European Journals of Education Studies
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EXPLORING THE EXPERIENCES OF INSIDERS IN INTEGRATING INSTRUCTIONAL TECHNOLOGY INTO PUBLIC EDUCATION
Get PDFThis phenomenological research explored the experiences encountered by the insiders, five (5) teachers, who were actively integrating technology in their teaching practices at Alegria Central Elementary School. The research used a qualitative approach and utilized in-depth interviews in data collection. Purposive sampling was also employed, where participants were intentionally selected. The study identified three overarching themes—experiences, coping mechanisms, and insights— were formulated to capture the experiences of teachers from integrating technology in public education. This explores the experiences of public elementary teachers in integrating instructional technology, categorizing their encounters into maximizing engagement amid implementation barriers, resilience in the face of technological limitations and balancing technology with classroom focus. To cope, teachers employed proactive adaptation and continuous growth in technology integration, personalized and multi-sensory learning through technology integration, thoughtful and mindful technology integration and collaborative problem-solving and professional growth. Reflecting on the experiences of teachers in integrating instructional technology revealed insightful emergent themes. This encompassed leveraging technology to enhance efficiency, engagement, and teaching effectiveness, promoting a collaborative culture of technology adoption, building confidence and optimism for a future-ready, technology-enhanced education and a balanced and adaptive approach to technology integration. Article visualizations
INDICATORS FOR SUSTAINABLE INNOVATION AND ENTREPRENEURSHIP COMPETENCIES AMONG VOCATIONAL ART STUDENTS IN CHINA
Get PDFThe aim of this study is to construct indicators for assessing sustainable innovation and entrepreneurship competencies in vocational art education in China. Thirty recognised experts were divided equally into two panels, the first of which was required to evaluate and refine the indicators during two rounds of a modified Delphi survey. The second expert panel was required to analyse the relative importance of each indicator level, and based on their results, the indicator weights were determined using the analytical hierarchy process. The experts identified three first-level indicators and thirteen second-level indicators for assessing the sustainable innovation and entrepreneurship competencies of vocational art students in China. The results support the development of students’ competencies in sustainable innovation and entrepreneurship education at vocational art colleges. Article visualizations
INFLUENCE OF PARENTAL SOCIO-ECONOMIC STATUS ON LEARNER’S ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ISIOLO SUB-COUNTY, KENYA
Get PDFThis study investigated the influence of parental socio-economic status on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. The objectives were to assess the influence of parental income on learner’s academic performance and to investigate the influence of parental education level on learner’s academic performance in public secondary schools in Isiolo Sub-County, Kenya. Guided by Social Capital Theory, the study employed a mixed-method approach and convergent parallel design, integrating quantitative and qualitative data from structured questionnaires, semi-structured interviews, and school records. The study targeted all 15 public secondary schools in the sub-county, with a stratified and simple random sample of nine schools. Participants included 9 principals, 103 teachers, 307 learners, and 27 representatives from the Parents Association (PA). The reliability of the quantitative data was confirmed using Cronbach’s alpha, which yielded coefficients of 0.710 for teachers and 0.811 for learners. Credibility of the qualitative data was ensured through member checking and triangulation. Quantitative data were analyzed using SPSS version 23, employing numerical descriptive statistics, including frequency counts and percentages. Results were presented through tables, bar graphs, and pie charts. Chi-Square inferential analysis was used to assess the hypotheses and determine relationships between variables. Qualitative data were transcribed, coded, and analyzed thematically in line with the research questions. Thematic results were presented through narratives and direct quotations to capture participants’ perspectives. Findings revealed that parental income and education have a significant impact on academic performance. Learners from low-income households struggled with school fees and basic materials, often resulting in absenteeism. Parents with higher levels of education were more committed to supporting their children's learning. The study recommends parent empowerment programs for rural and low-literacy communities, supported by low-cost school strategies like orientation guides, community hubs, and SMS updates. Further research should evaluate these approaches and include learners’ perspectives to align parental support with their needs. Article visualizat1ions
DESIGNING A NEEDS-BASED PROFESSIONAL DEVELOPMENT PROGRAM FOR GERMAN LANGUAGE TEACHERS: EVIDENCE FROM GREECE
Get PDFThis study explores the design of a professional development program tailored to the specific needs of German language teachers in Greece. Utilizing a qualitative case study approach, semi-structured interviews were conducted with eleven in-service teachers to identify thematic priorities, preferred training models, and organizational parameters for effective professional development. The findings reveal a strong demand for training in artificial intelligence, digital tools, classroom management, differentiated instruction, and subject-specific pedagogy. Teachers express preferences for medium-duration, blended training formats and emphasize the importance of linking theory with practice. They also advocate for the involvement of universities and collaborative institutional models in program delivery. The study concludes by proposing a flexible, evidence-based framework for teacher development, grounded in international best practices and co-designed by educational stakeholders. Article visualizations
INFLUENCE OF AVAILABILITY OF TEACHING AND LEARNING RESOURCES ON STUDENTS’ ENROLMENT IN GEOGRAPHY IN SECONDARY SCHOOLS, WEST POKOT, KENYA
Get PDFGeography is one of the core subjects of the school curriculum and plays a crucial role in secondary education by equipping learners with essential knowledge, skills, values, and attitudes necessary to understand both physical and human environments. It bridges the natural and social sciences. Despite its importance, student enrolment in Geography remains low compared to other humanities, particularly in West Pokot County of Kenya. This study aimed to investigate the influence of the availability of teaching and learning resources on students’ enrolment in Geography in secondary schools in West Pokot, with a focus on Kipkomo sub-county. Anchored in Krumboltz’s Social Learning Theory, the study employed a descriptive survey design and a concurrent mixed-methods approach to gather both quantitative and qualitative data. The target population included 1,049 Form Three students and 18 school principals, from which a sample of 289 students and 7 principals was drawn using purposive, stratified, and simple random sampling techniques. Data were collected through student questionnaires and interviews with the school principals. Quantitative data were analyzed using descriptive statistics via SPSS version 25, while qualitative data were analyzed thematically. The findings revealed a significant shortage of essential teaching and learning resources, with 67.5% of students indicating that atlases were inadequate, and 73.4% reporting a lack of Geography laboratories. These resource limitations were cited as key barriers to effective teaching and learning, ultimately discouraging student enrolment in the subject. The study concludes that the unavailability of key instructional resources negatively impacts students’ choice to pursue Geography. This paper recommends that schools, in collaboration with stakeholders, should prioritize the provision of adequate teaching aids such as textbooks, atlases, maps, and Geography laboratories to enhance learning and promote higher enrolment in the subject. Article visualizations
ACADEMIC MOTIVATION AND RESILIENCE AS PREDICTORS OF LEARNERS’ ACADEMIC COMPETENCE: BASIS FOR A PROPOSED A.S.P.I.R.E MODEL
Get PDFThis study examined the correlation between academic motivation, resilience, and academic competence among 255 Grade VI learners at Romana C. Acharon Central Elementary School in General Santos City. The study assessed levels of academic motivation (instrumental and integrative), resilience (perseverance, adaptive help-seeking, and positive affect), and academic competence (concentration, study aids, test strategies, information processing, and main idea selection) to determine predictive relationships and propose a sustainable program. Using a quantitative design with purposive sampling, data were analyzed through mean, Pearson's r, and regression analysis using adapted questionnaires. Results showed significant positive correlations between both academic motivation and resilience with academic competence, with resilience being the strongest predictor. These findings have important implications for educational practice and policy. Article visualizations
EMBRACING THE COMPLEXITY AND INNOVATION MODEL IN THE CLASSROOM SETTING TOWARD STUDENT ACADEMIC PERFORMANCE
Get PDFThe study aims to embrace complexity and innovation in classroom settings toward student academic performance. Specifically, it aims to answer complexity and innovation models in a classroom setting toward student academic performance of the respondents, fostering active participation and engagement, promoting problem-solving and critical thinking, enhancing learning outcomes, leveraging technology, and addressing complexity. Mixed methods are employed in the research design for both quantitative and qualitative approaches as a result of concurrent Focus Group Discussion (FGD). A convenient sampling method is utilized in the selection of the population sample size. The study comprised fifty (50) respondents only. Results show that embracing complexity and innovation model in classroom setting toward student academic performance incorporates various instructional teaching strategies in different activities such as group works, individual works, discussion, lecture, and engages various learning styles, show that fostering active participation and engagement innovates method in teaching for interactive learning to assist students’ active participation process, show that promoting problem solving and critical thinking develop student critical thinking by embracing complexity and innovation in diverse learning experiences and inclusivity in the real world process of the educational system, show that enhancing learning outcome personalizes and innovates approach to cater diverse learning style and inquiry-based learning, show that leveraging technology involves various digital platforms and tools in enhancing learning and teaching to improve communication skills, personalized learning experiences, enhance, learning engagement, foster collaboration, and facilitate discussion, and show that addressing complexity embraces understanding learning environment such as evolving demands in the community, diverse needs of students which is crucial in creating efficient inclusive and diverse learning experiences
UNPACKING STUDENT-TEACHERS CONCERNS FOR INCLUSIVE PRACTICAL PHYSICAL EDUCATION TEACHING IN GHANA: PERSPECTIVE FROM THE UNIVERSITY PREPARATION PROGRAMME
Get PDFThe imperative to prepare teachers for inclusive classrooms has gained prominence globally, driven by policy reforms and curricular shifts that emphasize equity in education. In Ghana, physical education (PE) teacher training programs face unique challenges in equipping student-teachers with the skills and confidence required to teach inclusively. This study explores the concerns of PE student-teachers regarding their preparation for inclusive practical lessons in two Ghanaian universities. Using an exploratory qualitative design, focus group discussions were conducted with 20 level 300 student-teachers, proportionally selected to reflect gender representation. Thematic analysis revealed four major areas of concern: the absence of Adapted Physical Education (APE) coursework, limited practical exposure to inclusive settings, insufficient pedagogical training for inclusive instruction, and a rigid curriculum that fails to accommodate students with disabilities (SWDs). These concerns align with Fuller’s Concern Theory, reflecting self-, task-, and impact-related anxieties. The findings highlight the need for curriculum reform, including the integration of APE, enhanced practical experiences, and inclusive pedagogical strategies. The study contributes to the global discourse on inclusive teacher education and offers actionable recommendations for improving PE teacher preparation in Ghana and similar contexts. Article visualizations
EXPLORING THE DIFFICULTIES OF NON-INDIGENOUS TEACHERS ASSIGNED IN IP SCHOOLS: A MULTIPLE CASE STUDY
Get PDFThe purpose of this study was to find out the experiences, coping mechanisms, and insights of non-indigenous teachers assigned at IP schools in the West District of the Municipality of Maitum. The study utilized a qualitative research design using a multiple case study approach with five elementary non-indigenous teachers chosen through purposive sampling. The results of the interview were transcribed, translated and coded to produce themes. The study revealed three emerging themes: experiences of non-IP teachers teaching IP students, coping mechanisms, and insights learned. It was revealed that there are six (6) emergent themes on the experience of non-IP teachers teaching IP learners. These were language barriers, cultural differences, struggling to adjust, environmental dilemma, communication impediment, and extraordinary peace. Moreover, it was revealed that there are seven (7) emergent themes related to the coping mechanism of non-IP teachers teaching IP learners. These were giving incentives, classroom management, employing classroom strategies, building inclusive strategies, blending with the culture, accepting changes, and learning the IP language. It was revealed that there are six (6) emergent themes on the coping mechanism of non-IP teachers teaching IP learners. These were the teacher’s epiphany, positive outcomes, be an advocate of emergence, recognize the teacher’s integral role, appreciate the IP school, and value IP culture. Article visualizations
THE PERSONA DOLLS APPROACH FOR CULTURAL DIVERSITY IN EDUCATIONAL SETTINGS
Get PDFThe existence of people from different cultural backgrounds is undoubtedly a reality that education should recognize and exploit for the benefit of all students. The pedagogical tool Persona Dolls can approach and optimize the concept of diversity to be treated as an element of enrichment in the educational process. The purpose of this research is to examine the contribution of the Persona Dolls Approach methodology in the management of cultural diversity by exploring the representations of eight Greek pre-school teachers on its implementation in the educational process. The qualitative method was considered appropriate for the study of this topic, and the semi-structured interview was used as a data collection tool. The survey data were processed using the method of thematic analysis. According to the results, the teachers consider the Persona Dolls Approach methodology to be an innovative and effective pedagogical tool for both teachers and students, which contributes to the effective management of cultural heterogeneity of the student population. What this research has highlighted is the need to educate and train pre-school teachers in innovative teaching methods, which in the context of a collaborative culture will promote the development of personal, social and emotional skills in children, so that they can become responsible and active citizens of the modern world. Article visualizations