Aurel Vlaicu University of Arad Editing House: Journals
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REIMAGINING CHEMISTRY CLASSROOMS: A CASE FOR THE INQUIRY CYCLE MODEL IN 21ST CENTURY EDUCATION : 10.24250/jpe/2/2025/BET/
No full textThis paper advocates for a paradigm shift in secondary school chemistry instruction through the adoption of the Inquiry Cycle Model (ICM). Traditional approaches to chemistry education in many schools continue to rely heavily on rote memorisation and passive learning, limiting students’ ability to engage critically with scientific concepts and practices. In response to this challenge, the ICM offers a structured yet flexible framework that mirrors authentic scientific inquiry. It engages students in iterative cycles of questioning, hypothesis formulation, investigation, data interpretation, conclusion drawing, and reflective discussion. This process not only deepens conceptual understanding but also fosters essential process skills such as critical thinking, experimentation, and scientific communication. The model’s cyclical nature allows learners to revisit and refine their understanding, better preparing them for modern scientific careers and civic responsibilities. The paper explores the pedagogical, curricular, and infrastructural benefits of implementing the ICM, while acknowledging the practical challenges such as teacher readiness, time constraints, and resource availability. Recommendations are offered for systemic adoption, teacher professional development, curriculum reform, and assessment realignment to support sustainable implementation. Ultimately, the paper argues that the Inquiry Cycle Model presents a scalable and effective solution to enhance chemistry education, aligning instructional practices with the demands of the 21st century and promoting scientific literacy among students
SCHOOL LEADERSHIP AND FUNDING PRACTICES OF HIGHER INSTITUTIONS: 10.24250/jpe/2/2025/NJKA/
No full textFinancing university education presents a major challengefor the Nigerian population. This study examines theimpact of school leadership, specifically governancestructures and stakeholder participation, and fundingpractices in higher education. A purposive samplingtechnique was used to select 450 participants fromNigerian public universities. Data were analyzed usingSmart PLS tools to assess the relationship between schoolleadership management and funding practices. Thefindings indicate that strong governance structures andactive stakeholder participation significantly enhance theeffectiveness of funding practices in higher educationinstitutions. These factors contribute to improved resourceutilization and accountability. To strengthen highereducation funding, universities should implement robustgovernance frameworks and encourage stakeholderinvolvement in decision-making processes. This approachensures transparency, democratic governance, andsustainable financial practices. This study providesempirical evidence on the positive correlation betweenschool leadership management and effective fundingpractices, contributing to the limited research ongovernance and financial sustainability in Nigerian highereducation
THE ROLE OF TEACHERS IN DEVELOPING CRITICAL THINKING THROUGH CULTURAL ACTIVITIES IN PRIMARY EDUCATION: 10.24250/jpe/2/2025/DRC/VC/
No full textIn a world characterized by cultural diversity andunprecedented information abundance, the development ofcritical thinking among primary school students becomes afundamental educational priority. This study investigatesthe role of teachers in stimulating critical thinking throughcultural activities, considered privileged contexts for theformation of analysis, reflection and interpretation skills.The research, of mixed type, was carried out on a sampleof 60 primary school teachers, coming from urban andrural schools. A questionnaire and semi-structuredinterviews were used to identify pedagogical perceptionsand practices regarding the integration of the culturaldimension in the teaching process. The results highlightthat cultural activities – such as storytelling workshops,thematic visits, educational theatre and interculturalprojects – are an ideal framework for developing criticalthinking, cultural empathy and reflective thinking. Theparticipating teachers emphasized the importance ofinterdisciplinary approaches and experiential learning tostimulate autonomous and creative thinking. The studycontributes to the understanding of how the culturaldimension can become a strategic tool in the formation ofthe essential cognitive and social competences of thecontemporary child
DOMINANT ATTITUDES OF PRESCHOOL TEACHERS TOWARDS NURTURING, PROMOTING AND ENHANCING TRADITIONAL VALUES WITHIN THE INTEGRATED APPROACH TO PRESCHOOL EDUCATION: 10.24250/jpe/1/2025/AV/
No full textDuring the preschool period, activities designed for childrenshould foster the initiation of friendly relationships based onmutual understanding and the acquisition of traditional valuesthat promote togetherness and encourage individualresponsibility. This can be achieved by nurturing customs andmusic, which, in this context, serve as natural channels ofcommunication. These practices help to instil behaviouralnorms, strengthen connections, and promote mutual respect. Inthis article, the authors analyse the dominant attitudes ofpreschool teachers towards methods for promoting traditionalvalues in preschool-aged children within the integratedapproach to education. This is the primary focus of theconducted research. The instrument used was a questionnairespecifically designed for this study, titled Questionnaire on theopinions of preschool teachers on promoting traditional valueswithin the integrated approach to preschool education. Theresearch sample consisted of 116 preschool teachers (N = 116).The selected factors were interpreted as follows: Nurturingtraditional values through educational activities; Challengesassociated with activities/projects related to traditional values;Development and strengthening of competencies for conductingactivities/projects related to traditional values and Localcommunity as a resource for promoting traditional value
ARTIFICIAL INTELLIGENCE AND TEACHING-LEARNING PROCESS IN EDUCATION INSTITUTIONS IN NIGERIA: A STUDY OF UNDERGRADUATE STUDENTS OF DELTA STATE UNIVERSITY, ABRAKA: 10.24250/jpe/1/2025/UC/TNE/
No full textIn recent years, there has been a growing interest in theapplication of artificial intelligence (AI) in education. AI iscurrently used in many areas of education, includingadministration in schools, learning adaptations, and expandingthe accessibility of education. Although AI has a lot of potentialbenefits, there are obstacles that must be conquer before it canbe put into practice. This study examined the relationshipbetween AI and the teaching-learning process in education inNigeria, specifically focusing on undergraduates at Delta StateUniversity, Abraka. A cross-sectional study approach was usedin this study, which obtained data from 437 undergraduatestudents. A stratified sampling technique was used to select asample of the respondents. To analyze the data for the study, thet-test, correlation, and linear regression analysis wereemployed. This study demonstrated the robust and beneficialrelationship between artificial intelligence and the teaching-learningprocess in education in Nigerian. However, there arealso difficulties with using AI in education. These difficultiesinclude students' excessive reliance on technology, concernsabout data security and privacy, unequal access, prejudice anddiscrimination, technological difficulties, and the decline ofhuman values. The study concluded that in order to prepare theirstudents for the challenges of the AI revolution, Nigerianeducational institutions should educate and nurture theirstudents. The use of AI has the potential to improve teaching-learning process, personalize learning to students' needs, andboost administrative effectiveness in school management.Ensuring fairness and inclusivity and the future of teaching inthe AI age are crucial when creating AI-based educationalsystems
POSTGRADUATE STUDENTS’ PERCEPTION OF THEIR COMPETENCIES IN DESIGNING EDUCATIONAL RESEARCH: CASE OF THE UNIVERISTY OF NIGERIA, NSUKKA: 10.24250/jpe/1/2025/SFCU/SO/
No full textProficiency in research is a prerequisite for academicachievement for postgraduate students. Even though researchwriting abilities are crucial, the majority of students find itdifficult to complete tasks involving research. As a result, thisstudy looked at how postgraduate students perceived their levelof expertise when it came to creating instructional research. Thesurvey design used in the study was descriptive. The study wasguided by two null hypotheses and three research questions. Asample of 300 post-graduate students, 157 of whom were maleand 143 of whom were female, was employed in the study. Therewere 198 Masters and 102 Ph.D. students. The researcherscreated the Students' Perceptions on their Competences inResearch Designing Questionnaire (SPCRDQ), which was thetool used to collect data. Using Cronbach's Alpha, theinstrument's dependability was assessed; the result was areliability index of 0.85. The three research questions wereaddressed using the mean and standard deviation, and the twonull hypotheses were tested at the 0.05 level of significance usingthe t-test statistical method. The results show that students werecompetent in some areas but there were areas in designingeducational research they need improvement. It also showed thatthere was no discernible difference between the perceptions ofmale and female students' design competencies. Nonetheless, anotable distinction was found in the design of educationalresearch competencies between Ph.D. and masters students
ASSESSMENT OF TEACHERS' METACOGNITIVE AWARENESS. VALIDATION AND APPLICATION OF METHODOLOGICAL TOOLS, IMPLICATIONS FOR PROFESSIONAL DEVELOPMENT: 10.24250/jpe/1/2025/CIA/
No full textThe article presents methodological research in the field ofmetacognition, centered on the pre-testing and validation of aresearch instrument that will be applied in a cross-sectionalstudy on teacher needs analysis. The training needs analysis is apart of the research of the doctoral dissertation "Development ofmetacognitive skills of primary and pre-school teachers". Giventhat in this research we intend to measure the level ofmetacognitive awareness of teachers in relation to theirprofessional development and in order to approach the elementsof metacognition in a unified way, we considered it useful toadapt two commonly used instruments for this purpose: themetacognitive awareness inventory for teachers, afterBalcikanli, and the metacognitive awareness inventory foradults, after Schraw and Dennison. These instruments were pretestedon a total of 195 primary and pre-school teachers. In thisarticle, we present the research background, the process andresults of the pretesting of the Adult Metacognitive AwarenessInventory -MAI (Schraw and Dennison,1994), which wasadapted and developed according to the aims and context of thedoctoral research The variables of the methodological researchwere defined and correlated according to the answers regarding:a) significant differences between the factors influencing thelevel of metacognitive awareness; b) obtaining positive andsignificant correlations between the factors and the dimensionsof the MAI inventory. The obtained results were grouped in threeparts represented by: a) item descriptive statistics; b) results ofconfirmatory factor analysis; c) descriptive analyses onmetacognition dimensions and elements of inferential intergroupstatistics. In this article, the results of the pretesting of the MAIinventory by means of inferential statistics are presented indetail. The statistical analyses confirm the validity of the adaptedinstrument, according to the metacognitive awareness inventoryfor adults - MAI (Schraw and Dennison, 1994), by its internalconsistency and its relevance in assessing the level ofmetacognitive awareness of the subjects in the group of teachersselected for the doctoral research
EDUCATION IN THE SPIRIT OF CHILDREN'S RIGHTS: FROM LEGAL PRINCIPLES TO EDUCATIONAL IMPLICATIONS: 10.24250/jpe/si/2025/EB/
No full textThe United Nations Convention on the Rights of the Child(1989) constitutes a fundamental milestone in theconsolidation of the international legal framework for theprotection and promotion of children's rights, exerting adirect influence on the educational and social policies ofthe signatory states. The document enshrines four essentialguiding principles—non-discrimination, the best interestsof the child, the right to life and development, and respectfor the views of the child—which underpin child-centerededucational approaches. Despite legislative andinstitutional advancements, significant challenges persist,such as violence against children, inequality, andexploitation in conflict settings. This paper aims to providea theoretical analysis that highlights the importance of arights-based education as a means of prevention andempowerment, with a view to ensuring an environmentconducive to the comprehensive development of the child
EXPLORING GENDER DIFFERENCES OF THE FORMS, CONSEQUENCES AND STRATEGIES FOR CURBING WORKPLACE INCIVILITY AMONG PRIMARY SCHOOL TEACHERS IN NIGERIA: 10.24250/jpe/si/2025/TE/AHE/
No full textThis study explores gender differences of the forms,consequences and strategies for curbing workplaceincivility among primary school teachers in Delta State,Nigeria. The study is a descriptive survey which adoptedthe ex-post-facto design. The population comprised all thepublic primary schools in Delta State, from which a sampleof 362 teachers (112 males 250 female) was drawnexploring purposive sampling technique. The instrumentfor data collection was researcher developed: titled‘’Forms, Consequences and Strategies for CurbingIncivility Questionnaire (FCSCIQ)’’. Face and contentvalidity were employed validating the instrument whichwas further subjected to a reliability test which yielded .82indicating a high reliability index. Data obtained wereanalysed using mean score for research questions at 2.50bench mark and t-test for hypotheses at 0.05 level ofsignificance. Findings revealed that multifaceted forms ofincivility manifested in the primary schools; incivility hadgrave consequence for the schools; positive school climate,culture, prompt and decisive response to acts of uncivilconduct were effective strategies for curbing incivility.Results additionally indicated that significant differencedoes exist between male and female teachers’ view onforms of incivility, whereas in terms of consequences ofincivility and strategies for curbing incivility, significantdifference was not recorded between male and femaleteachers. It was therefore recommended among others thatthe school leadership should ensure positive schoolclimate, culture and address uncivil conduct decisively, etc
DIMENSIONS OF SOCIAL INCLUSION IN THE CONTEXT OF VISUAL IMPAIRMENT: A CASE STUDY ON LEBER'S HEREDITARY OPTIC NEUROPATHY: 10.24250/jpe/si/2025/GSM/DN/
No full textThe paper explores the social inclusion of people with visualimpairment, namely, Leber's hereditary optic neuropathy,which is a rare condition, the prevalence being one in50,000 people. The paper is developed around the casestudy and highlights the challenges and difficultiesexperienced by a healthy person who is suddenlydiagnosed at the age of 20 with Leber's hereditary opticneuropathy. The research uses the qualitative method, andthe practical implications are aimed at reducing thepsycho-emotional difficulties of people with visualimpairments, early recognition of symptoms and promotingsocial equity and inclusion