European Journals of Education Studies
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SOCIAL MEDIA IN ENGLISH LANGUAGE TEACHING AND LEARNING: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL USES, BENEFITS, AND CHALLENGES
Get PDFSocial media has become an integral feature of contemporary communication and is increasingly embedded in English language teaching and learning contexts. Its growing presence in educational settings has generated considerable interest among researchers and practitioners, yet its pedagogical value remains debated due to variations in instructional design, learner engagement, and contextual constraints. This article presents a systematic literature review examining the pedagogical uses, benefits, and challenges of social media in English language teaching and learning. Drawing on thirty peer-reviewed studies published between 2010 and 2025, the review synthesises research findings related to communicative competence, learner motivation, language skills development, digital literacy, affective factors, and emerging instructional practices. Relevant studies were identified through structured searches of academic databases and selected according to predefined inclusion and exclusion criteria. The literature was analysed thematically to identify recurring patterns and areas of convergence across diverse educational contexts. The findings indicate that social media can support vocabulary development, oral and written communication, learner autonomy, motivation, and collaborative learning by facilitating authentic interaction and flexible, learner-centred engagement beyond the classroom. At the same time, persistent challenges are reported, including learner distraction, unequal access to digital resources, exposure to informal or non-standard language, limited teacher preparedness, and potential social and psychological risks. Overall, the review suggests that social media represents a valuable but complex pedagogical resource whose effective integration into English language education requires informed instructional planning, sustained teacher training, and further longitudinal research to understand its long-term impact on language development better. Article visualizations
DRAMA AND ARTIFICIAL INTELLIGENCE IN PRIMARY EDUCATION: A COMPARATIVE STUDY OF CHINESE AND GREEK STUDENTS THROUGH THE MYTH OF ODYSSEUS
Get PDFThis pilot study examines an educational intervention that integrates drama with Artificial Intelligence (AI) in primary education, through a series of three drama-based workshops inspired by the myth of Odysseus. The intervention was implemented with two groups of nine-year-old students: one comprising 20 students from an urban school in China, and the other comprising 20 students from a rural school in Greece. The aim was to explore student engagement and forms of creative and collaborative learning in different cultural contexts. Using the Qualitative Comparative Analysis (QCA) method, the research identified cultural, pedagogical, and technological factors influencing participation. Findings indicated high engagement in both groups, with variations in modes of expression. The use of AI tools such as HeyGen AI, Character AI, Suno AI, Canva, and DALL·E enhanced imagination and visualisation without constraining experiential learning. The study highlights the potential of combining theatrical and digital media in intercultural settings, fostering critical and creative thinking, embodied learning, and dialogue. Article visualizations
INCLUSIVE EDUCATION FOR NEURODIVERSE STUDENT POLICE OFFICERS IN THE UNITED KINGDOM
Get PDFA modern society requires a dynamic police institution and workforce who are knowledgeable, skilled and experienced in contemporary policing principles, practice and policies. These attributes are gained through learning, and they often vary from one person to the next. Some student police officers might be neurodiverse, which refers to specific learning difficulties (SpLD) such as dyspraxia, dyslexia, hyperactive disorder, dyscalculia, autism and Tourette syndrome. Therefore, it is important to develop an understanding of the most effective learning style that is applicable to student police officers who are neurodiverse. This study used a qualitative approach consisting of 20 open-ended interviews with neurodiverse participants. The results suggested that there was a need for pedagogical change because learners have different learning styles. The results further suggested that universities that provided police education used a “one size fits all” approach, which was counterproductive for individual learning needs. It was highlighted that police educational providers needed to incorporate kinesthetic activities and social media learning activities alongside the other learning methods to accommodate the learning needs of neurodiverse student police officers. Article visualizations
LEADERSHIP FOR SPORTS AND GOAL SETTING AS PREDICTORS OF SPORT MOTIVATION OF SENIOR HIGH SCHOOL ATHLETES: AN EXPLANATORY SEQUENTIAL DESIGN
Get PDFThis mixed method study utilized an explanatory sequential design to determine the significant influence of leadership for sports and goal setting on the motivation of senior high public-school athletes in Region XII. The selection of respondents during the quantitative phase was through stratified random sampling technique and purposive sampling in the selection of participants during the qualitative phase. The validated and adapted survey questionnaires were used to gather quantitative data, and an interview guide was utilized to gather qualitative data. The statistical tools used were mean, standard deviation, and multiple linear regression analysis for the quantitative data analysis, while thematic content analysis was used for the qualitative data. The status of leadership for sports and sport motivation were rated high, while goal setting was rated very high. Also, the result showed the significance of the influence of leadership on sports and goal setting toward sports motivation. Meanwhile, the standpoint of the participants on the salient quantitative results of the study confirmed a high level of leadership for sports, a very high level of goal setting, and a confirmed high level of sports motivation. However, it was found out that there was a disconfirmed significance of the combined influence of leadership sports and goal setting on sports motivation. The nature of data integration was noted as connecting-confirmation and connecting-discordance between qualitative and leadership for sports and goal setting. However, qualitative feedback did not support the combined significant influence on sport motivation. Article visualizations
PROMOTION OF SUSTAINABLE DEVELOPMENT GOALS IN PHYSICAL EDUCATION AS INFLUENCED BY TEACHING COMPETENCIES AND PERCEIVED PHYSICAL LITERACY: A CONVERGENT DESIGN
Get PDFThis study used a convergent mixed methods design to determine the influence of teaching competencies and perceived physical literacy in the promotion of sustainable development goals in physical education. Data were obtained from the participants selected to participate in the quantitative and qualitative phases of the study. The participants were tertiary teachers teaching physical education from various higher education institutions in Region XI. In addition, adapted survey questionnaires, which had undergone validation from a panel of experts and were subjected to pilot testing using a five-point Likert Scale, were used for the quantitative phase, while an open-ended interview guide was used to collect qualitative data related to the research questions using IDI and FGD. Generally, mean, standard deviation and linear regression were used as statistical tools. In the qualitative section, code, content, and thematic analysis were used in the reference. Qualitative and quantitative data were collected simultaneously, followed by data analysis. Further, the results showed that teaching competencies, perceived physical literacy, and promotion of sustainable development goals were very high, indicating teaching competencies were always demonstrated, physical literacy in physical education was always exhibited, and promotion of sustainable development goals in physical education is always evident, respectively. In addition, in a singular capacity, only teaching competencies have a significant influence on the promotion of sustainable development goals in physical education. However, when combined, teaching competencies and perceived physical literacy revealed a significant influence on the promotion of sustainable development goals in physical education. In the qualitative phase of the study, six essential themes emerged from the lived experiences of the participants: fostering active lifestyle and health, promoting an inclusive atmosphere, developing critical thinkers and problem solvers, catering to equal opportunities, promoting social inclusion, and supporting quality education. Meanwhile, six themes emerged on the role of experiences in shaping the beliefs, attitudes, and commitments of the participants: being supportive of holistic development, leaving a legacy, experiencing personal transformation, shaping a sense of agency, pledging to educate and foster awareness, and supporting community engagement. Furthermore, the merging of quantitative and qualitative findings produced a merging-converging nature on the promotion of sustainable development goals and on the roles of experiences in shaping the beliefs, attitudes, and commitments shared by the participants towards promoting sustainable development goals in physical education. Article visualizations
TEACHERS’ PERCEPTIONS OF SOCIAL JUSTICE IN EDUCATION AND SELF-EFFICACY ON IMPLEMENTATION OF INCLUSIVE PRACTICES
Get PDFSocial justice in education refers to the commitment of schools to safeguard the rights of all students, to combat discrimination and inequality, and to provide equitable opportunities in an inclusive environment. The purpose of the study was to explore the correlation between teachers' perceptions of social justice and their self-efficacy in promoting and implementing effective inclusion of all students with disabilities. In addition, the study investigated whether demographic factors and teachers' professional profiles influence their attitudes about social justice and teaching self-efficacy. The research sample comprised of 172 primary and secondary school teachers. For the purposes of the study, the (a) Social Justice Scale - SJS (Torres-Harding, Siers & Olson, 2012), (b) Teaching Students with Disability Efficacy-TSDES (Dawson & Scott, 2013) were utilized. The study concluded that teachers demonstrate positive attitudes towards the implementation of social justice in the educational process. Educators with high levels of social sensitivity demonstrated greater ability to support children with disabilities as well as optimal guidance of all students to facilitate inclusion, and simultaneously, demonstrated greater professionalism in implementing this policy. It also emerged that female educators had more positive attitudes and showed greater sensitivity regarding the importance of implementing social justice, while younger teachers appear to be overall more positive compared to older teachers. The most important factor that influences perceptions and attitudes on social justice is specialized studies in special education. Spearman correlation coefficient showed a strong positive correlation between the positive attitudes of teachers towards social justice and their teaching self-efficacy. Linear regression analysis, showed that perceived social behavioral control and the intention of future social justice implementation are firmly indicative of high effectiveness in effectively promoting and implementing behavioral practices. The study highlights the importance for educational institutions to incorporate social justice education into curricula and promote the use of equitable and effective educational practices to address inequities. Article visualizations
SITUATIONAL ANALYSIS OF COLLEGE OF EDUCATION STUDENTS`MOTIVATION TO PARTICIPATE IN SPORTING ACTIVITIES IN GHANA
Get PDFCOVID-19 disrupted education and school sports which resumed after the pandemic. This study explores motivational factors influencing college students' participation in sports after the pandemic with reference to gender. The study employed a rigorous descriptive methodology and simple random sampling, with four hundred (400) college student-athletes. Principal Component Factor Analysis (PCFA) identified distinct motivational factors driving student sports engagement. Mean calculations revealed the most influential factors promoting sports re-engagement. The results indicated intrinsic motivation as the foremost factor, followed by the facility and equipment factor. To determine if gender differences exist in relation to motivation to partake in sports, an independent sample t-test was used. Male students showed slightly higher intrinsic motivation and lower facility and equipment motivation than female students. Conversely, female students exhibited higher motivation regarding facilities and equipment, but greater amotivation and external regulation compared to males. It was recommended that promotion and intervention strategies consider barriers and tailor interventions to specific needs to reduce participants' limitations to sports participation. Article visualizations
INVESTIGATION OF THE RELATIONSHIP BETWEEN LEISURE TIME MANAGEMENT AND QUALITY OF LIFE IN TERMS OF INTERGENERATIONAL DIFFERENCES
Get PDFThis study was conducted to examine the relationship between leisure time management and the quality of life of individuals of different generations who have received sports education and are still continuing their education. The population of the study consists of individuals who are currently studying or graduated from the Faculty of Sports Sciences and Physical Education and Sports School in Istanbul province. As the sample group, Istanbul Topkapı University, Marmara University, and Istanbul Cerrahpaşa University were selected because they have applied units (Faculty of Sports Sciences and School of Physical Education Sports). A total of 318 students of the Faculty of Sports Sciences and School of Physical Education and Sports who were studying and graduated from these universities participated voluntarily. After the participants were informed about the scales, the data were collected. The data were analysed in a computer environment using SPSS (Statistical Package for Social Sciences) programme. The normal distribution of the scores was analysed by examining normal distribution curves, skewness kurtosis values, normal distribution curves employing histograms, and Kolmogorov-Smirnov test values used when the group size is greater than 50. As a result of the skewness and kurtosis analyses of the data, it was determined that the data were suitable for parametric test conditions. In the analysis of the data, frequency, arithmetic mean and standard deviation; independent group t-test and one-way analysis of variance (ANOVA) were used to examine the differences between variables, and the Tukey test, one of the Post Hoc tests, was used to determine between which groups the difference occurred. As a result of the statistics obtained; a significant difference was found in the sub-dimensions of Goal Setting and Method sub-dimensions of the leisure time management scale according to the generations of the participants. It is thought that older individuals make life plans and time management better. Article visualizations
THE ROLE OF PRE-SERVICE TEACHER TRAINING IN DEVELOPING EFL TEACHERS' CLASSROOM MANAGEMENT COMPETENCY FOR BETTER TEACHING PERFORMANCE
Get PDFTeachers’ role in improving the quality of the educational system is unquestionable. However, in order for teachers to fully and effectively play their role and help achieve the required educational objectives they have to be well-trained before their induction and the literature provides much evidence of this (Bozkuş, 2021). Hence, teacher pre-service training is a crucial stage in the early development of a teacher. The current study makes use of a mixed-method approach, including a questionnaire, semi-structured interviews, and observations to investigate the role of pre-service teacher training in developing EFL novice teacher classroom management competency. The participants were 43 Moroccan EFL novice middle school and high school teachers. The results showed that participants found classroom management challenging mainly due to the short and insufficient period of training in general and practicum in specific as well as the prioritization of theory over practice during training. Consequently, those novice teachers found themselves in a state of confusion about how to deal with such challenges which had an impact on their performance in the classroom. Article visualizations
IRANIAN EFL TEACHERS AND CHALLENGES OF MANAGEMENT IN WRITING CLASSES
Get PDFClassroom management is one of the most significant yet challenging issues in EFL settings, mainly when L2 writing, as a productive skill, is in focus. The present qualitative study explored EFL teachers’ challenges in managing their classes when instructing writing. Twelve Iranian university instructors selected based on purposive sampling volunteered to participate in the study. The data were collected through semi-structured interviews and thematically analyzed, resulting in four main themes in response to the study’s research questions. Two themes were related to teachers’ challenges: instructional challenges and students’ misbehavior challenges. One theme was associated with the participants’ negative feelings about managing writing classes, and the last theme included suggestions for better management of writing classes. The study highlights the problems EFL teachers encounter in their writing classes, hoping to attract policymakers’ and administrators’ attention to the teaching profession in EFL settings. The study has implications for teachers, teacher trainers, and educators. Article visualizations