being, thereby rewarding their educational requirements. However, the adoption of assistive technology is not prevalent in special-needs schools despite the requirement by the Individuals with Disabilities Education Improvement Act (IDEIA). Consequently, learners with disabilities tend to lag behind in physical fitness in comparison to their unchallenged peers. The study incorporates quantitative research supplemented by qualitative methods to appraise the factors and processes that pre-service teachers of learners with disabilities consider, adopt, and utilize when integrating assistive technology in adapted physical education to meet their learners’ needs. Additionally, the study evaluates assistive technology skills and knowledge levels among pre-service teachers to determine their adoption levels. Precisely, the study provides an overview of the different kinds of assistive technology facilities available in the Republic of Kenya for special-needs schools, as well as the modalities of their usage. Using the Theory of Normalization, Technology Acceptance Model, and Diffusion of Innovation Theory as its pedagogical frameworks, to this end, the researcher employed the Descriptive Survey Design when collecting data from 395 pre-service teachers, 21 tutors, and 3 departmental heads in three public teacher-training colleges (TTC) with a special-needs curriculum. Additionally, the researcher embraced both probability and non-probability sampling designs to come up with the study sample of 419 respondents. The researcher collected data through a survey by using self-reporting questionnaires, observations, interviews, as well as group discussions. The study included a pilot program for assessing the validity and reliability of the collected data. The Researcher’s observations included facilities, assistive technology equipment, lessons, document review, and personal experiences relating to the research questions. The researcher then transcribed, categorised, and organised the qualitative data into themes, which she presented as narratives. Regarding quantitative data collected, the researcher used Statistical Package for Social Science (SPSS) to generate descriptive statistics, including the mean and standard deviation and inferential statistics, including the model R2, ANOVA statistics, and chi-square tests presented in frequency distribution tables. The researcher embraced the model R2 to establish the correlation between pre-service teachers’ level of training or professional development and implementation of assistive technology in adapted physical education preparedness. The study concludes that the availability of AT facilities/equipment, training programs, learners’ perceptions, teachers’ attitudes, and institutional environment significantly influence the pre-service teachers' preparedness in applying AT devices in APE learning in the teacher training colleges in Kenya. Ironically, the study finds that a lack of adequate skills and awareness about AT devices and their usage in APE programs among the teachers training colleges’ tutors significantly impeded the pre-service teachers' preparedness on APE in the randomly sampled colleges. Additionally, the study finds that engaging the various AT frameworks in the PE lessons of pupils with special needs positively influences the learning processes of special-needs learners. Consequently, the study recommends that the Ministry of Education (MoE) and other education stakeholders support TTC in acquiring adequate AT facilities for the pre-service teachers to allow them to embrace AT in APE because support by the relevant government agencies would enhance the quality application of the knowledge and skills learned for onward transfer to professional practice. Article visualizations
EXPLORING THE IMPACT OF INTERDISCIPLINARY APPROACHES TO HISTORY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE, NIGERIA
Get PDFThe study explored the impact of interdisciplinary approaches to history education in public secondary schools in Delta State. This study is a survey adopting the ex-post-facto research design. The population for this study comprised all public secondary schools in Delta State. The sample for this study comprised 275 respondents, 75 principals and 200 teachers in Delta State public secondary schools, selected from 12 local government areas. The instrument that was used for the study was a self-developed questionnaire titled ‘Impact of Interdisciplinary Approaches to History Education Questionnaire’ (IIAHEQ). The questionnaire is a closed-ended one in the form of a four-point Likert scale of Strongly Agree (SA), Agree (A), Strongly Disagree (SD) and Disagree (D) was used in the collection of information from respondents. The researcher administered a total of 500 questionnaires to randomly selected respondents from the selected public secondary schools in the study area. Simple percentages, mean scores, standard deviation and coefficient of determination using 2.50 as a benchmark to provide answers to the research questions. Based on the findings, it therefore concluded that interdisciplinary approaches to History Education offer a powerful way to promote deeper understanding, critical thinking and problem-solving skills. Thus, by integrating multiple disciplines and subjects, educators can provide students with a more comprehensive understanding of historical events and processes. However, the successful implementation of interdisciplinary approaches to History Education requires careful planning, collaboration and support. It therefore recommended that government and policy-makers should develop interdisciplinary curriculum, provide professional development opportunities, foster collaboration and teamwork, provide adequate training and support, assess and evaluate interdisciplinary learning, etc. Article visualizations
INTEGRATING CULTURAL EDUCATION INTO TERTIARY CURRICULA: PERSPECTIVES FROM INDIGENOUS STUDENTS
Get PDFThe present study examines the inclusion of culture into the curriculum of the courses related to Arts and Social Studies from the perspective of Indigenous students using the Taba Curriculum Development Model as a framework. In this study, a qualitative research design was adopted. The participants included 40 university students who engaged in semi-structured interviews. Data were analyzed using the thematic analysis method. This study aims to explore the extent to which the cultural learning needs of Indigenous students are addressed in higher education programs. It also seeks to determine whether the curriculum aims to include Indigenous culture-related topics and whether the learning outcomes are contributing to cultural preservation. Additionally, it examines the overall assessment of the curriculum content in this context. The findings provide valuable insights into students' perspectives on curriculum design and hold significant importance for cultural preservation, transmission and educational equity. Article visualizations