European Journal of Education and Pedagogy

The Principle of Equality in Education: Exploring the Legal Aspects of the Right to Inclusive and Equitable Quality Education for Achieving the Development of a Democratic Citizenship

Konstantina Michopoulou — Fri, 11 Apr 2025 00:00:00 +0200

The study explores the legal framework for protecting the right to education, through the prism of the principle of equality, which defines its full content as “right to inclusive and equitable quality education”. It highlights the importance of sustainable development, democracy, and the rule of law as higher goals which inclusive and equitable quality education serves. We argue that states not only must provide the full content of education to achieve educational objectives but also must ensure that the right to democratic citizenship as both an individual right and objective of a quality education requires equal access to education as well. The study fills a gap in literature by demonstrating that ensuring a triptych of Equity, Diversity, and Inclusion (EDI) in education is not just a declarative requirement for sustainable development but an imperative state obligation for action and the construction of educational programs that ensure inclusive and equitable quality education. It also aligns the full content of education with the UN’s Agenda 2030 for Sustainable Development Goals (SDGs), particularly the SDG4. The study concludes with recommendations for immediate implementation.

Konstantina Michopoulou

Voices of Introverted CYC Students: A Course-Based Qualitative Inquiry into the Lived Experiences of Introverted Students in the Classroom and the Field

Mon, 01 Apr 2024 00:00:00 +0200

This qualitative course-based study explored the lived experiences of introverted child and youth care (CYC) students in the classroom and the field of practice. An interpretive research paradigm was chosen to guide the research design, as this is aligned with the ontological underpinnings of relational-centered CYC practice, which holds the view that multiple realities and perspectives exist and that these are shaped by experiences and contexts. A nonprobability purposive sampling strategy was used to recruit undergraduate CYC students at MacEwan University who self-identified as “introverts.” A data-collection triangulation method was employed, with semi-structured face-to-face and remote interviews and a focus-group conversation. A reflective thematic analysis revealed six significant themes uncovering underlying meanings, concepts, and patterns within the datasets for the three questions posed to participants: a) shyness, b) low social battery, c) comfortable spending time alone and having quiet time, d) quiet energy is my superpower, e) beyond small-talk, and f) honoring my quietness.

Bronwyn DeGiano, Nathaniel Demas, Jaden Johnson, Chanelle LeBreton, Breanna Zendran, Gerard Bellefeuille, Mary-Ann Pasula-Kelly

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

Motlalepula Alphonci Khumalo — Sat, 15 Mar 2025 00:00:00 +0100

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.

Motlalepula Alphonci Khumalo

Prime Requisites of Online Case Teaching in the Digital Era

Nadir Ali — Sat, 15 Mar 2025 00:00:00 +0100

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.

Nadir Ali

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

Elisavet Lazarakou — Mon, 24 Feb 2025 00:00:00 +0100

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.

Elisavet Lazarakou