European Journals of Education Studies
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FROM EMERGENCY REMOTE TEACHING AND LEARNING TO POST-COVID HIGHER EDUCATION: A REFLECTION ON UNIVERSITY STUDENTS’ EXPERIENCES
Get PDFThe current study aims to record and explore students' transformative university experience during the Emergency Remote Teaching and Learning (ERTL) process in Greece, both during and after the pandemic. To understand the impact of transitioning to the Emergency Remote Teaching and Learning (ERTL) process and back (in the post-COVID era), a tailored research design was developed in three phases. The initial phase of the study (at the beginning of the experience of the ERTL) involved examining the student population's perceptions of the educational situation at the onset of the pandemic crisis. The survey sample conducted during the pandemic refers to 332 students from six (6) departments of the University of Patras in four (4) disciplines. In the second phase of the research design (during the experience), the objective was to explore the experience of transitioning to Emergency Remote Teaching and Learning/ERTL) during the pandemic crisis. The survey sample conducted during the pandemic refers to 742 students from six (6) departments of the University of Patras in four (4) disciplines (January 31, 2021, to February 15, 2021). As the analysis of the data from the second phase indicated a significant variation in the experience of ERTL among students who studied education in comparison to those who pursued other faculties (e.g., engineering, medicine, marketing), the third phase (after the experience) was focused on investigating the experience of future teachers, as they were regarded as pivotal multipliers of experience. Thus, in the third phase of the research design, the objective was to explore the impact of transitioning to forced remote teaching and learning (ERTL) during the post-pandemic period, following the conclusion of the pandemic crisis response. The survey sample was conducted after the COVID-19 period and included 101 students from two departments of the School of Humanities and Social Sciences at the University of Patras (January 2024 to May 2024). The findings reveal that students perceived the institution as being effectively prepared for ERTL (80.4%), with faculty adapting effectively to online teaching (66.7%) and online examinations of courses (60.7%). Satisfaction with face-to-face services increased significantly post-pandemic (e.g., 90.8% for library access), though qualitative critiques highlighted persistent infrastructural underfunding. A generational shift towards flexible learning has emerged, with 34.3% of students preferring to choose blended learning environments, while only 28.4% advocating exclusively for face-to-face education. While ERTL offered pragmatic benefits, such as reduced commute time (valued by 74.3%) and lower expenses (cited by 63.5%), relational and pedagogical challenges persisted, with less than 20% reporting enhanced peer collaboration or teaching staff communication. Data analysis revealed lasting societal changes, including digital modernization, erosion of social bonds, a renewed appreciation for in-person education, and persistent health-related anxieties. The study concludes that ERTL catalysed both innovation and inequity, highlighting, in our case, the need for balanced, resilient educational frameworks that integrate technological flexibility with human-centred pedagogy. According to our data, the individual experiences and institutional memory of the crisis continue to influence contemporary Greek higher education, advocating for equity-driven policies and hybrid learning environments. Article visualizations
DRAMA-BASED INTERVENTIONS FOR THE PSYCHOSOCIAL RECOVERY OF CHILDREN AND ADOLESCENTS IN TIMES OF CRISIS
Get PDFPeriods of health emergencies, natural disasters, social upheavals, or economic instability increasingly disrupt the fabric of communities, with children and adolescents often bearing the brunt of the psychosocial consequences. This paper explores how such crises impact minors, not only highlighting the particular difficulties they encounter, but also examining the factors that underpin their resilience. Within this context, the study turns its attention to drama-based interventions as an alternative avenue for support and recovery. It delves into practices such as drama games, story dramatization, improvisation, and puppetry, assessing their relevance and adaptability. Adopting a narrative review methodology, the article presents and evaluates concrete examples where drama-based approaches have been put into practice in response to various forms of crisis. These cases illustrate that incorporating theatrical expression and experiential creativity into psychosocial interventions can ease the burden of trauma, strengthen collective bonds, and gradually restore young people's emotional well-being. The versatility of these methods, their capacity to foster empathy, self-awareness, and social inclusion, and their suitability across different cultural and educational settings are all brought to the fore. The study suggests that drama-based methodologies offer more than just temporary relief. By encouraging active participation and personal expression, they lay the groundwork for genuine empowerment among youth. On this basis, the systematic integration of such interventions into educational and community programs, both as preventive measures and as part of recovery strategies, is recommended to support psychological resilience and social cohesion during periods of uncertainty. Article visualizations
PENTADECAPEPTIDE BPC 157: PANACEA OR OVERHYPED PEPTIDE?
Get PDFInterest in Pentadecapeptide BPC 157, an oligopeptide originally derived from human gastric juice, has grown substantially among members of the fitness community in the past few years due to its wide range of purported and previously reported effects on improving health and enhancing performance. In spite of these effects, the use of BPC 157 is accompanied by uncertainties, specifically the impact of long-term use. The composition, pharmacokinetics, route of administration and potential clinical applications will be presented in this brief investigative report. Article visualizations
EXPLORING EFL STUDENTS’ MOTIVATIONS FOR PARTICIPATING IN ESP CLUBS: A CASE STUDY AT A VIETNAMESE UNIVERSITY
Get PDFThe English Club is an extracurricular activity that brings many benefits to participating members. However, previous studies have shown that a lack of motivation to participate in the English Club will lead to negative consequences, such as failure to achieve results or leaving the club. In Vietnam, there are not many studies on students’ motivation to participate in the English Club, and they are mainly about English majors. Thus, there is a gap in the investigation on EFL students’ motivation to participate in the English Club of many different majors. This study aims to fill this gap as a case study involving 35 different majors at Nam Can Tho University, Vietnam. This study uses a mixed research method, quantitative through the Likert-Scale questionnaire designed based on Self-Determination Theory with 491 EFL students and qualitative through semi-structured interviews with 12 students from 12 faculties. The results show that there is a positive correlation between the frequency of club participation and the level of satisfaction with the motivations of students to participate in the ESP club. The findings on specific student motivations propose important recommended strategies to help clubs operate more effectively. The results offer insights for educators and researchers on the role of ESP clubs, promoting extracurricular activities effectively to improve students’ English skills. Article visualizations
STRUCTURES AND SYSTEMS AFFECTING COLLEGE AND CAREER READINESS FOR ENGLISH LEARNERS IN THE US EDUCATION SYSTEM
Get PDFThe ability to use English effectively has become a critical factor for success in the modern American economy. For English language learners (ELLs), academic achievement requires more than conversational fluency; it involves acquiring advanced literacy and communication skills that allow them to engage with rigorous content, develop higher-order thinking, and participate in collaborative learning environments. The objective of this research is to examine the challenges and opportunities facing ELLs in meeting college- and career-ready standards while exploring instructional strategies that enhance their academic success. Specifically, the study seeks to understand how teachers can leverage students’ cultural and linguistic resources to support both content mastery and language development across subject areas. The methodology applied in this research draws upon a qualitative review of existing standards, instructional models, and theoretical frameworks. Bourdieu’s Theory of Cultural Capital serves as a guiding lens for analyzing how students’ prior knowledge, cultural background, and linguistic assets can be mobilized as strengths in the classroom. State-level standards for English Language Arts (ELA) and other disciplines were examined to identify the advanced competencies required for student progression. In addition, instructional practices such as scaffolding, sheltered instruction, and dual immersion were analyzed to determine how they address the dual challenge of language acquisition and academic content learning. Findings emphasize that teachers play a pivotal role in identifying the language demands of academic tasks and providing targeted supports. Effective strategies include scaffolding content, organizing peer interactions, and intentionally linking instruction to students’ native language skills and cultural experiences. The study underscores that states must ensure alignment among curriculum, assessment, and professional development to sustain equitable opportunities for ELLs. By integrating cultural capital into instruction, educators can foster independence, critical thinking, and readiness for postsecondary success. Article visualizations
PEDAGOGICAL INTERVENTIONS FOR ESL LEARNERS WITH COMMUNICATION DISORDERS AT PRIMARY SCHOOL LEVEL IN GOA, INDIA
Get PDFA learner with communication disorders often finds it overly taxing and stressful to learn in a mainstream classroom environment. Anxiety, stress, nervousness, and phobias of social interactions, often, have a firm hold over learners struggling with communication disorders. Hence, it is of paramount importance to accommodate and nourish diverse learners, particularly those who require extra care and attention, as well as modifications in existing teaching methods to overcome impediments that obstruct their successful learning. The undertaken study aims to investigate pedagogical interventions for English as a Second Language (ESL) learners with communication disorders in select educational institutions at the primary school level in Goa, India. The study incorporates data from a fieldwork that involved visiting mainstream schools and special education institutes in South Goa, whereby qualitative interviews were conducted with mainstream English teachers, special educators, and speech therapists to gain insights and perspectives from eminent proponents of ELT and ESL pedagogy. Article visualizations
INCLUSIVE EDUCATION IN PRACTICE: INSIGHTS FROM THE ERASMUS+ EXPERIENCE
Get PDFSpecial education and training structures are called to play a pivotal role in promoting equality, inclusion, and social justice. Through their actions, they aim to facilitate the social integration of individuals with disabilities, fostering their full inclusion in the community's economic, social, and cultural life. At the same time, developing skills that are functional and useful in everyday life, such as professional competencies, technical abilities, social interactions, and intellectual growth, is highlighted as a critical need. In this context, the educational team of the Special Vocational Education Laboratory (S.V.E.L.) of Achaia undertook a significant initiative during the 2023-2024 academic year by participating in a European Erasmus+ program. The program included two mobility activities aimed at educators' professional development and improving collaborative relationships within the team. The first mobility activity concerned was a job shadowing experience in the French city of Aix en Provence, specifically at the organization "Association for the Development and Inclusion of Youth and People with Disabilities" (ADIJH). This organization focuses on providing specialized support to children and adolescents with disabilities, ensuring their integration into their natural living and educational environments. Through this initiative, participating educators had the opportunity to observe and exchange best practices, focusing on innovative methods that support educational and social inclusion. This initiative contributes to broadening the knowledge base and enhancing the skills of both the educators and the students of the S.V.E.L. while strengthening European partnerships and promoting the values of inclusion and equality at both school and societal levels. Article visualizations
EFFECT OF FLIPPED CLASSROOM LEARNING ON PERFORMANCE IN MATHEMATICS AMONG LEARNERS IN THIKA HIGH SCHOOL FOR THE VISUALLY IMPAIRED, KENYA
Get PDFFlipped Classroom Learning (FCL) has emerged as an inclusive, student-centered pedagogical model that shifts direct instruction beyond the classroom and dedicates in-class time to active, collaborative learning. This study investigated the effect of FCL on mathematics performance among learners with visual impairment at Thika High School for the Visually Impaired, Kenya. Adopting a quasi-experimental research design, the research involved 40 Form Two students, six mathematics teachers, and one head teacher. Stratified and purposive sampling techniques were used to assign learners to treatment and control groups. The treatment group engaged in audio-based pre-class content and interactive in-class activities over six weeks, while the control group continued with conventional instruction. Quantitative data were collected via pre- and post-tests, and qualitative data through teacher interviews and learner observations. The findings revealed no significant difference in pre-test scores between the groups (p = 0.966), confirming initial parity. However, post-test results indicated a statistically significant difference in mathematics performance between the treatment group (M = 13.8, SD = 3.27) and the control group (M = 9.7, SD = 4.33), with ANOVA results yielding F(1,38) = 11.419, p = 0.002. These results demonstrate that FCL significantly enhances mathematics performance among learners with visual impairment. The study concludes that FCL, when adapted with accessible audio materials and collaborative instructional strategies, can effectively support inclusive mathematics education. It recommends equipping schools with assistive technologies, training educators in FCL pedagogy, and extending future research across subjects, educational levels, and disability categories to enhance educational equity. Article visualizations
UNMASKING THE TENETS OF TEACHER PROFESSIONAL SUPPORT DURING THE COVID-19 PANDEMIC: THE KENYAN EXPERIENCE
Get PDFThe COVID-19 pandemic presented a dual challenge in Kenya’s education sector. This necessitated the need to train teachers for remote teaching at the same time as the country was implementing a new Competency-Based Education (CBE). While teacher professional support, invariably referred to as the “trinity pillars” (teacher retooling, resource provision and psycho-social support), was helpful in preparing teachers in readiness for transition to online teaching and effective implementation of CBC, this paper documents the inadequacies in teacher professional support during the COVID-19 disruption in Kenya. This study employed a cross-sectional research design. Two-stage stratified cluster sampling was used to select the schools and teachers as well as the principals. It was based on the Responses to Educational Disruption Survey (REDS) data from the national centre, school principals and teachers’ self-administered questionnaires. Data was collected during the second wave of the COVID-19 pandemic. Frequencies and percentages were used to present the data, while the Chi-Square test was used to explore relationships. The data on teacher professional support exposes several inadequacies that compounded teachers’ inability to implement CBC and transition to remote teaching effectively. The changes in the education system occasioned by COVID-19 demanded immediate attention, some of which had to be supported by plans and policies to govern the new dispensation in the education sector. In line with these, the Ministry of Education developed a response plan to address COVID-19 educational disruption. In the teacher re-tooling pillar, there was low or no training on online safety, use of ICT and working with underprivileged groups. These gaps in teacher professional support during the COVID-19 disruption need government intervention. Article visualizations
PROMOTING CHILD RIGHTS THROUGH SCHOOL TEXTBOOKS IN DIVERSIFIED SETTINGS
Get PDFIn recent decades, Child's Rights have increasingly become the focus of international policy, international organizations, as well as educational institutions from pre-school to higher education. This is a result of a long process of defending the Rights of the Child under the Convention on the Rights of the Child, 1989. Education plays a key role in the learning and enjoyment of the rights of the child through the progressive acquisition of knowledge, skills and attitudes, aimed at developing a democratic culture. The acquisition of rights, values and skills through education can also be developed through literature, as literature educates and introduces the reader to cultural understanding and perception of identity. Literature in Greek primary school is mainly taught through Anthologies. In this vein, the aim of this study is to investigate through the thematic analysis of the anthological texts of the primary school taught to students in Greece, whether there are explicit or implicit references related to Child's Rights in their content. Three thematic networks emerge from data analysis. The first thematic network concerns the right to protection - family care and alternative care, the second concerns the right to protection from deprivation of liberty by factors that threaten the security of their country and the third concerns the right to protection from discrimination based on distinctive characteristics of individuals. Overall, the data show that there are significant references to children’s rights and more specifically to that of protection. The discussion shows that the teaching of these texts should sensitize students to universal values and contemporary social problems. This will be achieved if the approach of appropriately trained teachers does not remain only at the level of knowledge but extends to the level of skills and attitudes. Article visualizations