Journal of Interdisciplinary Studies in Education
As a Scopus-indexed Q2 publication, the Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) serves as a pivotal platform for scholars seeking to shape the educational landscape through groundbreaking research.
This qualitative case study examines how instructional leadership practices enacted by school principals contribute to educational resilience during crises, including the COVID-19 pandemic and recurrent natural disasters (earthquakes and landslides) in Uttarakhand, India. Drawing on semi-structured interviews with 50 school principals and complementary field observations, the study investigates leadership strategies that supported teachers’ professional development, sustained instructional continuity, strengthened communication, and fostered community engagement. Findings indicate that principals who prioritized instructional guidance, collaborative decision-making, and adaptive planning were more successful in maintaining student learning outcomes and minimizing dropout risks during periods of disruption. The study reveals a strong association between sustained instructional leadership and the development of resilient school systems capable of responding effectively to crisis conditions.
crisis, educational resilience, instructional leadership, qualitative case study, Uttarakhand
Copyright (c) 2025 Sudha Dhandapani, Kamaljeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students
This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.
Academic achievement; autonomy; gender; language learning strategies; self-regulated learning.
Copyright (c) 2024 Bendaoud Nadif http://creativecommons.org/licenses/by-nc-nd/4.0
Examining the teaching competencies of public elementary school teachers
Teaching competency is vital for quality education, enabling teachers to provide effective instruction and support holistic student development. This study assessed the extent of agreement among 65 public elementary school teachers in Ifugao, Philippines, regarding their teaching competencies and examined variations across their demographic profiles. A quantitative descriptive survey was employed using the Teaching Competency Evaluation for Elementary Teachers (TCEET), which assessed five domains: professionalism, teaching effectiveness, instructional planning, classroom management, and adaptability. The results reveal that teachers rated their competencies to a very great extent, with professionalism rated highest. Gender differences emerged solely in instructional planning, favoring males. Age differences appeared in professionalism and teaching effectiveness, with younger and older teachers rating higher.
Copyright (c) 2025 Henry Jr. Balabal, Peter Paul Canuto http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring pedagogical effectiveness in teacher education
This study examined the perceptions, practices, and challenges of Kurdish EFL university lecturers in implementing effective pedagogy within teacher education. Forty lecturers from Iraqi Kurdistan completed surveys and semi-structured interviews. While participants viewed problem-based and collaborative learning as most effective, lecture-based instruction predominated, indicating a gap between beliefs and practice. Challenges included limited resources, insufficient training, political interference, and inadequate integration of technology. Proposed solutions emphasized learner-centered approaches, enhanced teacher training, improved infrastructure, and greater use of educational technologies, including AI tools. Findings highlight the need to align pedagogical beliefs with practice, strengthen pedagogical content knowledge, and integrate technology to improve teacher education quality. Implications extend to policymakers, teacher educators, and institutions in similar EFL contexts.
Effective teaching methods, Kurdish EFL lecturers, pedagogy, teacher education, technology and L2 teaching
Copyright (c) 2025 Rizgar Qasim Mahmood http://creativecommons.org/licenses/by-nc-nd/4.0
Self-regulated learning (SRL) has been consistently correlated with academic achievement across various educational contexts. Although its importance is widely acknowledged, there remains a notable gap in research on SRL and its predictive power concerning academic achievement within the Moroccan educational setting. This study investigates the relationship between SRL and academic achievement among Moroccan English as a Foreign Language (EFL) university students through a quantitative approach. A total of 403 students completed the Motivated Strategies for Learning Questionnaire, and the data were analyzed via multiple regression analysis. The results revealed a positive relationship, with SRL constructs emerging as significant predictors of academic achievement. The regression model explained 18% of the variance in academic achievement, indicating a moderate but noteworthy impact. The study further discusses practical strategies that educators can adopt to promote SRL, enhance autonomous learning, and equip students with the necessary skills for the complexities of the modern world.
Academic achievement, Autonomous learning, Motivation, Moroccan EFL Students, Self-regulated learning
Copyright (c) 2025 Omar Baissane, Hassan Zaid http://creativecommons.org/licenses/by-nc-nd/4.0
Social science teachers’ perceptions and practices of global citizenship education
This study investigated social science teachers' perceptions of and practices in global citizenship education (GCED) through a case study of two government primary schools in Bangladesh. The study was qualitative to obtain in-depth insight from the participants. The schools and participants were selected purposively. In-depth interviews were conducted with four social science teachers and two head teachers. Two FGDs were conducted with students, and four classrooms were observed. The data were analyzed thematically, and nine themes emerged, such as knowledge of GCED; perceptions of diversity, empathy, and solidarity; GCED in the curriculum; pedagogies for GCED; cocurricular activities; GCED; student voice, engagement, and GCED; practicing GCED in the classroom and school; practicing equality in and out of the classroom; and ensuring critical pedagogy through student voice and engagement.
Global Citizenship, Global Citizenship Education, Diversity, Inclusion, Respect, Empathy
Copyright (c) 2025 Tanjima Rahman, Khairul Islam, Arifur Rahman http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring ethical considerations in machine translation
Through this paper, we aim to explore the ethical considerations related to machine translation, with a focus on eliminating bias and enhancing cultural sensitivity. By considering the experiences of individual participants, we aim to strengthen the ability of algorithms to adapt to diverse cultural environments, thereby contributing to the advancement of machine translation. Using partial least squares (PLS), we analyzed data from 5,000 participants, of whom 178 were specifically selected, to investigate the factors contributing to machine translation bias and overlooked cultural nuances. We explained the key determinants of machine translation bias and proposed solutions. This study provides practical suggestions for designing machine translation systems that are both ethical and culturally sensitive, which will directly affect developers, policymakers, and stakeholders in the translation field. This study employed PLS analysis to offer unique insights into ethical considerations, bias mitigation strategies, cultural sensitivity, and the interrelationships among users in machine translation. By drawing on personal experience, this paper contributes to the growth of machine translation’s popularity.
Copyright (c) 2025 Jinfang Yao, Shaidatul Akma Adi Kasuma, Hisham Noori Hussain Al-Hashimy http://creativecommons.org/licenses/by-nc-nd/4.0
Thematic instruction on the wheels of indigenous stories
This study explores the integration of indigenous stories into thematic teaching in Ghanaian kindergartens to enhance foundational learning. Guided by Rogoff’s sociocultural theory and participatory action research, data were collected from four schools in the Awutu-Senya East Municipality through observations and interviews. The findings show that while indigenous stories foster engagement, identity, and literacy, their use is limited due to teachers’ lack of storytelling skills, cultural knowledge, and language fluency. The study recommends curriculum revisions, teacher training, and leveraging professional learning communities to support integration. Emphasizing indigenous narratives can strengthen early learning experiences, and further research is needed to evaluate their broader educational impact.
integration, indigenous stories, knowledge transfer, thematic curriculum
Copyright (c) 2025 Agnes Afua Tetteh, Joyce Esi Tawiah – Mensah, Ebenezer Appah Bonney, Ernest Frimpong Akosah, George Yao Kafu http://creativecommons.org/licenses/by-nc-nd/4.0
Heutagogical learning in professional development
This study explores the evolution and significance of heutagogical learning in professional development using a bibliometric analysis of literature published between 2010 and 2024. Heutagogy, emphasizing learner autonomy and self-determined learning, has emerged as a transformative educational paradigm, particularly in the context of workforce training and lifelong learning. The research employs a bibliometric approach to analyze 473 peer-reviewed publications sourced from Scopus, highlighting trends, influential authors, collaborative networks, and key thematic areas. Findings indicate a notable rise in publications since 2016, driven by the increasing demand for adaptive and autonomous learning strategies. Prominent contributions come from multidisciplinary domains, including social sciences, medicine, and computer science, underscoring the broad applicability of heutagogical principles. Co-authorship and co-citation analyses using VOSviewer reveal robust global collaborations, with significant contributions from institutions in the US, UK, and Australia. Key thematic clusters, such as self-directed learning, digital education, and professional adaptability, were identified, reflecting the relevance of heutagogical practices in addressing 21st-century workforce challenges. In order to maximise heutagogy's potential for cultivating flexible, adaptable individuals, this study promotes inclusive research approaches and real-world applications. The results offer significant perspectives for scholars, decision-makers, and professionals who seek to include heutagogical approaches into professional development initiatives.
Copyright (c) 2025 Vaibhav Verma http://creativecommons.org/licenses/by-nc-nd/4.0
This study explores the impact of assistive technologies on academic accessibility for visually impaired students in Moroccan higher education, focusing on translation studies. Using a mixed-methods approach, the research finds that technologies like screen readers are crucial, with 85% of participants using them daily. A strong positive correlation (r = 0.78) is observed between technology use, academic satisfaction, improved task efficiency, and mental health. However, issues with Optical Character Recognition (OCR) software and accessibility barriers persist. The study highlights the need for improved assistive technologies and better-designed educational materials, suggesting further research on their long-term academic and professional impacts.
Copyright (c) 2025 Rachid Ed-dali http://creativecommons.org/licenses/by-nc-nd/4.0
Leadership for inclusive academic integration
Educational institutions should promote student entrepreneurship to foster personal growth, skill development, and social change. By employing collaborative learning strategies that develop leadership and entrepreneurial skills, teachers can improve this. In addition to introducing a business simulation-based learning approach to encourage academic motivation, leadership development, and creative thinking, this paper examines the importance of student leadership in computer science education. This approach, which emphasizes cooperation, was tested with 136 computer science students at a Bulgarian university. The results showed that teamwork and listening skills were more important to students than technical knowledge. The findings imply that business simulations provide a useful setting for developing the technical and leadership abilities essential to the technology industry.
Copyright (c) 2025 Radka Nacheva http://creativecommons.org/licenses/by-nc-nd/4.0
Balancing school, work, and personal life presents significant challenges for emerging young adult female students in pre-service teacher education programs. This qualitative study examined their lived experiences via a phenomenological approach. Five participants were selected through purposive sampling, and data were collected through semi-structured online interviews and analyzed using Colaizzi’s method. Key challenges included time conflicts, role strain, and emotional stress. Despite prioritizing academics and personal well-being, participants demonstrated resilience, supported by family, faculty, and peers. They employed self-regulation and adaptability to cope. The study recommends flexible academic policies, responsive school programs, enhanced financial aid, on-campus jobs, faculty training, and industry collaboration to reduce burdens and improve academic success for working students
Copyright (c) 2025 Joy Angelle Remojo, Reynald Cacho http://creativecommons.org/licenses/by-nc-nd/4.0
Challenges of students in conducting social studies research
This study examined the unique challenges faced by student-researchers in social studies, addressing the scarcity of field-focused research in the existing literature. It employs a basic qualitative design, utilizing written responses and interviews with 29 student-researchers and five faculty members for data triangulation. A reflexive thematic analysis revealed five major themes: dilemmas in topic selection and content exploration; obstacles to participant engagement and data collection; challenges in advisor and panel interactions; difficulties in the research process; and challenges to mental and physical well-being. These findings can inform improvements in research instruction, mentoring strategies, and institutional support systems. The study also highlights the importance of designing discipline-specific interventions and suggests directions for future research based on the identified limitations.
Copyright (c) 2025 Luther Castillo, Margarette G. Laguerta http://creativecommons.org/licenses/by-nc-nd/4.0
Investigating teaching practices in large classes
This study explores primary school teachers’ professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semistructured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability.
Copyright (c) 2025 Hidaya Mohammed Issa , Nilo Jayoma Castulo http://creativecommons.org/licenses/by-nc-nd/4.0
Social and cultural capital in multicultural campuses
This study examines how social and cultural capital influences students’ tolerance in multicultural university settings. A survey of 191 Ma Chung University and Udayana University students in Indonesia revealed that both social capital (networks, trust, and participation) and cultural capital (knowledge, experience, and exposure) significantly predict attitudes toward tolerance (β = 0.35 and β = 0.39, p < 0.05), explaining 43% of the variance (R² = 0.43). Students involved in multicultural activities and strong social networks showed greater acceptance of diversity. These findings underscore the importance of institutional strategies to promote inclusive campus environments by developing students’ social and cultural capital. Future research should investigate the long-term effects and accessibility challenges faced by minority groups in multicultural programs.
cultural capital, higher education, multicultural campuses, social capital, tolerance.
Copyright (c) 2025 Ika Ratih Sulistiani, fita mustafida, dian hakim, alifiati, sayyidah http://creativecommons.org/licenses/by-nc-nd/4.0
Effective self-regulated learning (SRL) is key to academic success, and metacognitive strategies are essential in supporting it across disciplines. This study investigates how metacognitive strategies enhance SRL in online and traditional classrooms. Employing a mixed-methods design, this study analyzed data from questionnaires, educator interviews, and classroom observations involving 300 students. The results show that the use of metacognitive strategies is positively correlated with academic success, with variation across learning environments. Educators reported inconsistent integration of strategies, underscoring the need for standardized approaches. The study recommends tailored solutions: digital tools for online self-regulation and collaborative activities for traditional settings. The study advocates for educator training programs to systematically embed metacognitive strategies into instruction.
Self-regulated learning, metacognitive strategies, online learning, traditional classroom, educational effectiveness.
Copyright (c) 2025 Salah M. Ali http://creativecommons.org/licenses/by-nc-nd/4.0
Pre-service teachers' use of ChatGPT and acquired moral dissonance
This study explores how 10 pre-service teachers at a teacher education institution in Manila utilize ChatGPT and experience moral dissonance. Data were gathered through semi-structured interviews, revealing that ChatGPT is employed for paraphrasing, information search, organizing ideas, and simplifying complex concepts. However, its use develops dependency, diminishes critical thinking, and creates tension between convenience and academic integrity. They justified their actions citing academic pressures, workload, and ineffective teaching practices. The findings highlight the moral acquired such as convenience versus conscience, pressure versus principle, and innovation versus integrity. These conflicts emphasizes the need for institutions to establish ethical guidelines and promote AI literacy. They also promote foster ethical practices among pre-service teachers and equip them to integrate AI responsibly into their practices. This study contributes to understanding the moral complexities associated with AI in education and emphasizes the importance of aligning ethical beliefs with technological advancements to uphold academic integrity.
Copyright (c) 2025 James G. Caling, Joanna Kyla T. Antonio, Ma Fe L. Dimatatac, Mitz D. Sabellano, Victoria Dhane R. Vicencio, Justin M. Prias, John Carlo M. Ramos http://creativecommons.org/licenses/by-nc-nd/4.0
This study evaluated a university-led community extension program using literature-based reading instruction to improve comprehension among children in conflict with the law (CICL) at a rehabilitation center for youth in Cebu, Philippines. Using a quasi-experimental design, significant gains were observed in lexical (t = 0.03) and critical (t = 0.01) comprehension across grades 0–3, 4–6, 7–8, and 11–12, whereas grades 9–10 showed no significant improvement. The program enhanced vocabulary and analytical skills but had a limited impact on interpretive and creative comprehension. The findings highlight the value of facilitator-supported instruction and call for more tailored strategies. This study affirms that reading is a rehabilitative tool and urges further research on long-term and socioemotional literacy factors.
literature-based reading instruction; reading comprehension; CICL; rehabilitation
Copyright (c) 2025 Ma. Cristilina Montañez, Rachel Camilo, Luiscel Teofi Cabico, Aileen Cuevas http://creativecommons.org/licenses/by-nc-nd/4.0
Intercultural competence development for prospective physical education teachers
This study demonstrates the intercultural communicative competence of future physical education teachers. The role of sports in human culture has been studied, with intercultural communication promoting a humanistic worldview. A critical approach, based on theoretical, empirical, and statistical methods, was employed. The study population comprised third-year students specializing in “physical education and sports” at the Kazakh Academy of Sports and Tourism (n=240). Online surveys were conducted among Kazakh and Russian populations using Google Forms and analyzed using Excel and IBM SPSS Statistics. The levels of students in English (with a professional orientation), cultural intelligence, motivation to teach physical education, emotional intelligence, and tolerance were also studied. The results revealed a positive correlation between almost all the indicators studied. Therefore, a program was developed to improve the intercultural competence of future physical education teachers. The application of the program for one academic year had a positive effect on all the indicators studied, characterizing the overall level of intercultural competence of future physical education teachers.
Copyright (c) 2025 Rumilyam Mukhpulova, Lyaziza Sarsenbayeva, Svetlana Urazgaliyeva, Rashidam Mukhpulova, Assel Bazilgalamova http://creativecommons.org/licenses/by-nc-nd/4.0
This study highlighted how teachers and students perceive the effects of the influx of Rohingya refugees on the teaching-learning environment of colleges for higher education in Cox’s Bazar district of Bangladesh. It revealed the issues of admission, the academic environment of the colleges, the attendance and performance of the students, pedagogical changes, the learning attitudes of the students, and the retention, graduation, and well-being of the prime stakeholders. To that end, it deployed an interpretivist approach and qualitative methods of in-depth interviews and focus group discussions with teachers and students from the targeted colleges of the district. In thematic analysis, both teachers and students perceive the crisis negatively, which they have identified as a ‘generation gap’ in terms of contributions to the nation's human resources. The teaching-learning environment of college education has deteriorated since the influx and crisis that has occurred in the locality. Some ad hoc pedagogical-cognitive and local decisions have been made to continue education minimally.
Copyright (c) 2025 Sodip Roy, Santosh Kumar Behera http://creativecommons.org/licenses/by-nc-nd/4.0
In this paper, we investigate the role of folklore as a pedagogical tool in enhancing cultural awareness and critical engagement through Shakespeare’s The Merchant of Venice. The study highlights how these motifs shape character motivations, thematic structures, and societal dynamics within the play by analyzing key folkloric elements such as myths, superstitions, and cultural narratives. Employing a qualitative methodology, the research explores the cultural tensions, prejudices, and values of the Renaissance period and examines their relevance to contemporary societal issues. Grounded in theoretical frameworks such as folklore theory, cultural pedagogy, and critical identity theory, the study demonstrates how integrating folklore into educational practices fosters empathy, critical thinking, and a nuanced understanding of cultural diversity. The findings reveal the transformative potential of folklore-based pedagogy in creating critically engaged learners and underline Shakespeare’s enduring value in addressing themes of prejudice, identity, and cultural inclusion.
Copyright (c) 2025 Mohammad Jashim Uddin, K Ahmed Alam, Md Zakir Hossain Talukder http://creativecommons.org/licenses/by-nc-nd/4.0
This study explores the impact of interdisciplinary pedagogies combining music and other art forms on elementary piano students. Using action research, we assessed eight students and their parents through pre-, post-, and follow-up tests (June 2022–May 2023). The intervention incorporated story narratives, movement, music creation, and visual art, with data from field notes, diaries, video recordings, focus groups, and surveys. Qualitative data were analyzed through theoretical coding, and quantitative data via descriptive statistics. Results showed positive outcomes, particularly in addressing home practice challenges. This study underscores how interdisciplinary approaches reshape student attitudes, enhance learning outcomes in music education, and foster a sense of accomplishment
cross-arts instructional design, musical instrument learning, Peter and the Wolf, innovative teaching, integrated curriculum
Copyright (c) 2024 Wei Chen Wu, Ming Turner, Chia-Han Yang http://creativecommons.org/licenses/by-nc-nd/4.0
This study explores the academic transition experiences of African international students at a U.S. community college, with a focus on institutional support and associated challenges. Using a qualitative single case study approach, in-depth interviews with eight students revealed three central themes: supportive academic environments, academic and cultural challenges, and adaptation to U.S. higher education. While faculty support and peer networks facilitated smoother transitions, communication barriers, unfamiliar instructional methods, and financial difficulties hindered progress. The findings highlight the need for targeted institutional interventions, including multicultural resource centers, improved communication strategies, and expanded on-campus employment opportunities. Guided by Schlossberg’s Theory of Transition, this study offers insights for educators and administrators aiming to foster a more inclusive and supportive campus climate for African international students in community colleges.
African international students, community college, institutional support services
Copyright (c) 2025 Chinwe Ihuoma, Krishna Bista http://creativecommons.org/licenses/by-nc-nd/4.0
Transforming Families through Free Tertiary Education Grants in the Philippines
Education is a basic right of every human being in many countries around the world. However, tertiary education has remained a challenge, especially for marginalized and vulnerable segments of society. This has prompted the Philippine government to implement a free tertiary education grant since 2013, known as the Expanded Students’ Grant-in-Aid Program for Poverty Alleviation (ESGP-PA), as a transformational force for impoverished yet academically inclined students to pursue and complete college. This qualitative case study was conducted to determine the social transformation that occurred among graduate-grantees and their families after they received free tertiary education in the Philippines. The results showed that the economic inadequacy of the participants served as a significant motivation for them to overcome academic and personal challenges, as did the support of their parents, friends, and strong faith in religion. Moreover, this free tertiary education program has emancipated the participants from the bondage of poverty, leading to improved socioeconomic conditions.
Copyright (c) 2024 ELIAS C. OLAPANE, ROSARIO CLARABEL C. CONTRERAS, NELMA T. QUINDIPAN http://creativecommons.org/licenses/by-nc-nd/4.0
The impact of student satisfaction and sense of belongingness on academic success and performance in undergraduate science majors
Undergraduate students within science majors in the United States have more barriers than their peers, leading to lower rates of first-year retention and academic performance. To eradicate these barriers, research has sought to understand what factors influence retention and performance of science majors. Upon investigation, it was determined that undergraduate science majors’ levels of satisfaction with their institution and sense of belonging can impact their academic success and performance. Although dynamics influencing academic performance in science, technology, engineering, and mathematics (STEM) majors have been widely studied, very little research has sought to determine how a science major’s level of satisfaction with their institution and sense of belonging impact their academic success and performance. To investigate this, archival data including Student Satisfaction Inventory (SSI) information from science majors at a metropolitan private university in the Middle-Atlantic region of the United States were analyzed to determine how student satisfaction and sense of belonging impact academic success and performance.
Copyright (c) 2024 Taziah Kenney, Kim C. O'Halloran http://creativecommons.org/licenses/by-nc-nd/4.0
This study explores how introducing the metaverse to pre-service science teachers without prior virtual experience impacts their perceptions. Initially, semi-structured pre-interviews revealed that participants associated the metaverse with terms like "imaginary," "virtual universe," and "expensive." Following a detailed presentation covering the metaverse’s definition, history, applications, and interdisciplinary potential, participants experienced it firsthand using 3D glasses. Post-experience interviews showed a notable shift in perceptions, with terms like "education," "communication," and "health" emerging. Teachers who initially viewed the metaverse negatively became more open to its use in education and other fields. The study concludes that even brief exposure to the metaverse can significantly broaden perspectives and foster more positive attitudes toward its potential applications.
Copyright (c) 2025 Ece Avinç, Fatih Doğan http://creativecommons.org/licenses/by-nc-nd/4.0
Reflective practice enables teachers to examine their personal and professional actions and learn from their lived experiences. The study explores teachers’ conceptualizations of reflective practice, its applications, challenges, and opportunities for being and becoming professionals. The overarching research question guides this article—how do teachers’ reflective practices contribute to their development of self-efficacy, emancipation, and empowerment? Grounded on the lenses of transformative learning theory, this study narrates the experiences of three teachers (two females and one male) from different schools and colleges in Kathmandu, Nepal. We have subscribed to the narrative inquiry as a research method to explore and understand teachers’ reflective practices that contribute to their self-efficacy, emancipation, and empowerment development. Data was collected through in-depth interviews and analyzed using themes aligned to self-efficacy, emancipation, and empowerment. The findings reflect that reflective practice fosters professional development by helping teachers find and address their weaknesses, thereby improving their professional practices. For boosting teachers' self-efficacy, emancipation, and empowerment, the study concluded that reflective practice significantly enhances teachers’ professional development by enabling them to analyze and address their weaknesses.
self-efficacy, emancipation, and empowerment
Copyright (c) 2024 Babita Maharjan, Pushpa Kumari Sunar, Niroj Dahal, Binod Prasad Pant, Netra Kumar Manandhar http://creativecommons.org/licenses/by-nc-nd/4.0
Addressing subjective experiences of sexuality-related social exclusion through education
Despite the prevailing perception that sexuality should be openly discussed, sexuality-related social exclusion persists, posing challenges for individuals. This mixed-methods study explores the perception of sexuality-related social exclusion experiences in young adults, identifying strategies within sexuality education that can mitigate these challenges. The study reveals that young adults who have and remember their social exclusion experiences tend to assign little significance to them when they perceive the reason for these experiences to be cultural rather than personal. In addition, gender-specific experiences of sexuality-related social exclusion are identified. The participants report feeling a lack of sexual communication with parents, friends, and romantic and sexual partners. The results suggest that parents are incapable of preventing sexuality-related social exclusion alone. Sexuality education emerges as a crucial tool in addressing these challenges.
Copyright (c) 2024 Marius Bytautas, Sigitas Daukilas http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring the association between social media disorder and academic procrastination of college students
The study aimed at exploring the relationship between social media disorder and academic procrastination, and to thereby investigate the mediating effects of intrusive thinking and fatigue. By enrolling 412 undergraduate college students in India, the interconnectedness of the four variables was investigated using Social Media Disorder scale by Choudhury et al. (2024), White Bear Suppression Inventory by Rassin (2003), Fatigue Assessment Scale by Michielsen et al. (2003) and Academic Procrastination Scale by Mccloskey and Scielzo (2015). The results disclosed: 1) A significant gender differences in the level of SMD; 2) Correlation analysis displayed a significant positive correlation between the four variables; 3) The multiple mediating effect test results showed that SMD caused academic procrastination directly and indirectly through three pathways.
Academic Procrastination, Fatigue, Intrusive Thinking, Mediating effect, Social Media Disorder.
Copyright (c) 2024 Sourav Choudhury http://creativecommons.org/licenses/by-nc-nd/4.0
Instructional technologies of education in East African countries
This paper investigates the use of commonly employed technologies in education across East African countries, specifically focusing on Tanzania, Kenya, Uganda, Rwanda, and Sudan. It draws on Google Scholar to identify key technologies used in teaching and learning, emphasizing their benefits, such as increased student engagement, commitment, interaction, and improved performance. However, several challenges hinder the effective use of these technologies, including unfamiliarity, time constraints, negative attitudes, lack of human resources, insufficient government support, and infrastructure limitations. To overcome these obstacles, the paper recommends providing teachers with better training and workshops on accessing and utilizing appropriate technological tools. Furthermore, it calls for enhanced government involvement to ensure modern technologies are effectively integrated, thereby improving the overall quality of education in the region.
Special Issue in Collaboration with Chandigarh University
Copyright (c) 2024 Anagrolia .F.Mahenge, Guneet .K. Cheema, Marcus Bussey http://creativecommons.org/licenses/by-nc-nd/4.0