European Journals of Education Studies
Not a member yet
6296 research outputs found
Sort by
CRITERIA AND TACTICAL BEHAVIORS RELATED TO THE APPLICATION OF TASCTICS DURING COMPETITIONS BY THE U21 FOOTBALL TEAM OF AN GIANG PROVINCE, VIETNAM
Full text linkIn modern football, success depends not only on players' physical fitness but also on the effective use of tactical strategies. As such, developing appropriate tactics is crucial to a team's overall performance. This study aims to identify the key criteria and behavioral sequences associated with tactical implementation during matches by the U21 football team of An Giang province, Vietnam. To achieve this, the study employed a combination of methods including document analysis, surveys, pedagogical observations, and statistical techniques. The research involved 30 male players from the An Giang U21 team, with observations conducted over 19 official matches. Findings revealed two main categories of tactical criteria regarding attacking and defensive tactics, as well as two corresponding types of tactical behaviors reflecting offensive and defensive strategies in match play. Article visualizations
DISASTER RISK KNOWLEDGE AND RECYCLING PRACTICES AMONG SELECTED STUDENTS IN THE UNIVERSITY OF MINDANAO, PHILIPPINES
Full text linkThis study aims to evaluate the knowledge and awareness concerning resilience in disaster risk reduction and recycling practices among CTE students at the University of Mindanao. A descriptive method with the goal of gathering quantifiable data for use in the statistical analysis of the population sample is a well-known method for conducting market research that enables gathering and describing demographic information (Bhat, 2023). The data gathered for this study came from the total number of 350 CTE students enrolled in the school year 2023-2024. It was gathered using a correlational research design with a convenience sampling method. In interpreting the data, Spearman was utilized to determine the significant relationship between the two variables. The study found that there is a significant relationship between disaster risk reduction knowledge and the recycling practices of CTE students. This implies that students have a higher knowledge in terms of disaster risk reduction knowledge and recycling practices. SDG Indicator: #3 (Good Health and Well-being) Article visualizations
ERROR PATTERNS IN THE ACADEMIC WRITING OF ARAB ESL STUDENTS: A DATA-DRIVEN PERSPECTIVE
Full text linkThis study is an attempt to examine common errors in Arab ESL students’ writings. While some researchers and pedagogues believe that learners’ first language (L1) has a positive impact on learning a second language L2, others believe that L1 is the main cause of most writing errors, which hinders a smooth L2 learning process. This qualitative study aims to identify and analyze Arab ESL students’ academic writing errors and determine their origins. To hypothesize, L1, traditionally, is believed to exercise a good deal of influence on how well students write in their target language. However, many ESL researchers argue that not all ESL students’ writing errors are due to reliance on their L1, and in fact, some mistakes are found to be caused by students’ natural development of learning a second language or by a lack of adequate knowledge of language rules and patterns. The findings of this study reveal that learners’ L1 interference accounts for most writing errors, and a smaller portion is attributed to learners’ intra-lingual challenges. Some recurring error patterns are found to affect prepositions, word order, article systems, subject-verb agreement, clauses, and sentence structure. Article visualizations
USAGE DES PROGRAMMES EDUCATIFS INDIVIDUALISES DANS LA PRISE EN CHARGE PSYCHOPEDAGOGIQUE DES ECOLIERS AVEC DES BESOINS D'APPRENTISSAGE SPECIFIQUES DANS LES ECOLES SPECIALES DE KINSHASA
Full text linkL’étude a expliqué l’usage des programmes éducatifs individualisés dans la prise en charge psychopédagogique des écoliers avec des besoins d'apprentissage spécifiques dans les écoles spéciales de Kinshasa. Pour collecter les données, l’étude a recouru à l’échantillon occasionnel de 67 enseignants des 11 écoles spéciales de Kinshasa. Trois instruments ont permis la collecte des données notamment le questionnaire, la documentation et l’interview libre. Les données, ainsi collectées, ont été analysées par l’analyse de contenu et l’analyse statistique. Les résultats ont montré que le personnel enseignant des écoles spéciales de Kinshasa élabore moins et applique plus le PEI de récupération, de réadaptions et rééducation produit par l’école pour la prise en charge des écoliers exceptionnels ayant les déficiences intellectuelles, sensorielles et des difficultés d’apprentissage avec plusieurs techniques ou moyens. L’usage des PEI par les enseignants de ces écoles impacte significativement et positivement la prise en charge psychopédagogique des écoliers avec des besoins d'apprentissage spécifiques tels que les troubles d’apprentissage et de comportement, la déficience mentale, le retard scolaire, les cas d’inadaptation scolaire, l’échec scolaire mais aussi les difficultés d’apprentissage à savoir la dyscalculie ; la dysgraphie, la dysorthographie, la dyslexie et la dysphasie. Le personnel enseignant des écoles cibles apprécie positivement l’usage des PEI et cette appréciation ne dépend pas de leur caractéristique sociodémographique et professionnelle.The study explained the use of individualized educational programs in the psychopedagogical care of schoolchildren with specific learning needs in Kinshasa's special schools.To collect the data, we used the occasional sample of 67 teachers from the 11 special schools in Kinshasa. Three instruments were used to collect data, including the questionnaire, documentation and open interviews. The data collected in this way were analysed by content analysis a8nd statistical analysis. The results showed that the teaching staff of the special schools of Kinshasa develop less and apply more the MYP of recovery, rehabilitation and rehabilitation produced by the school for the care of exceptional schoolchildren with intellectual, sensory and learning disabilities with several techniques or means. The use of IEPs by the teachers of these schools has a significant and positive impact on the psychopedagogical care of schoolchildren with specific learning needs such as learning and behavioral disorders, mental deficiency, academic delay, cases of school maladjustment, academic failure but also learning difficulties namely dyscalculia; dysgraphia, dysorthographia, dyslexia, and dysphasia. Teachers in the target schools have a positive appreciation of the use of IEPs and this assessment does not depend on their socio-demographic and professional characteristics. Article visualizations
EVALUATION OF MAIN PRINCIPLES AND METHODS IN TEACHING ENGLISH ONLINE FOR ADULTS AT UNIVERSITY OF CUU LONG, VIETNAM
Full text linkTeaching English to adult learners requires approaches that address their unique characteristics, including autonomy, motivation, and practical learning goals. While adult language education is increasingly important, there remains a lack of research grounded in the classroom experiences of English teachers working with adult learners, particularly within the Vietnamese context. This study aims to identify effective teaching principles and learning strategies for adult learners, focusing on methods and technologies that enhance engagement and promote self-directed learning. Drawing on the practical experience of English language teachers at Faculty of Foreign Languages (FFL), University of Cuu Long (UCL), Vietnam, a mini-research project was conducted with 15 English teachers who have taught adult students. Data were collected using an open-ended questionnaire exploring teaching principles, the importance of a supportive learning environment, and the most motivating and effective instructional methods. The findings reveal that interactive methods are considered the most impactful, as they actively involve learners, support collaborative and learner-centered instruction, and align with the self-directed nature of adult learning. These insights highlight the need for language programs and teacher training to prioritize interactive, motivating, and context-responsive approaches for adult English education. Article visualizations
EXPLORING THE BEHAVIORAL TRAITS OF CRIMINOLOGY STUDENTS TOWARDS BLENDED LEARNING
Full text linkThis study examines the behavioral traits of University of Mindanao criminology students with reference to blended learning using a mixed-method approach supported by exploratory factor analysis. The study identifies the key mindsets influencing students' interactions with blended learning environments, drawing on the unified theory of acceptance and use of technology and the theory of planned behavior. A total of 150 students participated in the quantitative survey, which was complemented by qualitative interviews with ten carefully selected respondents. The five primary factors that were shown to have an impact on students' behavior were decreased motivation and engagement, adaptability and self-regulation, reliance on digital resources, emotional difficulties and social disconnection. The findings emphasize the importance of removing technological disparities, promoting dynamic and flexible learning settings, and enhancing student-teacher involvement to optimize blended learning for criminology education. The study offers useful information for educators and organizations seeking to improve their instructional strategies and student support systems in blended learning settings. The study concludes that knowledge of students’ behaviors, perceptions, and challenges in blended learning contexts is necessary to improve educational outcomes. These discoveries have important implications for educators and institutions because they highlight the need to develop adaptable, student-centered, and technologically supportive educational practices. By tackling this problems, educational institutions and organizations can raise student satisfaction, enhance academic achievement, and increase the effectiveness of blended learning. Article visualizations
TIME MANAGEMENT COMPETENCY OF UNDERGRADUATE STUDENTS: INFLUENCE OF DEMOGRAPHIC VARIABLES
Full text linkThe study aimed to examine the time management competency of undergraduate students based on their academic stream, gender, and place of residency. The study used a descriptive survey research method, and 160 undergraduate students were selected as samples using a stratified purposive sampling technique. Data were collected using the standardized time management competency scale. Descriptive statistics and Three-way ANOVA were used to analyse data. The study found that place of residency and gender significantly influence students' time management competency, showing notable differences between hosteller and day scholar residency backgrounds and between male and female students. However, no significant differences were found between arts and science stream students, and there were no significant interaction effects of academic stream, place of residency, and gender on time management competency of undergraduate students. Article visualizations
SPECIAL AND INCLUSIVE EDUCATION: SURFACING UNIVERSITY STUDENTS’ VIEWS THROUGH ΙNTERACTIVE ΑCTIVITIES - FOCUS ON INCLUSIVE PEDAGOGIES AND INNOVATIVE PRACTICES
Full text linkStudent-Centered Learning in Higher Education promotes interaction between students (Redmond et al., 2023) and online discussions through interactive educational activities can provide rich information on pedagogical issues and highlight valuable views on inclusive pedagogy. This paper explores the university students’ views through interactive activities with a focus on inclusive education. This study used a qualitative approach. The data collection technique used was forum group discussion. The findings highlight the importance of inclusive pedagogies and innovative practices within modern learning contexts and environments. Furthermore, the findings highlight the importance of interactive environments in Higher distance learning and Teacher Education with regard to inclusive pedagogies and innovative practices. The results are of interest for the pedagogical and inclusive basis of the modern school of the 21st century, highlighting the views of post-graduate students - teachers from Cyprus and Greece (Ioannidi, 2023, 2024). Although the conclusions are not generalizable, this research report is expected to provide valuable insights and ideas for policymakers, teachers, educators and education practitioners in their efforts to create a more inclusive and equitable educational environment in combined/blended learning contexts. The present study aims to bridge the gap between theoretical investigation and applied knowledge, contributing to the field of Inclusive Education and Teacher Education (Stylianou & Zembylas, 2020; Zembylas, 2024). Article visualizations
COIL PROJECTS AS A STRATEGY FOR THE INTERNATIONALISATION OF HIGHER EDUCATION: REFLECTIONS FROM A PORTUGUESE-BRAZILIAN EXPERIENCE
Full text linkCOIL (collaborative online international learning) projects offer an accessible pedagogical approach to internationalise higher education, particularly for students unable to participate in physical mobility programmes. By connecting students from diverse countries and cultures, COIL democratises internationalisation and prepares students for dynamic, intercultural job markets, fostering essential transversal skills. This article presents the COIL project, Environmental management and protection: analysis of initiatives adopted by Portuguese companies, a collaboration between the University of Aveiro in Portugal and São Paulo State University in Brazil. The project aimed to analyse the investments, costs, and benefits of environmental management measures in Portuguese companies, applying statistics, mathematics, and project management. The project structure involved binational teams, environmental data analysis, report preparation, and results presentation. The participants found the experience enriching, highlighting the development of international collaboration, teamwork, and intercultural communication skills. They noted that the exchange expanded their perception of cultural diversity and promoted intercultural collaboration. Challenges included uneven participation, unbalanced task distribution, and difficulties in time management and communication. Suggestions for improvement included increased teacher supervision, better time management, greater student commitment, and balanced task distribution. Student feedback was gathered through questionnaires from the University of Aveiro’s office and the project’s instructors. Article visualizations
PROMOTING MATHEMATICAL ACHIEVEMENT THROUGH CREATIVE THINKING AND STRUCTURED ACTIVITY EXPOSURE IN HIGH SCHOOL EDUCATION
Full text linkThis research explored the relationship between creative thinking skills, exposure to creative activities, and mathematics achievement among 250 Grade seven students in a public high school in Cebu City, Philippines, using a descriptive correlational design. The respondents were identified using simple random sampling. Data were collected using researcher-made instruments on the Creative Thinking Skills and Creative Thinking Activities Exposure Scale, which underwent pilot testing, while Mathematics Achievement was measured using their Fourth Quarter grades. Data were analyzed using descriptive and inferential statistics. Results showed respondents’ moderate creative thinking skills, with high exposure to activities promoting creative thinking skills. On the one hand, the respondents’ mathematical achievement was satisfactory. Moreover, there was a significant moderate positive relationship between the respondents’ creative thinking skills and exposure to creative thinking activities, while no significant relationship between creative thinking skills and mathematics achievement. Similarly, no significant relationship between exposure to creative thinking activities and mathematics achievement was found. Recommendations were made to include creative thinking activities in the curriculum, enrichment programs for students, and teacher training in innovative methodologies. Article visualizations