European Journal of Education and Pedagogy https://ej-edu.org/index.php/ejedu European Journal of Education and Pedagogy European Open Science Publishing en-US European Journal of Education and Pedagogy 2736-4534 Assessing the Implementation of Senior High School Mathematics Curriculum: Teachers’ and Students’ Perceptions in Calbayog City Division, Philippines https://ej-edu.org/index.php/ejedu/article/view/918 <p>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.</p> Arnel A. Ignacio Aster P. Bajet Copyright (c) 2025 Arnel A. Ignacio, Aster P. Bajet http://creativecommons.org/licenses/by-nc/4.0 2025-02-02 2025-02-02 6 1 61 65 10.24018/ejedu.2025.6.1.918 Examining Teachers’ Ratings and Perspectives on Literacy Acquisition in the Early Childhood Classroom https://ej-edu.org/index.php/ejedu/article/view/911 <p>Literacy continues to plague education systems, particularly in the Caribbean; none withstanding teachers’ perceptions can inform strategies to improve students’ literacy achievement. The study examined teachers’ perspectives on literacy acquisition to understand the literacy instruction provided in the early childhood classroom. Data was collected from Grade I and II teachers through semi-structured interviews and a questionnaire using an explanatory sequential mixed methods research design. Teachers rated their students’ reading readiness and emergent literacy as high, indicating that their students acquire literacy through teacher-centered and child-centered approaches in literacy instruction. Significant disparities occurred between districts and literacy professional development levels. The main challenges cited for literacy acquisition were poor school attendance, poor attitude towards reading, lack of parental involvement, slow adaptation to change, and the unavailability of resources. Teachers shared a perspective of using a balanced approach, which represents a combination of skills-based and emergent literacy approaches to deliver literacy instruction. Quality literacy instruction, a mixture of constructivist and teacher centered approaches marred with parental involvement developed through focused literacy parenting sessions and a literacy-rich environment, can support the development of literacy acquisition.</p> Andre Martin Copyright (c) 2025 Andre Martin http://creativecommons.org/licenses/by-nc/4.0 2025-01-19 2025-01-19 6 1 10 19 10.24018/ejedu.2025.6.1.911 Exploring Benefits and Concerns of Incorporating Digital Tools into Engineering Education https://ej-edu.org/index.php/ejedu/article/view/909 <p><span class="fontstyle0">The integration of emerging technologies such as artificial intelligence (AI) and immersive systems including augmented/virtual/mixed realities (AR/VR/MR) into engineering education can significantly enhance student engagement through their personalized and self-paced learning capabilities. Their virtual laboratories also make it possible for students and tutors to replicate real-life and often complex engineering activities within hazardfree environments with high repeatability. Therefore, this paper investigates the benefits of integrating digital tools into technical programmes delivered within higher education institutions (HEIs), with a focus on engineering programmes. The discussion covers student experiences, teaching quality and efficiency, feedback and comments, etc. Moreover, the challenges and concerns of using digital tools in HEIs are also considered, with an overarching aim of contributing to the ongoing discussions around the pros and cons of such tools on knowledge management.</span> </p> Meini Su Lin Ma Dongda Zhang Akilu Yunusa-Kaltungo Clara Cheung Copyright (c) 2025 Meini Su, Lin Ma, Dongda Zhang, Akilu Yunusa-Kaltungo, Clara Cheung http://creativecommons.org/licenses/by-nc/4.0 2025-01-26 2025-01-26 6 1 45 51 10.24018/ejedu.2025.6.1.909 Fostering Cultural Competence: Teaching Intercultural Understanding through Project-based Learning https://ej-edu.org/index.php/ejedu/article/view/906 <p><span class="fontstyle0">This article explores the dynamic and transformative potential of projectbased learning as a vehicle for imparting intercultural understanding. It elucidates the methodology and implications of teaching an intercultural approach, emphasizing its pivotal role in fostering cultural competence, empathy, and open-mindedness among Moroccan students. The article delves into the essential components of this teaching approach, from introducing students to intercultural issues to guiding them through research and the development of collaborative projects. It underscores the significance of cultivating an inclusive classroom environment that celebrates diversity while addressing various challenges and pitfalls. In an era marked by increased globalization and cultural interactions, teaching an intercultural approach through project work equips students with the skills and attitudes necessary for effective cross-cultural communication. This article highlights the long-term impact of such pedagogy, promoting the development of informed global citizens capable of navigating and contributing to our interconnected world.</span> </p> Rajae Berkane Copyright (c) 2025 Rajae Berkane http://creativecommons.org/licenses/by-nc/4.0 2025-01-26 2025-01-26 6 1 39 44 10.24018/ejedu.2025.6.1.906 The Leader’s Role in Creating a Quality Assurance Culture in a Multicultural Environment https://ej-edu.org/index.php/ejedu/article/view/905 <p><span class="fontstyle0">This paper focuses on the quality assurance culture in a college in a multicultural setting. Its purpose is to explore the role of higher education leaders in creating a culture of quality assurance practices in a multicultural environment. The external stakeholders’ perceived value of the institution has been declining over the past ten years, and it is unknown if the lack of a common culture of quality assurance practices within the institution contributes to its decline. The overarching research question is, how do educational leaders create a culture of quality assurance practice and standards in a multicultural environment to improve the perceived value of the institution? The qualitative approach to this research engaged a single case study design. Data was collected using semi-structured interviews, observation, and document review. The data were analysed using manual coding that extracted themes such as the need for a curriculum committee and the creation of policy documents. The conceptual framework outlined the concepts and theories that contributed to the analysis and discussion of the findings. The literature reviewed addressed the use of Hofstede’s six-dimension framework in determining the current culture in the institution and the ISO-9001 quality management system’s application in the multicultural setting. The findings of the research were that the college lacked a common culture of quality assurance. Participants believed that adapting a quality control model would improve the perceived value of the institution and that the leader played a critical role in creating a culture of quality assurance practices.</span> </p> Stacy-Ann Lawrence Copyright (c) 2025 Stacy-Ann Lawrence http://creativecommons.org/licenses/by-nc/4.0 2025-01-26 2025-01-26 6 1 28 39 10.24018/ejedu.2025.6.1.905