European Journals of Education Studies
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EXPLORING TEACHERS' OPINIONS ABOUT PROBLEM BEHAVIOUR IN STUDENTS DIAGNOSED WITH ADHD
Get PDFThe purpose of this study is to explore teachers' views of the problem behaviours of students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Data were reported using descriptive analysis, a qualitative research method. Data were collected from teachers using a semi-structured interview form to explore the problem behaviours of students diagnosed with ADHD. Demographic information was collected during the interviews, and in addition, approximately 40-minute interviews were conducted using reminders within the framework of the question "What are your views on the problem behaviours of students diagnosed with ADHD?". The data were analysed using descriptive analysis. As a result of the analysis of the research findings, the majority of teachers stated that more than one problem behaviour was observed in special needs students diagnosed with ADHD. A small number of participants mentioned that this situation was different for students taking medication. According to the research findings, another finding is that teachers' views on the increase in problem behaviours in classroom practice with students diagnosed with ADHD. In this context, it was concluded that teachers' students diagnosed with ADHD displayed problematic behaviour and that this situation negatively affected the classroom climate. Article visualizations
A SYSTEMATIC META-ANALYSIS OF NON-OVERLAPPING DATA ON TECHNOLOGY-ASSISTED INTERVENTIONS FOR INDIVIDUALS WITH SPECIFIC LEARNING DISABILITIES
Get PDFScientific evidence-based practices and technology-based interventions in special education have become increasingly preferred among experts, researchers, and teachers due to their effectiveness, ease of implementation, ease of measurement, and benefits in achieving outcomes. During the COVID-19 pandemic, the use of online or program-based interventions, including computers, smartphones, and tablets, has increased. The integration of technology-based programs and applications with special education practices has become a critical issue. This study evaluates scientific research that employs single-subject research designs to investigate technology-based interventions for students with learning disabilities. The effectiveness of these interventions is assessed through a systematic review of electronic indexes, inclusion criteria, effect size calculations, and analyses based on WWC (What Works Clearinghouse) and qualitative indicators (Kratochwill, 2013). The effectiveness of the interventions is described using non-overlapping data analysis methods such as Improvement Line Overlap Factors (ILOF) and Improvement Rate Difference (IRD) (Rakap, 2020). The study aims to: (1) Identify the research designs used in studies that explore the use of technology in learning disabilities, (2) Determine the interventions implemented in these studies and the technological functions they are based on, (3) Examine how the technologies employed affect the performance of students with learning disabilities, and (4) Calculate the effect sizes of technology-based interventions using ILOF and IRD to determine their effectiveness. In this context, a systematic review of the literature was conducted in detail. The literature review revealed that most of the studies were published between 2010 and 2020. Additionally, it was found that the majority of the studies utilized single-subject research methods, particularly multiple-baseline designs. The participants were typically students in formal education settings, particularly those receiving instruction in inclusive classrooms. For the descriptive analysis of the reviewed studies, DigitizeIt software (digitizeit.xyz) was used for graphical analysis, while the ILOF and IRD effect size calculation program available at http://www.singlecaseresearch.org/calculators/ird (Vannest et al., 2011) was employed for effect size calculations. Article visualizations
INFLUENCE OF TEACHER COLLABORATION ON USE OF A PLAY-BASED APPROACH IN TEACHING READING IN WUXI-XIEHE BILINGUAL KINDERGARTEN, CHINA
Get PDFReading is an important basic academic skill that has a major influence on learning and performance in other subjects. Studies have reported that using play in kindergartens helps learners acquire basic reading skills. Research has demonstrated that in China, there is limited use of play in kindergartens. Since teachers are key players in kindergarten learners’ experiences, it was important to establish the teacher factors that accounted for the limited use of play in kindergartens. This study sought to explore how teacher collaboration influences the use of a play-based approach in teaching reading in Wuxi-Xiehe Bilingual Kindergarten, China. The study was anchored on the Cognitive Theory of Development by Vygotsky (1978). A descriptive research design was applied, and the study targeted a population of 37 individuals from whom a sample of 13 respondents, comprising one head teacher and 12 preschool teachers, was obtained. A questionnaire, an observation checklist, and an interview schedule were used to collect data. Quantitative data were analyzed using descriptive statistics that included frequencies and percentages, while the qualitative data were analyzed thematically. The findings showed that the majority (46.2%) of the teachers occasionally engaged in team inquiries and collaborative decision-making regarding teaching methods. Additionally, the study established a strong correlation(r=0.884, p=0.001 <0.005) between teacher collaboration and their use of play as a teaching approach. The study concluded that there was partial adoption of teacher collaboration in Wuxi-Xiehe Bilingual Kindergarten, which could negatively affect the implementation of play-based strategies for teaching reading. The study recommended that teachers should continue to foster collaborative professional learning, especially collaborative learning, on both structural and educational processes. Article visualizations
TEACHING MARITIME ENGLISH IN A MULTICULTURAL CREW CONTEXT: ENHANCING COMMUNICATION AND CULTURAL COMPETENCE
Get PDFThe globalization of the maritime industry has led to increasingly multicultural crews aboard merchant vessels. Effective communication, primarily conducted in English, is crucial for operational safety and efficiency. This paper explores the pedagogical approaches to teaching Maritime English within the context of multicultural crews. It emphasizes the integration of intercultural competence into language instruction, addressing challenges such as language barriers, cultural misunderstandings, and the need for standardized communication protocols. The study reviews existing literature, highlights best practices, and proposes strategies for Maritime English educators to enhance both linguistic proficiency and cultural awareness among cadets. Article visualizations
INCLUSION THROUGH THE VOICES OF SCHOOL PRINCIPALS: A CAPABILITIES PERSPECTIVE
Get PDFThe government of Lesotho, through the Ministry of Education and Training, introduced the Lesotho Inclusive Education Policy (2018). The purpose of the policy is to provide quality education to learners, including those with diverse needs at all levels. This implies that schools, through the principals, are vested with the responsibility to implement the policy to ensure that all learners, irrespective of their status, receive a quality education. The study explored the principals’ perceptions of the implementation of the Lesotho Inclusive Education Policy (2018) through the lens of the capabilities perspective. The participants of the study were comprised of five purposively selected principals from the Nazareth cluster in the Maseru district. In this qualitative study, semi-structured interviews were adopted to collect data. Data was organised and analysed through the themes that were derived from the collected data. The findings of the study reflect that principals have not received any comprehensive training on what they are expected to do to implement the policy. It was further revealed that schools do not have proper infrastructural facilities that would cater for disabled students. Driven by the findings of the study, the concerned ministry is urged to engage in the dissemination of information and provide adequate support for schools to effectively implement the policy. Article visualizations
TRANSFORMING MISCONCEPTIONS INTO KNOWLEDGE: THE USE OF ARTIFICIAL INTELLIGENCE IN TEACHING ELECTROMAGNETIC RADIATION
Get PDFElectromagnetic radiation (EMR) is a fundamental concept in physics and engineering education, yet it continues to be widely misconstrued due to enduring misconceptions. Conventional teaching methods frequently neglect the abstract characteristics and interdisciplinary significance of EMR, resulting in disjointed knowledge among students. This paper analyzes the incorporation of artificial intelligence (AI) as a transformative instrument to improve the instruction and comprehension of Electronic Medical Records (EMR). The paper posits that AI can enhance personalized learning, promote conceptual comprehension, and rectify misconceptions through adaptive feedback and diverse instructional resources, based on modern educational theories and empirical research. AI-driven simulations, intelligent tutoring systems, and natural language processing interfaces facilitate learners' visualization and interaction with electromagnetic phenomena, thereby connecting abstract theory to practical application. Furthermore, AI enhances formative assessment by providing real-time diagnostics of student cognition, enabling adaptive instructional strategies. The paper emphasizes particular misconceptions, such as conflating all electromagnetic radiation with ionizing radiation or misinterpreting the principle of wave-particle duality, and illustrates how AI tools can facilitate conceptual transformation. Inclusive education is prioritized, with AI improving accessibility for learners with varied needs via customizable content and interface design. The paper highlights AI's capacity to transform physics education by promoting inquiry-based, student-centered learning environments. The results support the intentional incorporation of AI technologies into science curricula to enhance scientific literacy, critical thinking, and engagement with intricate subjects such as EMR in a progressively technological society. Article visualizations
ICT IN PRESCHOOL EDUCATION. AN INTERDISCIPLINARY REVIEW OF SCIENTIFIC LITERATURE
Get PDFThis work is an attempt at an interdisciplinary reading of the scientific literature on the use of ICT in the case of preschool education, highlighting some of its sociological and pedagogical dimensions. A study of the relevant literature reveals that the need to integrate ICT into the pedagogical practices implemented at the micro level of compulsory education in the schools in European Union countries especially influenced the formation of modern preschool curricula whose content follows academic logic. In order to include ICT in preschool education, the ability to effectively handle digital media and tools needs to be integrated into the habitus of kindergarten teachers, as does the activation of their predispositions for the didactic use of specific media in their daily school life. In this way, the aim is to strengthen the digital literacy of the students, who, as digital natives, already have some experiences of a digital nature. The advantages of utilizing ICT in Kindergarten are linked to the development of students' cognitive skills, as well as to the assistance of their learning effort through activities that include the problem-solving process. The entry of ICT into preschool education is also associated with concerns, such as the concern for the safe use of digital media by young children, but also the effects of online content on shaping their social interactions and individual behaviors. Article visualizations
THE EFFECT OF MENTORSHIP ON PRE-SERVICE TEACHERS’ PERCEIVED COMPETENCE IN ADDRESSING DIVERSE LEARNERS’ NEEDS IN MEZAM DIVISION, CAMEROON
Get PDFThis paper explores the effect of mentorship on pre-service teachers’ perceived competence in addressing diverse learners' needs in Mezam Division. The study employed a mixed-methods research design, integrating both quantitative and qualitative approaches to gather data from the sample population of 334 pre-service teachers and six teacher educators. A closed-ended questionnaire was used for pre-service teachers and an interview guide for teacher educators. The quantitative data were analyzed using frequency counts, percentages, means, and standard deviations and the one-sample t-test and qualitative data was analyzed thematically. Findings show that mentorship and pre-service teachers' perceived competence in addressing the needs of diverse learners is 32.51, with a standard deviation of 4.821. The mean suggests that pre-service teachers generally acknowledge the positive role of mentorship in enhancing their confidence to teach diverse students. Findings also show that mentorship increased their confidence in applying culturally responsive teaching strategies and encouraged them to reflect on their teaching experiences to improve competence in addressing diversity. Furthermore, the standard deviation indicates some variability in responses, but overall, the data points to a strong perception of mentorship as an essential factor in building teaching competence. It was recommended that mentorship frameworks should be enhanced by school administrations and teacher training colleges to ensure that mentors are trained in culturally responsive pedagogy and equipped to provide inclusive resources, feedback, and modeling practices. Article visualizations
EVALUATING THE ECONOMIC IMPACTS OF ICT LITERACY TRAINING TO EMPOWER RURAL FARMING COMMUNITIES
Get PDFThis study evaluates the social and economic impacts of the ICT literacy training program conducted for the members of the Camingawan-Tagukon Farmers Association (CATAFA) in Kabankalan, Negros Occidental, Philippines. Using a mixed-methods approach, the study collected data through surveys, key informant interviews (KIIs), focus group discussions (FGDs), and document analysis to comprehensively assess the program's outcomes. Findings reveal that the training has significantly improved participants' digital literacy, productivity, and awareness of sustainable practices. Recommendations include enhancing digital access, integrating financial and environmental literacy, and providing ongoing support to ensure long-term impact. Article visualizations
A SYSTEMATIC REVIEW OF THE EFFECTS OF PRE-TERTIARY EDUCATION POLICY REFORMS ON EDUCATIONAL QUALITY IN GHANA: THE CASE OF THE FREE SENIOR HIGH SCHOOL POLICY
Get PDFThis review aims to critically explore the impact of various policy reforms on educational quality in Ghana, with a particular emphasis on the Free Senior High School policy. It seeks to evaluate how these reforms have shaped the quality of the programme, identify the key factors influencing educational resources and results, and highlight major future challenges and priorities for the initiative. A thorough review of the academic literature was conducted, with duplicate studies excluded. From the 115 papers assessed, 12 met the inclusion criteria and were selected for in-depth analysis. Covering the period from January 2007 to June 2025, the systematic review highlighted the significant impact of administrative reforms in improving access to learning materials and teacher-centered initiatives, which led to notable enhancements in teaching practices. Many participants reported an increase in student enrollment at both the Senior High School and University levels. Nevertheless, the implementation of the Free Senior High School (FSHS) policy has exerted substantial pressure on existing school infrastructure. Despite the implementation of the policy, there has been minimal improvement in the quality of education and student academic performance. Although numerous studies have explored the Free Senior High School (FSHS) initiative and education quality in Ghana, none have specifically examined the educational reforms linked to the FSHS policy or focused on how particular reforms contribute to improving education quality. The findings suggest that while the FSHS reforms have had some impact on senior high school education, significant challenges remain. Students consistently underperformed across all core subjects. As a result, several recommendations have been proposed to address these ongoing issues and enhance the effectiveness of the policy. Article visualizations