آموزش

Despite the integration of Earth Sciences into Moroccan secondary education, geology teaching faces multiple obstacles. This study provides a multi‑dimensional analysis of curricular, didactic, epistemological, linguistic, and ideological barriers. Using a mixed‑method design, we analysed official curricula (2007–2025), six textbooks, 47 articles, and surveyed 120 Life and Earth Sciences teachers. Results show that geology accounts for only 17% of total instructional time and is absent from three of seven major streams. 78% of teachers feel unprepared to teach geological time, 65% never use physical models, and only 12% of schools organise field trips. In French‑medium sections, 65% of students score below 50% on geology assessments (vs. 41% in Arabic sections). 72% of students confuse human and geological time scales. We propose evidence‑based remedies: curriculum restructuring (25% of LES time), mandatory field trips, physical modelling, ICT integration, and teacher training in conceptual change approaches.

The study aimed to analyze the impact of implementing instructional sequences on strengthening the teaching of Spanish Language and Social Sciences at the primary level in Regional 02, San Juan, Dominican Republic. A quantitative approach was adopted, using a non-experimental, cross-sectional, descriptive design. The participants comprised 498 individuals, including 463 teachers and 35 district-level educational specialists. Structured questionnaires were administered, and the data were analyzed using frequencies and percentages. The results revealed a favorable assessment of the implementation of instructional sequences, particularly regarding the progressive organization of activities, activation of prior knowledge, student participation, oral and written production, and learning monitoring. Teachers also perceived improvements in lesson planning, organization, and assessment practices. However, district-level specialists identified areas requiring further consolidation, particularly the alignment between planning and classroom practice, the correspondence between activities and learning evidence, the use of educational resources, and pedagogical support. Challenges related to available instructional time and the need to make adaptations during implementation were also identified. It is concluded that instructional sequences have a favorable impact on strengthening teaching, although their consolidation requires systematic monitoring, teacher training, and contextualization of instructional proposals.

Microteaching is one of the courses that plays an important role in preparing prospective Islamic Religious Education (PAI) teachers to possess competencies that meet the demands of the teaching profession. This study aims to examine the urgency of microteaching in preparing professional PAI teachers through the development of pedagogical, professional, social, and personal competencies. The study employs a qualitative approach using library research. Data were obtained from various literature sources, including books, scientific journals, research articles, and academic documents relevant to microteaching and teacher professionalism. Data collection was conducted through documentation studies, while data analysis employed content analysis techniques. The findings indicate that microteaching serves as a means of bridging theory and teaching practice, training basic teaching skills, developing self-reflection abilities, and enhancing students' readiness to face field practice and the professional world. Furthermore, microteaching makes a significant contribution to the development of pedagogical, professional, social, and personal competencies among prospective PAI teachers. Its successful implementation is supported by lecturer guidance, the availability of learning facilities, and student motivation, although challenges remain, including limited time, nervousness, and differences between simulated situations and actual classroom conditions. Therefore, optimizing microteaching through the use of innovative methods, educational technology, constructive feedback, and continuous practice is necessary to produce professional, competent PAI teachers who are prepared to face the challenges of education in the modern era.

Professional Learning Communities (PLCs) are an essential mechanism for collaborative professional learning of teachers. However, evidence remains limited on the specific activities secondary school Biology teachers engage in within PLCs and their perceived contribution to competence-based teaching in Tanzania. This study investigated the PLC activities conducted by secondary school Biology teachers in Dodoma City and their perceived contribution to competence-based teaching practices. Social Constructivist Theory guided the study. A cross-sectional survey design was adopted, and data were collected through a structured questionnaire from 103 Biology teachers in 60 randomly selected public and private secondary schools and analysed using descriptive statistics. The key findings show that teachers engaged mainly in practice-oriented activities: collaborative lesson planning (83.5% of respondents) and peer observation (52.4%) were the only activities reported by more than half of the teachers, whereas setting and reviewing goals (21.4%) and action research and inquiry-based learning (16.5%) were the least practised. Teachers rated the contribution of PLC activities to competence-based teaching as great on all six indicators (M = 3.99–4.18). The strongest contributions were in preparing competence-based lesson plans integrating lessons into real-life situations and involving students in classroom activities, while formative assessment received the lowest, though still high, rating. These findings imply that PLCs benefit learners by helping teachers deliver more learner-centred, contextualised, and participatory lessons, which are the classroom conditions through which competence-based learning and academic performance are improved. The study recommends strengthening inquiry-oriented PLC activities, particularly action research and the collaborative analysis of assessment evidence, so that PLCs can more fully support learners’ achievement.

This study examined the challenges and opportunities experienced by elementary teachers in the new normal education in the Third Congressional District of the Schools Division of Iloilo, Philippines, during the school year 2021–2022, as a basis for developing an instructional training program. Anchored on the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) framework, the study employed a descriptive-correlational research design involving 60 elementary teachers. Data were collected using a researcher-modified questionnaire and analyzed through descriptive statistics, the Mann–Whitney U test, and Spearman rho correlation. Findings revealed that teachers experienced a moderately challenging level of difficulties (M = 2.68), primarily involving limited internet connectivity, health safety concerns, insufficient technological devices, and financial constraints. Conversely, respondents reported a high level of opportunities (M = 3.85), particularly in professional learning, personal development, technological adaptation, and learner engagement. No significant differences were found in challenges and opportunities when respondents were classified according to age, sex, and civil status. However, a significant negative relationship was established between challenges and opportunities (rs = −0.453, p < 0.001), indicating that greater challenges were associated with fewer perceived opportunities. Based on these findings, a five-day instructional training program focusing on technological competencies and digital instructional applications was proposed. The study supports Sustainable Development Goal 4 (Quality Education) by emphasizing teacher professional development and inclusive instructional practices, and SDG 9 (Industry, Innovation and Infrastructure) through educational technology integration. Its sustainability implications highlight the importance of continuous professional development, institutional technical assistance, and adaptable instructional strategies in strengthening educational resilience and sustaining quality elementary education.

Abstract Lifelong learning is important for everyone, individually and collectively within institutions and communities. In today’s “learning society”, learning is not just a process driven by the learning system or the social system; it can also be a process in which the learners play an active role. This article focuses on the Erasmus+ project “Empowerment for migrants, from camps to integration” (CAMPLUS) in the Kurdistan Region of Iraq (KRI). Between 2021 and 2022, personal resources management (PRM) training was implemented in three refugee camps in Erbil. The central question driving the project was whether, and how, PRM can transform refugee learners’ ability to define and pursue their developmental goals. This inquiry is rooted in Paulo Freire’s critical pedagogy, which promotes dialogical learning as a means of empowering marginalised learners as agents of their own education. PRM integrates the validation of prior learning (VPL) with personalised pathways, based on the belief that competencies, gained formally, informally or experientially, should be recognised as the foundation for further learning. This approach aligns with Freire’s ideal of critical consciousness, which posits learning as a process of naming, reclaiming and transforming one’s reality. Using a qualitative analysis involving 15 refugees and three trainers, the authors explore how learner agency and institutional affordance combine to create meaningful learning outcomes. The study addresses a key gap in research: how reflective, personalised education can function in settings marked by displacement and limited opportunities.

This study examines linguistic and stylistic over-elaboration in beginner Arabic writing produced during a classroom task permitting generative artificial intelligence (GenAI) and electronic translation. The study emerged from an Arabic language course involving undergraduate accounting students at Universiti Teknologi MARA (UiTM), Terengganu Branch, Malaysia. Students were instructed to write a simple birthday invitation addressed to friends, using accessible vocabulary and including specified invitation elements. During the review of approximately 100 submissions, the instructor observed recurring instances of vocabulary, courtesy expressions, and sentence formulations that appeared more sophisticated or formal than expected for the learners' proficiency and the task's communicative purpose. Adopting an exploratory qualitative approach, the study draws on these professional classroom observations, supplemented by the direct examination of three available invitation texts. The analysis considers lexical overreach, stylistic over-elaboration, unnecessary syntactic complexity, register mismatch, and learner-level appropriateness. The findings highlight a pedagogical distinction between linguistic correctness and the suitability of written expression for a beginner's level and communicative situation. They also suggest that apparently sophisticated writing should not automatically be interpreted as evidence of independent linguistic proficiency. Because individual tool use and writing processes were not documented, the study does not attribute particular expressions to GenAI or establish causal effects.

Inclusion is a movement that arises from the socio-historical-cultural perception of exclusion and requires strategies to mitigate or eliminate the various barriers that restrict or prevent social participation. The inclusion movement, which gained strength from the end of the 20th century, applies to different social spheres, including literature as a human experience. In this sense, this art form should be addressed in schools from childhood, ensuring both accessibility and the representation of the diversity of cultures, bodies, and subjectivities. This article aims to discuss literary literacy from an inclusive approach, reflecting on its contribution to the development of reading and citizenship. Thus, it uses a bibliographic research methodology, starting from a systematic review of the terms inclusive literature, inclusive children's literature, inclusive young adult literature and accessible literature in the main academic research databases, and then expanded, in an exploratory manner, to related topics. The study focused on understanding what characterizes inclusive literature, considering heterogeneity in theme and/or authorship, as well as access to and accessibility of the book as a cultural object. Additionally, it aimed, through the example of an accessible teaching sequence based on Indigenous literature, to show the applicability of this approach, highlighting the school's role in shaping readers who are more aware and respectful of human diversity. Consequently, the work contributes by showing that inclusive literature, from the perspective of literary literacy, enriches the reading experience by expanding student development through both the aesthetic enjoyment of the work and the formation of civic awareness.

Abstract: Character education in early childhood is often delivered through verbal advice that young children find hard to retain, while their growing exposure to digital screens reduces opportunities to listen to stories told directly by an adult. This community service program aimed to apply pure storytelling, an oral narration that relies on the narrator's voice and body rather than a picture book, to strengthen environmental care and responsibility among kindergarten children. The program was carried out from 30 September to 3 October 2026 at Tunas Harapan II Waru Kindergarten, Penajam Paser Utara Regency, involving about forty-five children and five teachers. The stages consisted of planning, coordination with the school, script and performance preparation, storytelling sessions, evaluation, and dissemination. Data were gathered through participatory observation, oral question-and-answer sessions, short interviews with teachers, and documentation, then analysed descriptively. The story “Misi Pahlawan Bumi” introduced green, yellow, and red bins for organic, inorganic, and hazardous waste. The children followed the story enthusiastically, imitated the voices and movements of the characters, and most of them could name examples of waste for each bin colour. Teachers also gained a practical, low-cost model of storytelling that can be repeated in daily classroom activities. Keywords: character education; early childhood; environmental care; pure storytelling; vocal and gesture Abstrak: Pendidikan karakter bagi anak usia dini masih sering disampaikan melalui nasihat lisan yang sulit diingat anak, sementara meningkatnya paparan layar digital mengurangi kesempatan anak untuk menyimak cerita yang dibawakan langsung oleh orang dewasa. Kegiatan pengabdian ini bertujuan menerapkan dongeng murni, yaitu penceritaan lisan yang mengandalkan suara dan tubuh pencerita tanpa bergantung pada buku cerita, untuk menguatkan karakter peduli lingkungan dan tanggung jawab anak taman kanak-kanak. Kegiatan berlangsung pada 30 September hingga 3 Oktober 2026 di Taman Kanak-Kanak Tunas Harapan II Waru, Kabupaten Penajam Paser Utara, dengan melibatkan sekitar empat puluh lima anak dan lima guru. Tahapan kegiatan meliputi perencanaan, koordinasi dengan sekolah, persiapan naskah dan pementasan, pelaksanaan dongeng, evaluasi, serta diseminasi. Data dihimpun melalui observasi partisipatif, tanya jawab lisan, wawancara singkat dengan guru, dan dokumentasi, kemudian dianalisis secara deskriptif. Dongeng “Misi Pahlawan Bumi” memperkenalkan tempat sampah hijau, kuning, dan merah untuk sampah organik, anorganik, dan berbahaya. Anak-anak menyimak dengan antusias, menirukan suara serta gerakan tokoh, dan sebagian besar mampu menyebutkan contoh sampah untuk setiap warna tempat sampah. Guru juga memperoleh model bercerita yang praktis dan murah untuk diterapkan kembali dalam pembelajaran sehari-hari. Kata kunci: anak usia dini; dongeng murni; olah vokal dan gestur; pendidikan karakter; peduli lingkungan

At the beginning of the 19th century, the Russian Empire underwent reforms in theological and secular education. This article emphasizes the commonality of the administrative and substantive guidelines of these reforms. The reforms led to the streamlining and development of general education in theological parochial schools. During the reform process, the possibility of initial homeschooling for children, considered equivalent to lower theological education, and mechanisms for final examinations were legalized. The financial situation of parish theological schools was dire, which hindered their development.

Folk Development Colleges (FDCs) are intended to equip young people and adults with practical capabilities for productive work, yet little is known about graduates’ transition from training to self-employment. This study explored how vocational training, entrepreneurship education, and life-skills training were perceived to support graduates’ self-employment in two selected FDCs in Mtwara Region, Tanzania. Guided by Human Capital Theory, it used an interpretivist qualitative multiple-case design. Thirty-six participants were selected purposively: 24 graduates, 10 tutors, and two principals. Data were collected through two focus group discussions and semi-structured interviews, then analysed using reflexive thematic analysis. Participants reported that vocational training developed practical competencies applied in tailoring, agriculture, poultry keeping, welding, food processing and other income-generating activities. Entrepreneurship education strengthened opportunity recognition, business planning, costing, marketing, record-keeping and financial management, while life-skills training supported communication, teamwork, leadership, problem-solving, adaptability and confidence. Experiential learning connected the three training components. However, outdated or insufficient equipment, restricted finance and markets, weak mentorship and industry linkages, limited incubation support and incomplete graduate tracking constrained application. FDC programmes therefore provided complementary preparation for self-employment, but training alone could not ensure enterprise establishment or continuity. Modern resources, sustained practical learning, stronger enterprise-support linkages and systematic graduate tracking are required. As the evidence is context-specific and self-reported, the findings indicate perceived contributions rather than causal effects or verified long-term business sustainability.

This article analyzes the management of distance education (DE) in the context of continuing education for youth and adults (EPJA), exploring its institutional, pedagogical, and technical dimensions. Through an approach that compares empirical data, obtained from a jurisdictional survey with federal regulations and analyzes them through the lens of contemporary theoretical frameworks, the study examines how provinces operationalize the principles of flexibility and modularity. The results reveal significant heterogeneity in the implementation of teaching roles, technological supports, and assessment criteria. It is concluded that the quality of this modality depends on comprehensive management that ensures coherence between organizational and instructional decisions, thereby guaranteeing the continuity of participants' educational trajectories, through the pedagogical option of distance education, which is mediated and hosted in virtual learning environments (VLEs), designed specifically for the particular needs of adult learners.

The article provides a theoretical substantiation of innovative approaches to the methodological training of higher education applicants in the context of current transformation processes in science and education. Based on the analysis of scientific works by Ukrainian and foreign researchers (V. Kremen, M. Kudla, O. Tsuniak, Ye. Lodatko, as well as publications indexed in Scopus and Web of Science), three interrelated vectors for improving methodological training are identified – technological, interdisciplinary, and digital – and their integrative significance for the formation of research competence of future specialists is substantiated. Unlike existing approaches that mostly consider these vectors in isolation, the author proposes a vision of their systemic interaction: the technological vector ensures the gradual mastering of research methods through practice-oriented learning; the interdisciplinary vector expands the methodological toolkit by integrating knowledge from related fields (sociology, psychology, statistics, philosophy); the digital vector adapts research activities to the realities of the digital scientific environment (use of SPSS, R, Mendeley, cloud technologies). It has been proven that the synergy of these three vectors creates conditions for the development not only of operational research skills but also of scientific thinking as a metacognitive ability that determines the specialist's readiness for innovative activity. The criteria for evaluating the effectiveness of integrating the proposed approaches (motivational-value, cognitive-operational, and reflexive-creative) are determined. The results of the study can be used to update methodological curricula, develop methodological recommendations for teachers, and design blended learning models for the research training of applicants at the second and third educational levels.

Classroom participation in beginner Arabic courses is often interpreted through the number of students who answer questions aloud. This conceptual and practice-oriented paper argues that such a measure obscures differences between willingness to communicate, linguistic capacity, and the opportunity to participate. Drawing on research in Arabic learning, willingness to communicate, classroom discourse, interaction, and corrective feedback, it develops a barrier–indicator–response matrix for teacher decision-making. Six barriers are paired with provisional observable indicators, proportionate instructional responses, and limits on the evidence supporting each response. Three hypothetical Arabic classroom applications illustrate how the matrix can guide preparation, participation opportunities, and feedback without turning visible participation into a proxy for learning. The matrix is a heuristic rather than a validated diagnostic or intervention instrument. Future observational and intervention studies are needed to test its utility in beginner Arabic settings.

Research on fitrah-based education is mostly conceptual or situated in early childhood and primary schools; its implementation in junior high schools bound by the national curriculum remains underexplored. This qualitative case study describes the forms of implementation, strategies for developing students' academic and spiritual potential, supporting and inhibiting factors, and implications for students at SMP Ar-Rauf Tangerang. Data came from interviews with seven informants, observation, and documents, analyzed with the Miles, Huberman, and Saldaña model. Four forms of implementation emerged: an integrated curriculum, learning centered on students' uniqueness, narrative assessment (Rapor Fitrah), and a nurturing school culture. Potential was developed through talent mapping, personalized Qur'an memorization, nature-based entrepreneurship, and differentiated instruction. Educator vision, parental involvement, and the environment supported implementation; tension with the national curriculum, teacher workload, and varied parental understanding inhibited it. The study proposes the Formal School Fitrah Ecosystem model.

Since independence in 1963, Kenya has pursued educational reforms intended to align schooling and training with its social, economic, and political development priorities. This study traces the evolution of these reforms from the Ominde Commission of 1964 to the introduction of the Competency-Based Curriculum (CBC) in 2017 and examines their relationship with national development. A qualitative document review was employed to analyze reform trajectories across primary, secondary, technical and vocational, university, and examination systems. The review also considered policies concerning free primary and secondary education, bursary and scholarship schemes, and gender affirmative action, focusing on their implications for access, equity, and educational quality. The findings indicate that successive reforms have consistently positioned education as a means of promoting national unity, preparing the workforce, and strengthening civic participation. These priorities reflect the role assigned to education in advancing social cohesion, economic productivity, and political development. However, the translation of policy commitments into practice has remained constrained by inadequate funding, limitations in teacher capacity, and insufficient infrastructure. These implementation gaps restrict the extent to which educational reforms can achieve their intended developmental outcomes. The analysis emphasizes the importance of examining policy design alongside the resources and institutional capacity required for implementation. Sustained investment in teacher preparation and professional development, educational infrastructure, and systematic monitoring is necessary to strengthen reform delivery. The study concludes that education can contribute more durably to national development when policy ambitions are supported by consistent investment and implementation capacity. Its historical and policy perspective provides a basis for policymakers and educational stakeholders to assess reform priorities and strengthen connections between educational change and Kenya’s development goals.

This study examined teachers’ readiness and perceived effectiveness in implementing Makabansa and Araling Panlipunan under the revised K to 10 (MATATAG) Framework across 33 public schools in the Schools Division of Parañaque City during School Year 2025–2026. Specifically, it sought to determine whether teacher readiness significantly predicted perceived effectiveness and to identify which readiness domains most strongly influenced outcomes. Employing a quantitative-correlational design, the study utilized stratified random sampling to ensure proportional representation across grade levels and supervisory contexts. The study involved 271 public school respondents, composed of 227 teachers handling learners in Key Stages 1–3 and 44 immediate coordinators, namely head teachers and master teachers. Data were collected through validated researcher-made survey instruments measuring readiness and perceived effectiveness and were analyzed using descriptive statistics, correlation, and regression techniques. Findings revealed that both teachers and coordinators demonstrated very high levels of readiness and effectiveness. Correlation analysis confirmed a significant positive relationship between readiness and effectiveness, while regression analysis demonstrated that readiness significantly predicted effectiveness. Teacher readiness explained 22.4% of the variance in perceived effectiveness (R² = .224, β = .473, p < .001), while coordinator readiness explained 53.9% (R² = .539, β = .734, p < .001). As a practical output, the study developed a Teacher Readiness Toolkit for Makabansa and Araling Panlipunan.

Curriculum reform depends on how school leaders support its everyday implementation. This study examined the relationship between curriculum leadership practices and perceived curriculum implementation effectiveness among public school heads in Albay, Ligao City, and Iriga City, Philippines. Guided by Hallinger and Murphy’s instructional leadership model, a cross-sectional descriptive-correlational design was used. Fifty school heads voluntarily completed a questionnaire containing 60 items across six subscales. Analyses included descriptive statistics, internal consistency estimates, Pearson correlation, and simultaneous multiple regression, supplemented by rank-based correlation, robust standard errors, and influential-case checks. Respondents reported very high leadership practices (M = 4.702, SD = 0.375) and implementation effectiveness (M = 4.678, SD = 0.359). However, 71.2% of item responses received the highest rating, indicating a ceiling effect. Overall leadership and implementation scores were strongly associated (r = .804, p < .001). The regression model explained 66.8% of the observed variance. Positive learning climate was the only dimension with a significant unique association (B = 0.535, β = .595, p = .002), a finding retained in sensitivity analyses. Mission definition and instructional management did not contribute significant additional variance after their overlap with learning climate was considered. Findings suggest that collaboration, recognition, inclusion, and professional learning deserve attention in curriculum support. Nevertheless, the voluntary sample, common source of measurement, unverified content validity, and overlapping predictors limit interpretation. The results describe perceptions rather than independently demonstrated effectiveness and cannot establish causation. Larger studies using validated instruments, teacher reports, observations, and documentary evidence are needed to test these relationships.

Abstract Do citizens need to grow up in a democracy to value it? We examine how school education – democratic or authoritarian – shapes long-term support for democracy. Leveraging a quasi-natural experiment in the former German Democratic Republic, where rigid school entry rules and abrupt reforms after reunification created exogenous variation in exposure to socialist schooling, we show that an additional year of such education significantly reduced democratic support in adulthood. To test generalizability, we analyze harmonized survey data from 106 countries alongside new expert-coded measures of educational content and state effort. The results reveal that democratic attitudes are shaped not only by the negative imprint of authoritarian schooling but crucially by the positive imprint of democratic civic education, especially when democracies invest heavily in it. Our findings demonstrate that democracy must be learned to be valued, underscoring the central role of education in democratic consolidation and resilience.