IIUM Journal of Educational Studies
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فلسفة سياسات التعليم الأخضر ومتطلباته في الجامعات السعودية رؤية تربوية مقترحة وفق تصنيف جرين ماتريكس
Full text linkمستخلص الدراسة : هدفت الدراسة إلى الكشف عن فلسفة سياسات التعليم الأخضر ومتطلباته في الجامعات السعودية رؤية تربوية مقترحة وفق تصنيف جرين ماتريكس، واستخدمت الدراسة المنهج الوصفي، و أسفرت الدراسة عن عدد من النتائج منها: أن التعليم الأخضر ضرورة ملحة لمواجهة تحديات التغير المناخي، وهو نوع من التعليم يأتي متزامناً مع التطور التكنولوجي الكبير ومع التحول الرقمي الواسع والمتشعب في كل المؤسسات والشركات داخل المجتمع، و أن التعليم الأخضر بشكل عام له بعد إسلامي كبير لاهتمام كثير من النصوص الشرعية والأحكام الفقهية، في كل ما من شأنه إعمار للأرض والمحافظة على سلامتها وصحتها من أي أمر يهدد حياة الكائنات الحية فيها، وأن من متطلبات التعليم الأخضر هو تضمين فلسفة السياسات التعليمية للجامعات السعودية، ما يتوافق مع فلسفة التعليم الأخضر، ومتطلب تكثيف التمويل المالي للأبحاث والكراسي العلمية المتعلقة بالبيئة، وتوفير معامل مجهزة بأحدث الأنظمة التكنولوجية، والخبراء في الطاقة المتجددة لتدريب الباحثين في استخدام منتجات صديقة للبيئة، تقديم رؤية تربوية مقترحة وفق تصنيف جرين ماتريكس.The study aimed to reveal the philosophy of green education policies and its requirements in Saudi universities, a proposed educational vision according to the Green Matrix classification, and the study used the descriptive approach, and the study resulted in a number of results, including: that green education is an urgent necessity to confront the challenges of climate change, and it is a type Education comes simultaneously with the great technological development and with the broad and complex digital transformation in all institutions and companies within society. And that green education in general has a great Islamic dimension due to the interest of many legal texts and jurisprudential rulings, in everything that would rebuild the earth and preserve its safety and health from anything that threatens the lives of living organisms in it, and that one of the requirements of green education is to include the philosophy of the educational policies of universities. Saudi Arabia, in line with the philosophy of green education, and the requirement to intensify financial funding for research and scientific chairs related to the environment, and to provide laboratories equipped with the latest technological systems, and experts in renewable energy to train researchers in the use of environmentally friendly products, presenting a proposed educational vision according to the Green Matrix classification
The Differential Effect of Thinking Aloud and Agree/Disagree Metacognitive Strategies on the Three Levels of Students' Academic Performance in Secondary School Science
No full textThis research determined the influence of metacognitive strategies on the three levels (high, moderate and low level) of student’s academic performance and to also assessed the difference in the academic performance of students that were taught using thinking aloud and agree/disagree metacognitive strategies instructional strategies. The study adopted pretest, post-test, control group experimental design. A total sample of 100 secondary school science students was used, with 50 in the experimental group and 50 in the control group; the experimental group received treatment using the "thinking aloud" (36 students) and "agree/disagree" (14 students) instructional strategies, while the control group was taught using the conventional method. A thirty- multiple choice Physics, Chemistry and Biology Performance Test (PCBPT) was used to measure students’ academic performance in Physics, Chemistry and Biology subjects. The findings derived from the collected data revealed that science students demonstrated a moderate level of academic performance. No significant difference was observed in the performance of science students taught using the thinking-aloud and agree/disagree instructional strategies. However, the experimental group taught with metacognitive strategies showed a significantly higher mean gain (4.96) than the conventional group (1.20), p < 0.05, indicating the effectiveness of the strategy. Consequently, it is recommended that teachers in science education incorporate metacognitive strategies, particularly in this era where teaching approaches prioritize a child-centered methodology and also, use to validate the answers students provide to ensure it is not a copy and paste AI generated answers.
Bridging the Gap: How Universal Design for Learning Can Transform Biology Education: A Systematic Review
Full text linkDespite significant advancements in pedagogical models, Biology education still relies on the onesize-fits-all teaching methods that overlook the diverse needs and strengths of learners. This impacts students with diverse learning needs and abilities, contributing to disengagement and a decline in motivation. The Universal Design for Learning (UDL) framework offers a promising alternative by promoting inclusivity through multiple means of representation, engagement, and expression. This systematic review explores how UDL has been applied in STEM education, particularly Biology, using the updated CAST 2024 UDL checkpoints as an analytical framework. Ten peer-reviewed studies published between 2020 and 2025 were selected and analyzed following PRISMA guidelines. The review identified three recurring themes: choice, variety, and technology. These themes highlight effective strategies such as gamified assessments, digital tools, and differentiated learning tasks that support inclusivity and student engagement. While promising, the findings also reveal gaps in implementation, especially in underused UDL checkpoints related to feedback and self-regulation. This review emphasizes the importance of aligning instructional design with UDL principles to foster inclusive, student-centered Biology education.
Strengthening Vocabulary Ability among Toddlers in their Early Childhood Literacy through the Reading Seed Programme (RSP)
Full text linkThe Reading Seed Programme (RSP) by PUSTAKA Negeri Sarawak has the potential to be the main nationwide literacy programme, especially to inculcate a reading culture. For instance, the RSP is designed to aid children in developing their reading vocabulary, and the RSP's target participants were pregnant mothers. The mothers would be utilising the RSP kits during pregnancy and after childbirth on their babies and toddlers. A substantial number of survey respondents were mothers and/or guardians of toddlers under three years old, and they shared their experiences with the RSP programme. Therefore, this paper aims to collect empirical data to assess the extent to which the RSP has achieved its objective of enhancing vocabulary ability among the toddlers during their participation in the reading programme. Convenience sampling was employed to collect the data among the RSP participants (the parents who enrolled in the RSP). This pilot study targeted RSP users in Kuching City, the hometown of PUSTAKA Negeri Sarawak. 385 respondents completed the online questionnaires, which yielded a 92.33% response rate. The findings of this research demonstrate that the RSP has proven to significantly contribute to the toddlers’ vocabulary ability in reading. However, the RSP needs to address individual learning capabilities, incorporate updates or monitoring systems, improve training, establish a strategic roadmap of the RSP outcomes, and clarify the programme's attitudinal components with respect to the targeted outcomes. The RSP should continuously empower programme implementation to develop a global brand of early childhood reading programmes
The Early Identification of Children with Disabilities in Public Schools in Muscat Governorate, Sultanate of Oman
Full text linkيركز هذا البحث على تقييم واقع برامج التعرف المبكر على الأطفال ذوي الإعاقة في المدارس الحكومية بمحافظة مسقط في سلطنة عمان، وتحليل مدى فعاليتها في الكشف عن حالات الإعاقة وتقديم التدخلات المناسبة. وتنبع أهمية هذا البحث من الدور المحوري الذي تؤديه هذه البرامج في تحسين جودة حياة الأطفال ذوي الإعاقة، وتعزيز فرص دمجهم الأسري والاجتماعي والتعليمي. ويُعد التعليم في سلطنة عمان من أولويات الدولة، حيث يشمل التعليم الحكومي جميع الفئات، بما في ذلك الطلاب ذوي الإعاقة، الذين خُصصت لهم برامج "صفوف الدمج" داخل المدارس الحكومية. وتمثل هذه الصفوف نموذجًا تربويًا يهدف إلى دمج الطلبة ذوي الإعاقة السمعية والعقلية أو ذوي صعوبات التعلم في البيئة التعليمية العامة مع توفير الدعم اللازم لضمان مشاركتهم الفاعلة، في إطار التزام سلطنة عمان بمبدأ تكافؤ الفرص وتحقيق الشمول التعليمي. اعتمد البحث على المنهج الوصفي التحليلي من خلال إعداد استبانة مكونة من عشرة محاور رئيسية مستخلصة من الأدبيات والمعايير الدولية، طُبّقت على عينة عشوائية طبقية مكونة من (186) من العاملين في (15) مركزًا للتدخل المبكر بمحافظة مسقط، كما تم دعم النتائج بإجراء مقابلات شبه مهيكلة، وتحليل البيانات باستخدام برنامج Smart PLS وفق أسلوب التحليل العاملي التوكيدي (CFA). كشفت النتائج عن وجود فجوات واضحة في جودة الخدمات المقدمة، أبرزها ضعف التنسيق بين الجهات المعنية، وقصور في تدريب وتأهيل الكوادر المهنية، وانخفاض وعي الأسر بأهمية التعرف المبكر. كما أظهرت النتائج الحاجة إلى تطوير السياسات المؤسسية والبنية التحتية بما يتماشى مع المعايير العالمية، مع التركيز على تفعيل دور الأسرة في جميع مراحل التقييم والتدخل. وخلص البحث إلى مجموعة من التوصيات التي تسعى إلى تحسين مستوى الخدمات، وتعزيز التكامل بين المؤسسات، وتطوير آليات تقييم أكثر فاعلية واستدامة، بما يسهم في تحقيق نقلة نوعية في مجال التعرف المبكر على الأطفال ذوي الإعاقة في سلطنة عمان. This study focuses on evaluating the current state of early identification programs for children with disabilities in public schools in Muscat Governorate, Sultanate of Oman, and analyzing their effectiveness in detecting disabilities and providing appropriate interventions. The importance of this study stems from the critical role such programs play in improving the quality of life for children with disabilities and enhancing their opportunities for familial, social, and educational inclusion. Education in Oman is a national priority, and public education covers all segments of society, including students with disabilities, for whom inclusive classroom programs have been implemented in public schools. These inclusive classrooms represent an educational model aimed at integrating students with hearing, intellectual disabilities, or learning difficulties into the general educational environment while providing the necessary support to ensure their active participation, as part of Oman’s commitment to equal opportunities and inclusive education. The study adopted a descriptiveanalytical approach by developing a questionnaire consisting of ten main axes derived from relevant literature and international standards. It was applied to a stratified random sample of 186 employees across 15 early intervention centers in Muscat Governorate. The findings were supported by semistructured interviews and data analysis conducted using Smart PLS software, employing Confirmatory Factor Analysis (CFA). The results revealed significant gaps in the quality of services provided, most notably the lack of coordination among relevant entities, deficiencies in the training and qualification of professional staff, and low parental awareness regarding the importance of early identification. The study also highlighted the need to develop institutional policies and infrastructure in line with global standards, with a particular emphasis on activating the family’s role in all stages of assessment and intervention. The research concluded with a set of recommendations aimed at improving service quality, enhancing institutional integration, and developing more effective and sustainable assessment mechanisms, contributing to a qualitative advancement in the field of early identification of children with disabilities in Oman
Exploring Motives and Challenges in the Erasmus+ Student Mobility Program: A Case Study of Khazar University Students
Full text linkA significant advancement in educational mobility is the emergence of the Erasmus+ program, which has facilitated study experiences abroad for numerous students, including those from Azerbaijan. Among them is Khazar University where there is a noticeable gap in research regarding the motives and challenges encountered by students participating in the Erasmus+ program. Additionally, the challenges faced by these students remain inadequately addressed, largely due to the absence of comprehensive documentation and transparent reporting of participants' experiences. In line with this, this mixed-methods research explores the motives and challenges experienced by Erasmus+ students from Khazar University. The study involved 16 students who participated in the Erasmus+ program between 2017 and 2023. All 16 students participated in a quantitative survey conducted via an online questionnaire. Subsequently, semi- structured interviews were held with seven of them to gather qualitative data. Using SPSS for analysis, the findings revealed that the primary motives for participating in the program include the opportunity to study abroad, meet new people, have fun, and gain independence or self-sustainability. Conversely, students perceived the pre-Erasmus period as the most challenging, with paperwork being the most daunting challenge. However, significant hurdles during the Erasmus program include variations in education systems, financial constraints, and culture shock. After the Erasmus period, many students grapple with what can be described as "post-Erasmus adjustment syndrome." The study will illuminate the policy makers and school administrators to address the identified challenges and tailor the students’ motives by providing comprehensive Erasmus+ information sessions, so the program should satisfactorily meet the expectations of the participants
Islamic Education Management and Mental Health Guidance as Treatment for Patients With a Mild Disorder: Supporting and Inhibiting Factors
Full text linkThis phenomenological study describes the supporting and inhibiting factors of Islamic educational management and mental health guidance rendered to patients with a mild disorder at two Indonesian social rehabilitation centres. Data were collected from semi-structured individual interviews with 10 participants (seven men and three women aged between 23 and 61 years) who comprised managers, social workers, assistants, kiayis or ustads (religious teachers), and patients with mild mental health disorders at the two centres. Data were analysed for recurring patterns, themes and subthemes using Computer-Assisted Qualitative Data Analysis (CAQDAS) and N-Vivo. The findings highlight two categories of support and inhibition, i.e., internal and external factors. Internal support factors include client engagement, the roles of companions and social workers, adequate funding and proper infrastructure. External support factors include stakeholders, cooperation, clients’ families, and available funding. On the other hand, a major internal factor that inhibits the implementation of Islamic education and mental health guidance is the clients themselves with all their issues, while external inhibitors stem from the government, bad weather conditions, the lack of funds, and the absence of family to support ODGJs. The findings underscore the importance of improving current practices in Islamic social rehabilitation as these practices will increase the likelihood of patients’ recovery from mental health disorder. Further research should consider developing a holistic Islamic approach to rehabilitation and spiritual healing that integrates solat, dhikir, Qur’an reading and God-centred conversations to help ODGJs return to normal life
The Role of University-Community Partnerships in Advancing Pathways for Sustainable Education Management in NigeriaNigeria
Full text linkThis study explores the role of university-community partnerships in advancing sustainable education management in Nigeria. The research aims to identify actionable strategies for enhancing these collaborations and assessing their impact on the education sector and broader development goals. Using a mixed-methods approach, the study employed a quantitative survey with 250 respondents from public universities in Lagos State, Nigeria, and qualitative interviews with 10 community leaders and university stakeholders. The study used purposive sampling for qualitative interviews, selecting participants based on their experience in university-community partnership activities. The quantitative data was analysed using descriptive statistics and inferential analysis, while thematic analysis was applied to the qualitative responses. The results of the study revealed Pearson’s Correlation p = 0.032 (p < 0.05) of hypothesis one, that the null hypothesis was rejected, while hypothesis two revealed regression analysis p = 0.042 (p < 0.05), which was also rejected. The qualitative findings of this study reveal several critical factors influencing the effectiveness and sustainability of university-community partnerships, trust and communication emerging as foundational components, with 60% of respondents emphasising their significance. The absence of transparent communication and mutual trust was identified as a major barrier to the successful implementation and sustainability of such collaborations, among others. Conclusively, this study has demonstrated that university-community partnerships are vital for promoting sustainable education management in Nigeria. The findings reveal that while these partnerships hold significant potential for advancing local development and education outcomes, they face critical challenges, including insufficient funding, poor communication, and cultural barriers. It was recommended in this study that Universities and community leaders should prioritise open, transparent communication channels to foster trust and understanding. Regular meetings and feedback mechanisms will ensure that both parties are aligned in their goals and expectations
The Development of Web-Based Maharah Kalam Teaching Materials: (Research at Dairobby Vocational High School)
Full text linkترتكز هذه الدراسة على ثلاثة عناصر أساسية: منهج مدرسة داعي ربي الثانوية المهنية وفقًا لرؤيته التكنولوجية، وتفضيلات الطلاب نحو التعلم المدعوم بالتكنولوجيا، ومتطلبات تعليم اللغة العربية من خلال الوسائل التعليمية التقنية. يهدف هذا البحث إلى ملف مدرسة داعي ربي الثانوية المهنية، وتصميم مادة مهارة الكلام على الموقع الإلكتروني، و صلاحيتها، وعمليتها، وفعاليتها. يعتمد هذا البحث على نموذج ADDIE للتطوير التعليمي، الذي يتألف من خمس مراحل منهجية: التحليل، والتصميم، والتطوير، والتنفيذ، والتقييم. وتستند البيانات إلى مصادر رئيسة تشمل الطلاب، وخبير المحتوى، وخبير الوسائط، باستخدام أدوات جمع متنوعة مثل الملاحظة، والمقابلات، والاستبيانات التقييمية. أظهرت نتائج البحث أن العملية التعليمية في مدرسة داعي ربي الثانوية المهنية تركز على نهج يتمحور حول المتعلم، ويعتمد على المشاريع، والتخصص، والقيم الأخلاقية، مع اهتمام متزايد من المتعلمين بالتعلم المدعوم بالتكنولوجيا. ومع ذلك، برزت الحاجة إلى تعزيز مهارة الكلام باللغة العربية. استجابة لذلك، تم تطوير مواد تعليمية قائمة على الموقع الإلكتروني باستخدام نموذج ADDIE عبر مراحله الخمس، وقد نُفذت بنجاح. وخلصت النتائج إلى أن هذه المواد تمتاز بصلاحية عالية (تصنيف "صالح جدًا")، ودرجة عملية كبيرة (تصنيف "عملي")، وفعالية مؤثرة (بحجم تأثير "كبير جدًا") في تنمية مهارة الكلام لدى الطلاب.The vision of Da’i Rabbi Vocational Islamic Senior High School integrates the Qur’an, Pancasila values, and technology through a holistic curriculum grounded in constructivism and multiple intelligences, intending to shape a well-balanced student character. The primary issue addressed in this study is the limited Arabic language proficiency among students at Da’i Rabbi Vocational Islamic Senior High School. This issue stems from low student motivation, the lack of suitable instructional materials tailored to the technological orientation of vocational school students, and the need for an interactive, practical, and contextual digital learning tool aligned with the developments of the digital age. The objective of this research is to explore the educational profile of Da’i Rabbi Vocational School, to design a web-based Arabic speaking skill module, and to assess its validity, practicality, and effectiveness. This study adopts the ADDIE instructional design model, which comprises five systematic phases: Analysis, Design, Development, Implementation, and Evaluation. Data were collected from key sources including students, a subject matter expert, and a media expert, using various data collection tools such as observation, interviews, and evaluative questionnaires. The findings revealed that the instructional approach at Da’i Rabbi Vocational School is learner-centered, project-based, specialization-oriented, and grounded in ethical values, with increasing student interest in technology-enhanced learning. Nevertheless, the need to strengthen Arabic speaking proficiency was evident. In response, a web-based instructional material was developed following the five ADDIE phases. The development process was successfully conducted. The results concluded that the developed material demonstrated high validity (“very valid”), strong practicality (“practical”), and significant effectiveness (“very high effect size”) in improving students’ Arabic speaking skills