Acta Educationis Generalis Feed

Implementation of a Coaching Approach in the Educational Process from the Perspective of Principals and Teachers of Kindergartens, Primary and Secondary Schools

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: Pilot examined coaching in Slovak kindergarten, primary and secondary schools and integrated a SWOT. Methods: Interviews with principals/teachers (n=29); uniform definitions; thematic synthesis. Results: Benefits: communication, feedback, reflection, team culture. Barriers: time/logistics, capacity, long-term commitment, unclear coach qualifications; threat: pro-forma uptake. Opportunities: mentoring/supervision, management development. Specifics: kindergarten low-cost; primary burnout prevention; secondary change management. Discussion: Requires leadership support and gradual, context-adapted implementation. Limitations: Qualitative, non-random sample; no causal inference. Conclusions: Mixed-design studies should quantify change and compare models

“We Like Going to School”: A PhotoVoice Exploration of Education from the Perspective of Children from Socially Disadvantaged Backgrounds

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: Children from socially disadvantaged backgrounds encounter many obstacles from the very beginning of their school attendance. These challenges affect their experience of school and, consequently, their future educational careers. Methods: A combination of the participatory visual method PhotoVoice and interviews was used to explore this group of children’s views on school and education. Twenty-two children in primary education participated in the study. Results: The children who participated in our research perceive school and education positively. School is not only a place for learning but also a place full of opportunities to learn something new, experience success, and receive support. Discussion: It is essential to look at key issues in education from the perspective of children. Creating such opportunities has the potential to lead to social change. Limitations: The main limitation is the small research sample of children attending one school. Conclusions: The role of schools is to find ways to compensate for inequalities in the educational environment faced by children from socially disadvantaged backgrounds. The PhotoVoice method has great potential in research focused on this target group.

EDUGRAM: An Educational Assessment Model to Prevent Early School Dropout in Program Keluarga Harapan Beneficiary Students in Indonesia

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: School dropout among children in Indonesia’s Family Hope Program (Program Keluarga Harapan) remains a critical issue. No assessment instrument currently exists to help facilitators detect dropout risks early. Methods: This research and development study designed and tested Edugram, an assessment model inspired by genogram, ecomap, and culturagram. Data were collected from interviews, focus group discussions, and questionnaires involving 79 dropout cases from western, central, and eastern Indonesia. Results: Three key social environments family, school, and peer groups contribute to dropout risks, along with personal issues such as low motivation, pregnancy, and trauma. Discussion: Edugram effectively maps risk factors and is validated for use by family hope program facilitators to conduct early dropout assessments. Limitations: The model was tested in selected regions and may require further adaptation to diverse geographic and cultural settings. Conclusions: Edugram is a viable tool for early intervention and supports future research in broader cultural and regional contexts.

Technological Pedagogical Content Knowledge of Pre-service Teachers in Ghana

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: Technological Pedagogical Content Knowledge (TPACK) is a framework that integrates the domains of technology, pedagogy, and content knowledge to enhance teachers’ understanding of how they can effectively incorporate technology into their instruction. Methods: The study examines the technological pedagogical content knowledge of pre-service teachers in Ghana through a cross-sectional survey design. Six hundred and seventeen pre-service teachers responded to an online TPACK survey instrument. The study uses descriptive and inferential statistical tools to analyse the data. Results: The study indicates that pre-service teachers in Ghana generally possess moderate to high competencies in TPACK. The study further reveals that male pre-service teachers reported higher levels of TPACK competence than their female counterparts. Lastly, the study shows that prior teaching experience had no significant impact on pre-service teachers’ TPACK development in Ghana. Discussion: This study examines the perceived levels of technological pedagogical content knowledge (TPACK) among pre-service teachers in Ghana. Specifically, the study investigated pre-service teachers’ perceptions of technological pedagogical content knowledge and whether their TPACK competencies vary based on gender and prior teaching experiences. Limitations: This study was restricted to pre-service teachers at a specific university in Ghana. Furthermore, although the TPACK instrument has been validated, its adaptation to the Ghanaian context may not fully reflect local educational practices or technological infrastructure. Conclusions: It is recommended that teacher education service providers prioritise strengthening technology integration into their pre-service teacher education programmes.

Student Use of Generative AI in Higher Education: Patterns, Gaps, and Institutional Readiness

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: This study examines how widely students are using generative AI tools in higher education and whether they feel prepared and supported by their institutions in doing so. Methods: This study used descriptive analysis of survey responses from 3,839 students across 16 countries to examine AI use, preparedness, and institutional support. Results: Most students (86%) reported using AI, yet few felt prepared (23%) and many cited inadequate institutional guidance. Discussion: Findings reveal a clear gap between students’ rapid adoption of AI tools and limited institutional readiness to support them. Limitations: The study relies on voluntary, self-reported, cross-sectional data that may involve selection bias and cannot establish causality. Conclusions: Results highlight the need for stronger AI literacy, updated assessments, and clearer institutional guidance for responsible AI use in higher education.

Adaptation of the Teachers’ Self-Efficacy Expectations Scale for Supporting Chronically Ill School-Age Pupils: A Turkish Version

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: Chronic illness is a long-term condition that can significantly affect pupils’ school lives. Teachers regularly interact with chronically ill pupils, making strong self-efficacy expectations essential for effective educational support. Kohlwage (2025) developed a scale to measure teachers’ self-efficacy in dealing with chronically ill pupils in German-speaking contexts. This study aims to translate this scale into Turkish and examine its validity and reliability. Methods: The adaptation process included translation and back-translation procedures to ensure linguistic equivalence in Turkish. Construct validity was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results: The Turkish version of the scale demonstrated good construct validity and reliability. Both EFA and CFA confirmed the structural adequacy of the instrument, and Cronbach’s α coefficients indicated high internal consistency. Discussion: Findings suggest that the adapted scale can serve as a useful tool to evaluate teachers’ self-efficacy expectations when supporting pupils with chronic illnesses in Turkish educational contexts. Conclusions: The Turkish adaptation of the “Short scale on self-efficacy expectations of student teachers in dealing with chronically ill pupils” [Öğretmen Adaylarının Kronik Hastalığı Olan Öğrencilerle Başa Çıkma Sürecine Yönelik Özyeterlik Ölçeği- K-ÖZET], is a valid and reliable instrument that can be applied in further research and practice to assess and support teachers’ competencies.

Innovative Approaches to Solving Key Problems in the Teaching of Slovak Language and Literature at the Primary Level

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: This paper examines the key problems teachers encounter when teaching Slovak language and literature in primary education, focusing on the core competences required for pupils’ understanding and application of linguistic knowledge. Attention is also given to factors that contribute to the insufficient development of these competences. Methods: A qualitative design was employed, utilizing semi-structured interviews to gather in-depth insights into teachers’ experiences. The research identifies major problems and effective teaching methods in Slovak language and literary education. Data were collected in the Bratislava region of Slovakia. Results: The findings show that insufficient communication skills have multifaceted origins, including limited family communication, passive digital lifestyles, and weak reading habits. Teachers emphasise the need to vary methods to support individual learning approaches and linguistic development. Discussion: Teachers identified underdeveloped communication skills, weak reading comprehension, and declining ability to sustain attention to text as central issues in pupils’ learning of Slovak language. Limitations: The study is limited by its regional scope, the subjective nature of the responses, and the lack of quantitative data. Conclusions: The research offers new insights into teaching strategies and highlights teachers’ concerns about the negative influence of digital and multimedia environments on pupils’ text comprehension and communication skills.

Teachers’ Technological Attitudes and Technology Use in North-Eastern Urban Public Schools

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: US school districts often purchase technology without considering teacher attitudes, leading to significant underutilisation in urban K-12 classrooms. Methods: This quantitative, correlational study examined associations between technological attitudes, tenure, gender, and technology use frequency within north-eastern US urban districts. Results: A survey of 130 teachers was analysed via linear regression to determine how attitudes, years of service, and gender predict classroom technology use. The findings identified technological attitudes, both independently and in combination with other predictors, as the primary driver for predicting frequency of use. Discussion: Statistical analysis resulted in the rejection of the null hypothesis for all three research questions. Limitations: The study faced communication delays from participating districts and the exclusion of 61 incomplete or duplicate surveys. Conclusions: These results are vital for educational administrators making procurement decisions. Prioritising teacher attitudes can mitigate technology underutilisation and prevent the loss of school funding.

Remote Learning Challenges in Rural Schools

Wed, 18 Feb 2026 00:00:00 GMT

Introduction: Transitioning from in-person to remote learning resulted in students losing access to educational resources in rural California schools. The study revealed complex social concerns of equity and technology access between 2020 and 2022. The conceptual underpinnings included social constructivist learning and intersectionality theory. A narrative inquiry study explored inequitable access to technology through the stories of one minority student and four K-12 administrators. Using In Vivo, Value, and Axial coding revealed two themes through thematic and discourse analysis: harvesting education equity and integrating artificial intelligence in schools. Gender and socioeconomic stratification may hinder access to educational resources (Mathrani et al., 2021). Methods: This qualitative narrative inquiry study explored the barriers to remote learning in rural California, using interviews, archival records, and a focus group. Results: Educational inequity is often intersectional. The ethical use and student privacy associated with artificial intelligence (AI) preclude uniform adoption of AI use in K-12 classrooms. Discussion: The increased use of technology in rural learning environments may foster a digital-rich climate; however, marginalized communities may face inequalities in Internet access (Oster et al., 2021). Limitations: Increased growth in rural schools resulted in a reduction from eight to three rural high schools, changing the sample population. Conclusions: Rural school administrators need coaching, mentorship, and access to gain proficiency in technology.

The Memphis Model as Pedagogy: Transforming Confrontation into Collaboration

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: This study explored relationships between compassion fatigue, compassion satisfaction, and care behaviors in Memphis Police Department Crisis Intervention Team officers. Methods: A quantitative correlational cross-sectional approach was used. Results: Compassion satisfaction was a statistically significant predictor of care behaviors among Memphis Police Department Crisis Intervention Team officers. Discussion: The Memphis Model is an iconic evidence-based pedagogic roadmap for police and community partnership. Limitations: Officers were purposively chosen due to the historic significance of the Memphis Model and to explore the continued relevance of the model. Conclusions: Study results provide a pedagogic roadmap to transform confrontation to collaboration.

An Experimental Application of the Interactive Reading Approach with ICT Tools to Improve Struggling Readers’ Comprehension Skills during English for Law Classes

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: The current research project subsumes a vibrant analysis of the convoluted essence of reading comprehension, with the aim of exploring the diverse deficits learners encounter to assimilate texts in law in the English language at the Faculty of Law and Political Sciences, University of Bejaia, Algeria. Then, it attempts to find possible remedial solutions for a particular subset of foreign language learners, law students, to whom tasks on legal English pose dreadful pitfalls. Methods: We have employed the experimental method, using an analytic, quantitative approach. Results: The study has revealed the effectiveness of an interactive reading approach using computer-based instruction in addressing learners’ difficulties in comprehending legal English texts, particularly in groups five and six (the experimental groups). The technique has appreciably affected how much time our applicants need to comprehend texts on legal English and how much they understand. Discussion: The experiment has examined the impact of computer-assisted instruction on comprehension rate, micro, and macro skills. The essence of the technique’s noteworthy influence involves adopting the interactive reading approach, timed readings, integrating ICT devices, taxonomies of various types of questions that engage both bottom-up and top-down abilities, and maintaining regularity. This confirms the two hypotheses that address the primary issue of this investigation. Limitations: Learners’ language interference between French and English has allowed for the transfer of reading strategies and skills, potentially impacting their processing of texts and biasing the outcome of this inquiry. Conclusions: This research study advocates the integration of ICT devices in teaching English for law texts to university students. Moreover, it highlights the need to shift from the Ptolemaic view of reading comprehension, which focuses on comprehension levels and neglects readers’ reading rate.

Mediator Roles of Emotion Regulation Strategies in the Effect of Positive Schemas on Harmony in Life

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: This study explores the impact of positive schemas on harmony in life and the mediating roles of emotion regulation strategies. It is hypothesized that positive schemas enhance emotional and social functioning. Specifically, reappraisal and suppression were examined as mediating variables in the study. Methods: A quantitative approach was used, employing Pearson correlation and mediation analyses to assess relationships among positive schemas, harmony in life, reappraisal, and suppression. Results: Positive schemas were positively associated with harmony in life and reappraisal but negatively associated with suppression. Mediation analysis showed that reappraisal significantly mediated this relationship, while suppression did not. Discussion: Findings emphasize the role of positive schemas in psychological well-being. Encouraging reappraisal strategies may improve harmony in life, whereas suppression appears less effective. Limitations: Self-reported data may introduce bias, and the cross-sectional design limits causal inferences. Cultural differences in emotion regulation were not deeply explored. Conclusions: Positive schemas enhance harmony in life through reappraisal. Future research should explore additional emotion regulation strategies and cultural variations.

Attitude to Information and Communication Technologies Use and Attrition Intention among Female Distance Learning Students

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: The purpose of this study is to determine the causal relationship between female distance learning students’ attitudes to technology and attrition intention in distance learning programmes. Methods: Leveraging a quantitative research design, 433 female distance learning students were randomly sampled from four learning centres in Northeastern Nigeria. The analysis of measurement and structural models of the data collected through online questionnaires was done with the aid of SPSS IBM version 29.0 and Smart PLS software version 4.0.9.2. Results: The study found that technology behaviour has a significant causal relationship with attrition intention among female distance learning students. Meanwhile, technology affection and cognitive attitudes had no significant causal relationship with attrition intention among female distance learning students. Discussion: This implies that students’ behaviour toward technology use in terms of their access to technology resources contributed to the increase in intention to drop out of the distance learning programme in Northeastern Nigeria. Limitations: The findings might not be generalisable to other regions, especially southern Nigeria. Conclusions: The distance education stakeholders can use this study’s outcome to devise ways of improving the completion rate among female learners, especially.

The Impact of Gender and Proficiency on L2 Writing Anxiety among Algerian EFL Students: Levels, Categories, Causes, and Coping Mechanisms

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: This study investigates L2 writing anxiety among Algerian EFL Master’s students, focusing on anxiety levels, types, causes, coping strategies, and the effects of gender and proficiency. Methods: A mixed-methods approach was used, incorporating a semi-structured interview alongside two instruments: the Second Language Writing Anxiety Inventory and the Second Language Writing Anxiety Reasons Inventory. Participants included 220 Master’s students selected through stratified random sampling. Results: Most students exhibited moderate to high writing anxiety, primarily cognitive and somatic. Gender differences were minimal, but lower-proficiency students reported significantly higher anxiety. Avoidance behaviours were the least reported. Discussion: Linguistic concerns, fear of evaluation, and time constraints were major anxiety triggers. Unlike prior studies, teacher influence was not a primary factor, though students desired clearer feedback. Coping strategies included self-regulation, brainstorming, and seeking peer and teacher support. Limitations: The study focused on Master’s students, limiting generalizability to other proficiency levels. Self-reported data may also introduce bias. Conclusions: Providing structured feedback, supportive teaching strategies, and targeted language development can reduce anxiety and enhance students’ writing confidence.

How is the Concept of “Environment” Cognitively Structured by Secondary School Students?

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: The environment, which is the habitat of all living things and contains the natural resources necessary to sustain life, is an issue of vital importance for humanity. Methods: This study was conducted to examine the conceptual structures that form the concept of “environment” in the minds of 8th grade students and to reveal their cognitive understanding and perceptions. The study was conducted in a district located in eastern Türkiye. Results: Although students have a solid understanding of ecological concepts, especially those related to biotic elements, there is a clear need to deepen their awareness of the interconnectedness of environmental components, including abiotic factors and human impacts. Discussion: According to the results obtained from the study, although students have a certain level of conceptual structure, this is not considered sufficient. In addition, the fact that students associate the concept of environment with a narrow group of words suggests that their conceptual structures may be underdeveloped. Limitations: There may be some limitations in this study due to the scope of the study and the sample group. The subject of studying with a larger sample group and different techniques can be investigated. Conclusions: Using active learning strategies can deepen students’ understanding and emotional connection to the environment.

A Systematic Review of ICT Integration in the Teaching and Learning of Social Sciences

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: With the growing trend of technology adoption in teaching and learning, this integration must continuously be studied to track its status. Social Sciences, also known as Social Studies in other countries, is one of the subjects that the South African government has designed to accommodate technology adoption. Therefore, this qualitative review systematically analyses published data on integrating ICT in the teaching and learning of Social Sciences. Understanding the level of ICT integration in teaching Social Sciences in schools will open avenues for designing evidence-based intervention strategies to bridge policy and practice gaps in curriculum implementation. Purpose: The purpose of this study was to identify the attitudes and perceptions, extent of integration and challenges of SS teachers in integrating ICT in their instruction. It is hoped to eventually identify gaps in existing literature and to guide future research. Methods: The review was guided by the PRISMA guidelines and utilised three search engines, Google Scholar, EBSCOHost and Sabinet, from which a total of 25 records from the last ten years were deemed suitable for the purpose of this study. Thereafter, data were analysed using the thematic analysis method based on the attitudes and perceptions, level of integration and challenges. Conclusions: Overall, integration is in its infancy, but there is an eagerness to integrate ICT if the challenges are mitigated. This analysis was significant in pointing out areas of future research.

Key Aspects of the Training, Education and Needs of Primary School Teachers for the Implementation of Moral and Character Education

Wed, 29 Oct 2025 00:00:00 GMT

Introduction: The new curriculum in Slovakia highlights the importance of moral and character education. School principals and teachers are actively exploring how to incorporate it into their school practice. Methods: The study investigates teacher preparation and their views on current conditions for implementing character education. Data were collected via an online questionnaire from 342 primary school teachers across Slovakia. Results: Only 17% of respondents received training in the subject, and 39.8% rated the conditions for its implementation as insufficient. Discussion: Teachers generally consider both their training and implementation conditions inadequate, indicating a need for improvement. Limitations: The sample is not representative and lacks balanced regional and gender distribution. Conclusions: Successful implementation of character education requires high-quality teacher training and supportive and favourable school-level conditions.

E-Learning in Higher Education Institutions in Zimbabwe: Implications on Inclusive Education for Learners Living with Disabilities

Tue, 27 May 2025 00:00:00 GMT

Introduction: This study aimed to understand the implications of e-learning on inclusive education for learners with disabilities in higher education institutions in Zimbabwe. Methods: Qualitative methodologies were used to yield a valuable understanding of diverse social occurrences. Purposive sampling and Snowball sampling were used to gather data. At the 10th interviewee, data was saturated, and thematic coding was used for data analysis. Results: Results show that Microsoft Teams, Google Classrooms, Zoom, and YouTube were found to be significant e-learning platforms used by higher education institutions. Expensive data, lack of e-learning devices, lack of social interaction, network challenges, and load shedding were found to be challenges associated with e-learning. Reduced mobility, time, space, videos, voice-to-text, and cost-effectiveness were benefits related to e-learning for students with disabilities. Discussion: There is a need to adopt inclusive e-learning tools for learners living with disabilities and for higher education institutions to provide e-learning resources to these learners. Limitations: The study focused on universities in Zimbabwe and excluded colleges. Conclusions: Learners living with disabilities should be provided with resources for e-learning for inclusive learning to be effective.

Experiences of Learners with Visual Impairments in Inclusive Schools in the Kingdom of Eswatini: A Scoping Review

Tue, 27 May 2025 00:00:00 GMT

Introduction: This article reports on experiences of teachers and learners with visual impairments (LVI) in inclusive high schools in the Kingdom of Eswatini. Methods: Qualitative research used face-to-face interviews, semi-structured questionnaires, document analysis and observation instruments for data collection. The study employed purposive sampling and the sample comprised six LVI, three high school principals and ten teachers. Data analysis included reading data, transcription, coding, interim analysis, and finding themes. Results: Study findings illuminated the lack of professional training for teachers. Policies and school documents did not promote inclusive education and there was limited curriculum reform to implement IE policies. Discussion: There is a need for professional capacitation of teacher(s) on IE. School documents, curriculum and national policies must embrace IE. Limitations: The 19 participants representing the overall population was a limitation. Conclusions: The researchers concluded that inclusive high school teachers must be trained and provided with suitable materials for teaching and learning.

Childhood and Adolescent Learning Experiences and Lifelong Learning

Tue, 27 May 2025 00:00:00 GMT

Introduction: Learning experiences in childhood and adolescence are crucial in establishing the basis for lifelong learning, including parental education, learning experiences and the perceived labour market benefits of education. Methods: In this research, life path interviews were conducted (n=62), partly semi-structured and partly in-depth interviews with adult respondents (40<). Results: In this study, the goal is to provide examples of how the interviewees perceive lifelong learning in the light of their childhood and youth learning experiences and their family environment’s attitude towards learning. Discussion: This paper aims at finding answers to the question of how the understanding of lifelong learning is influenced by the supportive role of the family, whether learning is a value in the family. Limitations: Due to the nature of the topic, this writing did not aim for representativeness in the selection of interviewees, but it is considered that they can be used to illustrate or nuance the guidelines. Conclusions: The present work also confirms the role and importance of the family and socialisation environments, which can act as a deterrent as well as a pull.