European Journal of Education and Pedagogy

Enhancing Digital Literacy for Learners in Inclusive Primary and Secondary Education in Lesotho

2025-01-25T19:02:19+01:00

Digital literacy is a vital skill for empowering diverse learners in a digitally inclusive education environment. It encompasses the proficiency to utilise, gauge, and interact with technological tools, ranging from fundamental operations such as emailing to more intricate activities. In 2021, the Ministry of Education and Training in Lesotho implemented the Lesotho Basic Education Curriculum Policy (LBECP) to improve digital literacy in primary and secondary schools. Teachers are key to imparting these skills; however, many lack familiarity with digital literacy practices, negatively impacting learner education. This study aims to enhance digital literacy in inclusive education in Lesotho. It involved two rural schools, primary and secondary, with three teachers and principals. Participants took part in semi-structured interviews about their digital literacy practices. The qualitative case study grounded in Bloom’s Digital Taxonomy revealed that teachers are not adequately prepared to utilise digital literacy, which hinders curriculum implementation. Additionally, the lack of technological tools like computers and smartphones and inconsistent electricity complicates this issue. Teachers emphasised that the Ministry of Education and Training should allocate essential resources to every school, ensuring that diverse learners have access to the quality education they deserve. A nationwide study to support the effective implementation of the Lesotho Inclusive Education Policy 2018 is recommended to improve digital literacy for diverse learners in primary education.

Prime Requisites of Online Case Teaching in the Digital Era

2025-01-08T18:19:35+01:00

The purpose of this article was to explore online case teaching strategies. The research identified the best practices of online case teaching in the digital era. The main purpose was to recommend online case teaching strategies that foster meaningful learning. The method was descriptive and based on secondary data, literature sources, some selected interviews of case teachers, and the author’s prior knowledge in the field. The article revealed five prime requisites of online case teaching in the digital era. The possible impact of case strategies is highly significant. The online case teaching method was not new but has been challenging. The recommended strategies illustrated in the article might have a greater impact on developing instructors’ skills and fostering impactful learning. The students, instructors, consultants, educators, and trainers will benefit from the article’s contents. The author recommended that the five prime requisites outlined in this article serve as a guiding handbook for business teachers. Business colleges can also adopt this article as a policy document to support their faculty in online case teaching for the digital future.

Greek Pre-Service Teachers’ Approaches nd Beliefs Regarding Classroom Assessment

2025-01-06T11:53:34+01:00

Teacher assessment literacy has become a prominent area in educational research in recent years. This study examines the approaches and beliefs of 515 Greek pre-service teachers concerning classroom assessment across four key dimensions: purpose, process, assessment fairness, and assessment theory. Using a quantitative methodology and utilizing the ACAI questionnaire (version 3.0), the study reveals a strong preference for formative assessment practices that support learning and enhance students’ metacognitive development, while assigning less importance to standardized testing. Pre-service teachers advocate for differentiated and equitable assessment practices tailored to specific educational contexts, emphasizing the need to mitigate student stress during assessments. These findings offer essential insights for advancing assessment literacy among pre-service teachers within their university education and inform the development of targeted professional development programs for in-service teachers.

Exploring the Gap between Theory, Practice, and Expectation in School Mentoring

2024-12-27T19:21:45+01:00

Mentoring is a crucial aspect of teachers’ professional development, yet there is considerable debate among educators about its efficacy and some notable resistance against it. Thus, it is beneficial to examine teachers’ perceptions regarding mentoring in order to gain insight into potential discrepancies between mentoring theoretical background, practical experiences, and expectations. An originally made questionnaire was employed as the instrument for gathering data, thereby establishing a quantitative research design. The findings revealed that teachers hold disparate views on mentoring at three distinct levels: the theoretical level, the practice level and the expectation level. More specifically, the teachers’ perceptions assessed these three levels, with the practice level ranking the lowest, followed by the theoretical level, and the expectation level ranking the highest. These findings demonstrate that teachers generally agree and align with the theoretical aspirations of mentoring, yet they also indicate that this promise can fall short in practice. Furthermore, teachers propose an expectation-based approach to mentoring that could enhance both the theoretical and practical aspects.

Assessing the Implementation of Senior High School Mathematics Curriculum: Teachers’ and Students’ Perceptions in Calbayog City Division, Philippines

2024-12-23T12:57:08+01:00

The implementation of the Senior High School (SHS) Mathematics curriculum in the Philippines has introduced new challenges for both teachers and students, particularly in adapting to the demands of the K to 12 education reform. This study assessed the seriousness of issues encountered in implementing the SHS Mathematics curriculum based on the perceptions of SHS mathematics teachers and students in the Department of Education at Calbayog City Division, Samar, Philippines. Using a descriptive survey design, the study involved 31 mathematics teachers, identified through total enumeration sampling, and 320 SHS students, selected via simple random sampling. A 4-point Likert-type scale survey questionnaire was used to examine the implementation issues of the SHS Mathematics curriculum. The results revealed that mathematics teachers perceived curriculum-related, teacher-related, and student-related issues as moderately serious, highlighting significant challenges such as gaps in foundational knowledge, insufficient preparedness, and difficulty adapting to the increased academic demands of the SHS program. In contrast, SHS students rated curriculum and teacher-related issues as moderately serious but viewed student-related issues as less serious. These results emphasize the need for professional development programs that equip teachers with student-centered pedagogical strategies to address diverse learning needs. To enhance teaching effectiveness and improve student outcomes, it is recommended that SHS mathematics teachers receive sufficient support, including access to relevant training and resources.