Journal of Education, Society & Multiculturalism Feed

‘I Never Walk Alone’: Rural School Teachers’ Lived Experiences of Professional Learning Community in Ghana.

Fri, 26 Dec 2025 00:00:00 GMT

The teaching profession has long been a lonely path because teaching is one profession characterised by extreme isolation. This is especially true in Ghana, where most teachers lack opportunities to discuss or share their work with colleagues in their schools. Participation in Professional Learning Communities (PLCS) holds the promise of reducing teacher isolation by fostering collegiality, shared learning, and professional collaboration and support. This study explores the lived experiences of teachers in a rural school district in Ghana regarding the impact of PLC participation on their personal and professional practices. Specifically, the study examines how teachers conceptualise PLC, the perceived benefits and challenges, and structural changes needed to improve PLC implementation in Ghana. This qualitative study employs a descriptive phenomenological research design. Data were collected through a focus group discussion with 12 participants purposively sampled from a rural school district in Ghana. Thematic analysis was used to analyse the data to answer the research questions. The findings show that rural schoolteachers have limited knowledge of PLC, which affects their participation. Furthermore, PLCs offer teachers innovative teaching methods, improved classroom management, and reduced isolation. However, initial issues such as short sessions, poor scheduling, inadequate facilitation and leadership, and insufficient supervision hinder the successful implementation of PLCS in Ghana. To enhance effectiveness, structural changes such as better scheduling of PLC activities and leadership programmes for schools and external facilitators are recommended. The Ghana Education Service managers must address these challenges to optimise the impact of PLCS on education and teacher learning. Implications of the study findings for policy and practice are discussed.

Assessing and Identifying Learning Barriers: Insights into Reading Difficulties Observed by Grade 7 Teachers

Fri, 26 Dec 2025 00:00:00 GMT

This article explores the learning barriers related to reading difficulties observed by Grade 7 teachers in their English First Additional Language (EFAL) classrooms. Utilising a qualitative research approach and case study design, the research gathered insights from twenty Grade 7 teachers at four mainstream primary schools in the Gauteng East District through purposive non-probability sampling. Data was collected through individual and focus group interviews, which were voice-recorded and transcribed verbatim. Thematic data analysis was applied to identify recurring patterns, with direct quotes from participants grouped into key themes. The study reveals that Grade 7 learners face significant challenges such as language difficulties, oral reading difficulties, comprehension difficulties, poor concentration, and lack of interest and motivation. The study recommends that teachers develop Individual Support Plans (ISPs) to address the specific needs of learners with reading difficulties. Additionally, Continuous Professional Teacher Development (CPTD) is essential to equip teachers with the tools to adapt their instructional strategies and foster more inclusive, supportive classroom environments. This study contributes to the body of knowledge by providing a deeper understanding of reading difficulties’ causes, prevalence, and impact. It offers practical insights for refining teaching practices, improving assessment methods, and informing educational policies to enhance literacy outcomes.

Influences of the Parent-Child Relationship on the Severity of Symptoms in Children with Apraxia of Speech

Fri, 26 Dec 2025 00:00:00 GMT

Childhood apraxia of speech (CAS) is considered an impairment of motor control in speech or praxis. Most researchers agree that the basic deficit for children with CAS is a reduced or degraded ability to convert abstract phonological codes into motor vocal commands, called motor planning and/or programming. The objective of our study is identifying possible differences in the severity of symptoms in children with apraxia of speech depending on the dynamics of the parent-child relationship (conflict, positive aspects and dependency). To achieve this objective, questionnaires were developed and administered to parents of children with CAS. The results revealed statistically significant differences, p<0.05. Our results can be used within complex intervention programs.

Predictive factors of social skills development in children with ASD

Fri, 26 Dec 2025 00:00:00 GMT

One of the core symptoms of autism spectrum disorder (ASD) is the deficit in social functioning. This deficit includes difficulties in initiating or joining social activities, difficulties in understanding others’ viewpoints, engaging in inappropriate behaviors, lack of eye contact, distance from people, non-functional use of language, and a lack of communicative gestures and others. The purpose of our research is to highlight the factors that influence the development of social skills of students with ASD. Thus, we have demonstrated that personal factors such as: anxiety, withdrawal, functional communication, behavioral rigidity, stereotyped behavior, atypical language, unusual behavior and social reciprocity behavior, both from the perspective of parents and from the perspective of teachers have a statistically significant influence on the development of communication and social adaptation skills of children diagnosed with ASDOur results can be used as the basis for future complex personalized intervention programs.

Psychology of Uncertainty: Unraveling Psychological Factors from Threat Appraisal to Cognitive Avoidance

Fri, 26 Dec 2025 00:00:00 GMT

Introduction: Uncertainty is a natural part of life, but for young adults, it can be particularly challenging as they navigate major life transitions, whether in career choices, relationships, or personal growth. When individuals perceive uncertain situations as threatening, they may attempt to minimize discomfort by avoiding or suppressing thoughts about the future. This study examines how perceiving uncertainty as a threat contributes to cognitive avoidance, with a focus on the mediating roles of intolerance of uncertainty and future anxiety among young adults in Pakistan. Method: This study comprised of 475 university students (males (n=186) and females (n=289). The study utilized cross-sectional survey design in which standardized instruments were used. Results: The results from structural equation modeling showed that intolerance of uncertainty acts as a mediator in the association between threat appraisal and cognitive avoidance. Furthermore, future anxiety was found to be a nonsignificant mediator between threat appraisal and cognitive avoidance. Conclusion: The findings from this study provide practical insights into underlying factors that influence fear of unknown among young adults in Pakistan. Perception of uncertainty as threatening and increased intolerance of uncertainty can lead to maladaptive avoidance patterns. Understanding these patterns can provide insight into how young people cope with uncertainty

A Systemtic Review of Tendencies in Early Childhood Education

Fri, 26 Dec 2025 00:00:00 GMT

Background Early childhood education (ECE) involves motivational, behavioral, theoretical, curriculum, parental, development, mathematical, professional, social, and health tendencies. Critical milestones of development occur physically, cognitively, language, social, and emotionally, with a special focus on cognitive milestones and the role of play in child cognitive development. This systematic review takes into consideration evidence from the literature to look for patterns in ECE. Objectives Re-organizing, synthesizing various literature on ECE trends, milestones, cognitive milestones, and the role of play in cognitive development. Methods ScienceDirect was used to search for the data using questions such as “What are the tendencies in early education?”, “What are the important milestones for development in early childhood education?”, “What are the cognitive milestones of development for children in early childhood?”, and “How does play contribute to cognitive development in young children?” Inclusion criteria were articles reviewed by peers that were between 1985-2025, targeting children from 0-6 years. Exclusion criteria included any study that is non-empirical or non-related to Early Childhood Education. Data abstraction was for themes, findings, or citations. A basic criteria for the data selected was study type or number of study samples. Results More than 50 studies were retrieved to inform the review. Some of the major themes that were covered include stable profiles of motivation, socio-cultural transformations in theory, over schooling in the curriculum, parental factors, milestones in various areas, spontaneous mathematical focusing tendencies (SFON) in math, obstacles to professionalization, using music for promoting sociability, as well as play and executive functioning or academic skills. Conclusion ECE trends establish the significance of intervention and play-based learning for children. Stages of development reveal the need for monitoring, whereas play contributes significantly to cognitive development.

Change Management in Education. Transformation and Innovation in Higher Education

Fri, 26 Dec 2025 00:00:00 GMT

The educational system, like any other living organism, is subject to continuous change, determined by the evolution of society, technological advances, demographic changes, and new pedagogical paradigms. In this dynamic context, change management in education becomes not only a necessity but also an essential component for ensuring the relevance, efficiency, and equity of the system. The issue of change in university education is a complex one, requiring a holistic and multidimensional analysis, both from the perspective of the diversity of factors involved and the large number of aspects it addresses. In the context of this paper, we aim to explore the concept of change management in the university education context, analyzing the challenges, strategies, and role of the actors involved in the process of change-innovation-transformation. Based on the specialized literature as well as the perceptions and attitudes of the main actors of educational change (students and teachers), we will cover various aspects, from identifying the needs for change to their effective implementation and impact assessment, emphasizing the importance of a strategic and participatory approach at the level of university education in Romania.

Culture, Education and Theatre: The Globe Theatre’s Discourse on Climate Change

Fri, 26 Dec 2025 00:00:00 GMT

The Globe Theatre in the United Kingdom (the UK) is a world-renowned theatre associated William Shakespeare. It is considered a cultural landmark, which stages, mainly, the famous plays by Shakespeare and, often, provides a modern interpretation of them. One of the contemporary readings of Shakespeare’s legacy involves the theme of climate change in the Globe’s theatrical production. By staging Shakespeare’s plays in a new, climate change-related way, the Globe exhibits its educational function, which consists in raising the audience’s awareness of the issue of climate change. The Globe’s approach to the issue of climate change, however, is not well-researched. In this light, the aim of the present paper is to examine the Globe Theatre’s climate change discourse in order to uncover its possible connections to raising climate change awareness among its audiences. To this end, a quantitative methodology is used in the paper in order to investigate a corpus of climate change-related texts written by the Globe Theatre’s staff. The quantitative methodology, which is based upon the calculation of word frequencies, has uncovered the Globe Theatre’s discursive focus on the issue of climate change. Specifically, the results of the study indicate that the Globe Theatre regards climate change as a universal issue, which is communicated by the Globe Theatre to the general public in an attempt to raise people’s awareness of this issue. The findings point to the Globe Theatre’s educational, humanistic and universal approach to the issue of climate change that, just like the legacy of Shakespeare, transcends the national boundaries.

Teacher Appraisals of Occupational Wellbeing Before and After COVID-19

Fri, 26 Dec 2025 00:00:00 GMT

This study examined teacher’s occupational health across four waves of a district-wide public school climate survey: 2019-2020 (Pre-COVID), 2021-2022 (COVID), 2022-2023 (COVID Recovery), and 2023-2024 (Post-COVID). Each wave included approximately 1800 - 1900 teachers and response rates ranged from 60 - 80%. Multi-level modeling examined teachers’ self-reports of stress vulnerability, instructional support, and job satisfaction at level one across each wave. Level two was modeled at the school level and included principal turnover and free/reduced-price lunch percentage for the 47 schools in each wave (31 elementary, 10 middle, and 6 high schools). There were statistically significant increases in teacher stress vulnerability, relative to the Pre-COVID wave, for both the COVID Recovery and Post COVID waves. Instructional Support and Job Satisfaction scores, however, remained relatively stable until the Post-COVID wave, when an increase in Instructional Support was found. Most of the variance for each outcome measure, across waves and using the total sample, was at level one, although substantial variability existed between schools at level two. Free and reduced-price lunch percentage and principal turnover were associated with lower Instructional Support and Job Satisfaction. Teacher’s stress vulnerability was associated with both Instructional Support and Job Satisfaction across school levels.

Beyond Familiar Grounds: Expectations of Final Year Student Teachers on Being Placed in Unfamiliar Schools during their Teaching Practice

Fri, 26 Dec 2025 00:00:00 GMT

This empirical study investigates the expectations and perceptions of final-year student teachers who are placed in unfamiliar schools during their teaching practicum. The research aims to understand how student teachers derive meaning from unfamiliar experiences, particularly those that challenge their existing assumptions and beliefs. The study utilises Mezirow’s Transformative Learning Theory as its lens. This theoretical framework provides a solid foundation for exploring the internal transformations student teachers undergo as they confront and adapt to novel teaching contexts during their teaching practice. Through qualitative data collected from semi-structured interviews, the study investigated how these student-teachers anticipate working in new and diverse educational environments that extend beyond their comfort zones. The research involved 20 final-year student teachers from a South African University of Technology, each assigned to schools that significantly differed from their previous placements in terms of location, language, and cultural context. Thematic analysis reveals that while initial expectations were characterized by anxiety, uncertainty, and concerns about classroom management and cultural adaptation, many participants also expressed a strong desire for professional growth, resilience-building, and exposure to varied teaching situations. The findings underscore the dual nature of unfamiliar school placements, presenting both challenges and opportunities for transformative learning. The study concludes with recommendations for targeted support mechanisms to better prepare student teachers for such placements, ultimately enhancing the effectiveness of initial teacher education programs.

Digital Pedagogy in Higher Education: Students’ Perceptions and Practices

Fri, 26 Dec 2025 00:00:00 GMT

The accelerated transformations driven by digitalization have significantly impacted the educational process, leading to the emergence and consolidation of the concept of digital pedagogy. The present study aims to investigate students’ perceptions and practices regarding the use of digital tools in higher education. The research is based on an online questionnaire administered to a sample of students from various study programs, through which digitally assisted learning experiences, the frequency of technology use, perceived benefits, and encountered challenges were analyzed. The study employed a quantitative research design using a structured questionnaire with 24 items, covering three dimensions: the use of technology in learning, digital skills, and students’ attitudes towards digital pedagogy. Responses were rated on a five-point Likert scale, and the instrument demonstrated good internal consistency (Cronbach’s α = 0.85). Data were collected electronically from a sample of 116 female students enrolled in pedagogy programs at the Faculty of Orthodox Theology and Educational Sciences. Descriptive statistics and non-parametric tests (Kruskal-Wallis) were performed using SPSS V22. The results indicate that students reported frequent use of technology in learning, high levels of digital skills, and predominantly positive attitudes towards digital pedagogy. A strong positive correlation was identified between digital skills and attitudes (r = 0.68, p < 0.01), confirming that students with higher digital competences show more favorable perceptions of digital pedagogy. Furthermore, significant differences emerged according to the year of study: third-year students achieved the highest scores across all dimensions, suggesting greater exposure to digital tools, while first-year students, despite lower digital competences, reported higher technology use than second-year peers. These findings support the hypotheses and highlight the role of higher education in fostering digital competences and constructive engagement with digital pedagogy.

Tutoring and Mentoring – Vital Tools in Fostering Equity, Quality, and Inclusion in Higher Education

Fri, 26 Dec 2025 00:00:00 GMT

Tutoring and mentoring have become central pillars of inclusive and equitable higher education systems worldwide, particularly as universities confront increasing diversification, massification, and persistent structural inequalities. Although their historical roots extend back to classical tutorial traditions, contemporary tutoring and mentoring practices have evolved into sophisticated academic and psychosocial support mechanisms aligned with student-centered pedagogies, institutional inclusivity goals, and global policy frameworks such as UNESCO’s Education 2030 agenda. This article presents a theoretical integrative review offering a comprehensive understanding of the two concepts and thier implications in fostering equity and quality within higher education. Drawing on national and international literature, the article traces how tutoring and mentoring support academic success, psychosocial well-being, professional development, and student belonging. A major focus is placed on the relationship between tutoring, mentoring, and quality inclusive education, emphasising international policy contexts and empirical findings on relational pedagogy, equity of access, and disparities linked to private tutoring (“shadow education”). The paper proposes a conceptual framework that situates tutoring and mentoring as relational, pedagogical, and structural interventions necessary for building equitable, student-centered, and socially just higher education systems.

Rethinking Excellence in School

Tue, 24 Jun 2025 00:00:00 GMT

Many schools mention excellence as a key objective, yet the frequent use of this term has diminished its clarity. In other words, its meaning and significance have been altered, transformed, and modified depending on the educational contexts to which it has been applied. Moreover, in education, excellence is often associated with measurable outcomes, such as tests, rankings, and criterion-based classifications. However, such an approach fails to capture the full complexity of the educational process. In this regard, the purpose of this paper is to critically analyze the concept of excellence by considering its impact on students and to propose new perspectives on it in relation to a series of educational policies adopted and implemented at both national and international levels. From the perspective of transformative pedagogy, we aim to demonstrate that a more authentic view of excellence emphasizes continuous learning, curiosity, and personal development.

Virtual Reality in preschool language development: Teachers’ perceptions of its effectiveness

Tue, 24 Jun 2025 00:00:00 GMT

In a time when technology is continuously redefining teaching and learning methods, virtual reality (VR) is emerging as an innovative tool with the potential to enhance preschool children's language skills by creating engaging and interactive environments. However, the integration of immersive technology introduces new demands on the teaching profession, requiring each educator to adapt and respond accordingly. This article investigates early childhood educators’ perceptions regarding the use of virtual reality (VR) as a teaching tool for developing preschoolers' language abilities. In the context of a rapid shift toward digital education, the research highlights both the educational potential of VR and the challenges experienced by teachers in integrating this technology. Based on a quantitative study conducted among 316 preschool teachers, the article analyzes perceptions of VR effectiveness, the factors shaping these perceptions, the level of integration, and the perceived barriers. The study emphasizes the importance of developing digital pedagogical competencies and proposes directions for training and institutional support.

Scientific Explanations of Metalearning in Students

Tue, 24 Jun 2025 00:00:00 GMT

When discussing meta-learning in students, our analysis must undoubtedly focus on the main strategies for approaching such a process. In this regard, we consider meta-learning as a specific way of engaging with learning. Such an approach highlights the very concept of metacognition, which entails a comprehensive process of self-regulation in learning itself. Within this context, the aim of this paper is to examine the impact of meta-learning on students in an educational setting. Therefore, we seek to determine the extent to which such an analysis proves effective in the learning process.

Exploring the dynamics and complexities of a misaligned TVET-Industry Partnership: A case of South Africa

Tue, 24 Jun 2025 00:00:00 GMT

TVET in South Africa faces many significant challenges in producing graduates who are well-equipped for the demands of the industry. The TVET curriculum is misaligned, which results in graduates lacking the practical skills and knowledge required by industry. This study is purposed to identify pertinent challenges in South Africa's Technical and Vocational Education and Training (TVET) system which are not aligned to industry. A qualitative research design was employed, involving in-depth interviews with key stakeholders, including three academic support officers, six engineering apprentices, and six National Certificate Vocational (NCV) interns. The results indicate that the curriculum is mismatched with industry needs, lacking alignment with modern technologies, and evolving workplace demands. There is a call for more flexible, industry-responsive curricula and for lecturers to be better qualified, both academically and professionally. Collaboration between TVET institutions and industries is crucial for bridging these gaps and preparing students for the future workforce.

Evaluating the Quality of an ELT Program in Higher Education

Tue, 24 Jun 2025 00:00:00 GMT

This is a mixed-methods case study that explores a higher education institution's ELT bachelor's degree program curriculum in terms of compliance with the accreditation standards and to what extent it leads to improved student learning outcomes. For both quantitative and qualitative research methods, the sample size targeted 120 students, 10 faculty members, and 5 external stakeholders. Data on perceived effectiveness of the curriculum and levels of satisfaction were measured by a structured questionnaire, while semi-structured interviews aimed at eliciting qualitative information about strengths and identified areas for curriculum improvement. Indeed, 85% of the students felt sufficiently qualified to teach the subject of English, while 90% of the educators believed the program conformed appropriately to the standards for accreditation. However, there was consensus from both groups on areas of improvement, which included better integration of technology and more practical exposure to teaching. Interview data from thematic analysis indicated the commitment of faculty and continuous curriculum review. These findings inform recommendations for integration of technology in the curriculum, as well as strengthening collaboration with local schools and a scheduled process for reviewing curriculum.

The neuropsychological profile of the child with hearing and vision impairment

Tue, 24 Jun 2025 00:00:00 GMT

This study presents the case of an 11-year-old child diagnosed with hearing impairment and visual impairment. The objective of the study is to establish the profile of cognitive and neuropsychological functioning, but also to establish the necessary intervention directions. ABAS™-II - Adaptive Behavior Assessment System™ - II, a behavioral assessment system focused on broad-band adaptability measurement, was used as a research method. At the international level, it is considered the standard in the complex assessment for awarding the degree of disability. ABAS™-II items indicate the inability or ability of any person between the ages of 0 and 89 to perform age-typical daily living behaviors. The study indicates the following results: according to the WISC IV (Wechsler Intelligence Scale for Children), the level of cognitive development of the patient according to the indices is: verbal comprehension index - composite score 75, located at the 5th percentile; perceptive reasoning index - composite score 91, located at the 27th percentile; working memory index - composite score 91, located at the 27th percentile. Comparison of discrepancies at the level of subtest scores/procedural scores indicates significantly lower performance on the subtest Remembering numbers in direct order (attentional field/phonological loop) - standard score 6, compared with Memory of numbers in reverse order (the ability to temporarily retain in memory and manipulate information to obtain a result) - standard score 14; processing speed index - composite score 97, located at the 42nd percentile; QI =84, which indicates an average-lower level of cognitive functioning.

Is educational software a luxury or a necessity in speech therapy for children diagnosed with intellectual disability?

Tue, 24 Jun 2025 00:00:00 GMT

Technology is often used today in the therapies of children with language disorders, especially during the COVID-19 pandemic. Studies show that artificial intelligence makes the work of therapists more efficient in the corrective-recovery process. Largely due to new technologies, the importance of skills and abilities – application, critical thinking, creativity, problem solving, communication, collaboration – is increasingly confirmed to the detriment of verbal information. The evolution of technological means not only requires the educational system to form the student's ability to use them, but, at the same time, makes available to all educational actors a set of resources, tools and teaching methods, indispensable today for the efficiency of training, in all areas transposed into educational disciplines. At the same time, the current knowledge society, governed by the emergence of information technologies, displays a new set of educational imperatives with which the school must permanently align its purposes. This information society determines the emergence of a new type of student, the digital native, the young person born into a technology-dominated environment, who has an inherent understanding of digital technologies, these being integrated into his life since childhood. Thus, this study aimed to investigate possible differences between the opinions of specialists regarding the integration of educational software in speech therapy according to their demographic characteristics. Our results highlighted differences in terms of gender, level of education of the specialists and the type of disorder suffered by the child they are working with. These results can be used in the development of mentoring programs for specialists in the field of special psychopedagogy to make their work more efficient or in the corrective-recovery approach.

Mothering Children with Neurological Disability: Focus on Vhembe Rural Community South African

Tue, 24 Jun 2025 00:00:00 GMT

Mothering a child with a disability is by no means a small challenge, especially for mothers as often they tend to take a greater responsibility for the child. This article mainly aims to provide an understanding challenge encountered by mothers when mothering their children with neurological disability in a rural South African setting. The study used a phenomenological research design. Authors of this article purposefully recruited eight mothers of children with neurological disability between the ages of 39 and 55 in a rural South African Limpopo setting. Interpretive data analysis method was employed to provide valuable data on encountered by mothers of children with neurological disability. Data were collected using semi-structured interviews. Semi-structured face-to-face interviews were conducted, and the data results were thematically analysed on mothering children with neurological disabilities. The results show conform to grassroots realities. The findings revealed the following three themes and two sub-themes emerged: (1) health services (sub-themes: health services as an important aspect to mothers of children with ND; lack of adequate knowledge about disability and resources) (2) religious beliefs; and (3) the mother's reaction to neurological disability. Additionally, results have revealed mothering a child with a neurological disability triggered several changes in family dynamics. This study contributes to the experiences of individuals' understanding of the challenges of mothering children with neurological disabilities in a rural South African setting.