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Journal articles on the topic 'Challenges of students'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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Cristelle Joy C, Comba, Diaz Jan Laica L., Matienzo Maxine Gaile H., Magbitang Andrea A., Tuazon Lia Ann B., and Escriba Christian Mier C. "Challenges Faced by Irregular Students." International Journal of Research Publication and Reviews 6, no. 4 (2025): 13333–43. https://doi.org/10.55248/gengpi.6.0425.1622.

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Ravichandran, Swathi, Mark Kretovics, Kara Kirby, and Ankita Ghosh. "Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US." Journal of International Students 7, no. 3 (2017): 764–85. https://doi.org/10.5281/zenodo.570033.

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Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by international graduate students and determined strategies to alleviate these challenges. Interviews were conducted with 15 international graduate students representing a variety of geographic backgrounds and disciplines. Responses revealed that writing challenges faced related to grammar and vocabulary, organization and flow of ideas, critical thinking, and plagiarism. Participants offered specific suggestions on how subject-matter faculty, friends, and peer mentors could assist in improving English-language writing skills. Implications for higher education institutions are discussed.

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Bista, Krishna. "Exposed Challenges, Emerging Opportunities." Journal of International Students 8, no. 1 (2018): i— iii. https://doi.org/10.5281/zenodo.1154983.

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On the global level, mobility of international students is increasingly in flux, and news reports indicate rising tensions and more and more unsafe environment for international students. Both local and transnational realities demand that our research and scholarship transcend conventional frameworks, disciplinary boundaries, and apolitical framing. We need broader, bolder visions. In particular, we must pursue our scholarship with the understanding that international students are not just a product of the modern “market,” nor, indeed, should they be seen as the byproduct of nation formation. Before there was the current idea of the market of international education and even before nations became the most dominant unit of social organization, people moved to new places to broaden their knowledge and enrich their experience, to exchange ideas between home and host communities, to make sense of life and society. If need (or greed) for food and space led to border-crossing that involved conflicts, mobility driven by curiosity and exchange of ideas has historically mitigated ignorance, fear, and violence--rather than magnify or facilitate it. Unfortunately, in modern times, regulation of bodies, then of knowledge and its exchange, by nation states (which have somehow come to be defined by conflict and competition) are increasingly clashing against common humanistic goals among nations, against globalization and against the advancement of knowledge in the interest of all. In fact, education has often been used to brainwash and intimidate, regulate and restrict the freedom of bodies and minds.

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Malika, Xakimova. "Challenges of teaching linguistic competence of students." Current Research Journal of Pedagogics 6, no. 1 (2025): 38–40. https://doi.org/10.37547/pedagogics-crjp-06-01-09.

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English is the lingua franca of business, culture and higher education across the globe and what comes with it are the opportunities for success which is tantamount to language competence [2]. English has become more widely used in the past 20 years due to increased worldwide communication, education, business, and immigration. Consider a teacher's responsibility to help pupils learn and be competent in the English language, which includes not only linguistic competency but also teaching competence. This article revealed the importance of linguistic competence and the issues of teaching linguistic competence that teacher as well as students can face.

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Shamsiddin, Xakimov. "Challenges in Teaching Communicative Competence to Students." Current Research Journal of Pedagogics 6, no. 1 (2025): 35–37. https://doi.org/10.37547/pedagogics-crjp-06-01-08.

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The teaching of communicative competence in language education is crucial for fostering effective communication skills in students. This paper explores the challenges faced by educators in teaching communicative competence, focusing on linguistic,sociocultural, and pedagogical factors. The study identifies barriers such as limited exposure to authentic language use, diverse student backgrounds, and curriculum constraints. Recommendations for overcoming these challenges include adopting interactiveand context-based learning methods, enhancing teacher training, and promoting learner autonomy. The findings underscore the importance of addressing these challenges to improve the effectiveness of language teaching.

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Valvi, Parvaneh, Parvin Khazami, Seyed Jalale Hashemi, and Masoud Safaei Moghaddam. "Students' experiences with educational-ethical challenges." International Journal of Innovative Research in Education 9, no. 2 (2023): 231–42. http://dx.doi.org/10.18844/ijire.v9i2.8962.

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The purpose of this research is to investigate students' experience with educational-moral challenges. The research method is qualitative and phenomenological. The statistical population of this research included all female students of the second secondary level. The sample was selected purposefully and according to the available samples. Data saturation in the field of the educational-moral challenge of identity confusion was done after 14 interviews, communication challenge after 15 interviews, and existential anxiety challenge after 17 interviews. The three-step Ricoeur's method was used to analyze the interview data. Findings include 5 main themes and 16 sub-themes. The research shows that the educational-moral challenges of students are rooted in their untested assumptions and false beliefs. The analysis of the students' experience provides a clear picture of their perceptions about each of the challenges, and the discovery and interpretation of their speech shows that each experience has depth and breadth, and from each experience, we can reach the hidden things of the word. Keywords: Challenge; education; ethics; morals; phenomenology.

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Jiyagatai. "Challenges Faced by International Students in China." Greener Journal of Educational Research 8, no. 4 (2018): 65–75. https://doi.org/10.15580/GJER.2018.4.051118070.

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The purpose of this study was to identify the problems among international students in China.  Questionnaires were sent to 100 international students at Inner Mongolia University, Agriculture University, Inner Mongolia Normal University, and Inner Mongolia University of economic and finance which had been selected based on multi sampling. During the study abroad by international students adjustment problems experienced by doctorate, post graduate, undergraduate students in Inner Mongolia Province China. Mooney Problem Check List (MPCL) was used to recognize the categories of problems among international students in China. This research survey consists of 11 categories of problems. The categories included health, finances, lifestyle and career, social and recreational, psychological social relation, personal relationships and emotional problems, marriage and sexual, family, moral and religious, adapting to academic work, future career adapting, curriculum and method of teaching problems. Suggestions and recommendations were also collected through interviews. Data collected were analyzed using Statistical Packages for Social Sciences (SPSS). Pareto Principle was used to identify the most disturbing items in each category of problems. The Major finding of this research shows that the most disturbing categories of problems among international students at China, Inner Mongolia province are social and recreational problems and curriculum and method of teaching problems

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Микитенко Н. О. and Ісаєва Г. Т. "Online learning challenges: students’ vision." ПЕДАГОГІЧНИЙ АЛЬМАНАХ, no. 46 (February 12, 2021): 111–17. http://dx.doi.org/10.37915/pa.vi46.116.

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The article analyzes circumstances under which most educational institutions in Ukraine have found themselves with the spread of Covid-19 where teachers and students had to quickly adjust to not quite conventional, sometimes stressful learning environment. The results of the analysis of the survey conducted among 150 1st and 2nd year students majoring in sciences at Ivan Franko National University of Lviv have been presented. Having considered the findings of the survey, the advantages and disadvantages of online learning, as well as recommendations both for the teachers and students with the view to make it more effective have been elucidated. There have been outlined the following advantages of online learning: it is less time consuming; it allows flexible time and place management; it improves students’ technical skills; it makes students more self-disciplined; it is less pricy than traditional education; it is more friendly for the students’ health. Although it has been proven that online learning has its disadvantages, among which: lack of vital social contacts and face-to-face communication with peers; preventing students from academic dishonesty; concentrating attention on the subject of studying and ignoring distractions; procrastination; teachers being sometimes unfamiliar with advanced internet technologies; lack of motivating methods and activities. In this respect authentic activities targeted at immersion occured to demonstrate many benefits within online learning environment as they motivate students through real life situations and solving problems. On the basis of literature review of recent research, key characteristics of authentic activities have been defined. The recommendations for both the students as active participants of the learning process and the teachers as organizers and moderators of this process have been outlined. The conclusion was made that teachers in the first place have a chance to change the priorities and make the studying process more exciting, motivating and productive.

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Baporikar, Neeta, and Lucia Sauti. "Students Perception Re-Learning Challenges." International Journal of Service Science, Management, Engineering, and Technology 10, no. 3 (2019): 45–62. http://dx.doi.org/10.4018/ijssmet.2019070104.

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Students' perception to learning a subject is crucial for deeper learning. Accounting is one of the scarce skills but a field which gives lucrative career options leading to higher enrollment worldwide. The same is true for Namibia as numerous studies highlight the accounting skills shortages. There is no doubt that accounting education can boost economic growth and should be seriously undertaken. Yet, accounting departments of universities in emerging economies face huge challenges in learning, teaching and student performance. Adopting a survey research design, the aim of this research is to examine the student's perception are challenges in learning accounting in Namibian context and provide strategies for improving the learning process to ensure better performance. The findings reflect that some of the major challenges perceived include inadequate resources, textbooks, poor career guidance, etc.

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Hope, Joan. "Support students through their challenges." Successful Registrar 17, no. 3 (2017): 12. http://dx.doi.org/10.1002/tsr.30302.

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Newbold, John J. "Lifestyle Challenges for Commuter Students." New Directions for Student Services 2015, no. 150 (2015): 79–86. http://dx.doi.org/10.1002/ss.20129.

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Sukmaningrum, Rahmawati, Arso Setyaji, and Faiza Hawa. "Students’ Challenges in Translating Poetry." Borneo Educational Journal (Borju) 5, no. 2 (2023): 192–203. http://dx.doi.org/10.24903/bej.v5i2.1314.

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This article drawn from the local tracking study of how college students perceive the process of translating poetry. The aim of this study is to investigate the students’ challenge in translating poetry. The current study based upon the benefit of understanding poetry to build harmony in the society. Writers used descriptive qualitative research as the design of this study. The subject of the study were the sixth semester students of English Education Department of Universitas PGRI Semarang who had passed the Translation 1 subject and join the Translation 2 at the present time. The population of this study was 143 students in sixth semester. Writers then chose 20 students as the sample of this study. Students were assigned to translate English poem entitled ‘Huesca’ into Indonesian. The poem was written by John Conford, an American soldier who was endured on World War. After the assignment project, they were asked to respond the questionnaire related to the process of translating the poem and problems encountered. The finding revealed that most of students admitted that their biggest problem in poetry translation is associated with the linguistic difference. It refers to grammatical differences (source language and target language), lexical choices and meaning ambiguity. There were many factors behind the problems that encounter students in translating the English poem into Indonesian. Factors related to the culture, the use of figurative language, and the different structure between original poem and the target language are considered as main hindrances in translating literary works. The educational implication of the study is that our students need to be familiarized with literary works and its process of translation. However, since this study was only held in 2 months and had limited participants, the result of the study cannot be generalized. Further research, therefore, need to conduct by other researcher in order to get broader insight toward the theme

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Djumaeva, G. A. "Translation Problems: Challenges for Students When Learning English." European International Journal of Pedagogics 5, no. 1 (2025): 143–45. https://doi.org/10.55640/eijp-05-01-32.

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The article is devoted to the study of translation problems faced by students when learning English. The main difficulties encountered at various stages of translation, including lexical, grammatical, and cultural problems, as well as semantic errors, are considered. Special attention is paid to how these issues affect the quality of translation and the overall learning process. The article also suggests methods and approaches to overcome these difficulties, such as the use of context, the development of cultural competence and the use of modern technologies. The results of the study can be useful for both English language teachers and students seeking to improve their translation and language comprehension skills.

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Casinillo, Leomarich, Algie Lyn Abapo, Jessa Jules Abela, and Sai Julianna Martinez. "Characterizing the challenges as correlates of senior high students’ profile in the new normal setting." Asian Journal of Assessment in Teaching and Learning 13, no. 1 (2023): 24–33. http://dx.doi.org/10.37134/ajatel.vol13.1.3.2023.

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In the time of the COVID-19 pandemic, a direct shift from face-to-face classes to online learning causes various challenges for students. This article aimed to assess the different challenges of students that they are experiencing during the pandemic and correlates them with their profile. Cross-sectional and primary data from 190 random samples of senior high students were gathered at Visayas State University-Senior High School, Leyte, Philippines. The data concerning students' profiles and challenges were analyzed using mean, standard deviation, coefficient of variation, percentages, and graphs, and Chi-square tests were employed to determine a uniform distribution and association among variables. The results showed that students are "rarely" challenged with a lack of usable gadgets and technology illiteracy. Students are “sometimes” challenged with poor internet connectivity, lack of a conducive place, and poor cognitive thinking. And “often” challenged with extraneous distractions, social expectations, and poor health. The Chi-square revealed that poor health is associated with the student's grade level, gender, and household size. Moreover, the family monthly income of students is correlated to poor internet connectivity, lack of a conducive place, technology illiteracy, and poor health. Plus, gender is significantly related to social expectations. Conclusively, students' poor mental and physical health must be addressed by the teachers by giving them lively, doable, and interesting activities. Teachers also must provide printed modules and tasks so that students may not spend more on gadgets and the internet. Furthermore, teachers must undergo some training in online learning to remedy the challenges, poor health, and well-being of students while learning online.

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Wael, Mohammad Alshurman Ihsan Igdifan Ali Al-Saree Saleh Swailem Alshurfat. "Challenges That Facing Talented Students In Using Virtual Laboratories In Jordan." Multicultural Education 7, no. 6 (2021): 626. https://doi.org/10.5281/zenodo.5037161.

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This study aimed to identify the challenges that facing talented students in using virtual laboratories in Jordan, the sample of the study consisted of (102) students, which were chosen intentionally from King Abdullah II schools for excellence in Mafraq during the second semester of the academic year 2019-2020. The descriptive and qualitative approach were used to answer research questions by using a three-part questionnaire (demographic data, challenges facing the use of virtual laboratories in King Abdullah II schools for excellence, and open-ended question for solutions to overcomes challenges that facing the use of virtual laboratories  ). Arithmetic averages, standard deviations, percentages, frequencies, and T-test were used for independent samples. The results showed that the degree of challenges that facing talented students in using virtual laboratories related to the whole dimensions of the questionnaire was an medium degree. In addition, the study showed that the degree of challenges of the virtual laboratory was high for both dimensions, the students and the quality of the software used,  and it also appears that the degree of obstacles of the virtual laboratory was medium for the dimensions: the school environment, the curriculum and the teacher. Moreover. The study also identified the most important solutions to overcome the challenges that facing virtual laboratories in talented schools in Jordan.

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Wael, Mohammad Alshurman Ihsan Igdifan Ali Al-Saree Saleh Swailem Alshurfat. "Challenges That Facing Talented Students In Using Virtual Laboratories In Jordan." Multicultural Education 8, no. 1 (2020): 306. https://doi.org/10.5281/zenodo.5904272.

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McCormick, David F., and M. Susie Whittington. "ASSESSING ACADEMIC CHALLENGES FOR THEIR CONTRIBUTION TO COGNITIVE DEVELOPMENT." Journal of Agricultural Education 41, no. 3 (2000): 114–22. http://dx.doi.org/10.5032/jae.2000.03114.

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The continual improvement of higher education is a concern for anyone who believes that students should be completing their higher education experience with a well-developed ability to think critically at higher levels of cognition. While research has been conducted that assesses the role of teacher behaviors and characteristics and instructional methods in the development of students ’ cognitive ability, little has been done regarding the types and the cognitive design of the academic challenges, written work assigned as an extension of lecture, provided to students. The focus of this study was to use Bloom's Taxonomy to examine the academic challenges provided to students. Specifically the researchers sought to assess how students were being cognitively challenged and how students were being rewarded in the grading scheme for higher cognitive academic challenges. The results of the cognitive analyses varied by course and by type of academic challenge. The observed variation provides examples of the range of possibilities for using academic challenges. Because of differences in the content and structure of the courses, comparisons between the courses should not be made except to provide examples of the different ways to structure academic challenges and the different types of academic challenges that can be provided

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Mustafa., A. Hamuda, Suzanah Selamat Dr., and Habibah Ismail Dr. "Challenges in Pronunciation Skills among Libyan Secondary Students." International Journal of Social Science and Humanities Research 12, no. 3 (2024): 240–49. https://doi.org/10.5281/zenodo.13348552.

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Abstract: Mastering precise English pronunciation proves challenging for EFL learners. This research focuses on English pronunciation development among Libyan students, examining factors that enhance this skill. Despite its significance, pronunciation receives insufficient attention in Libyan instructional practices, leading to deficiencies among secondary school students. Through an in-depth analysis of teaching methodologies, classroom practices, and prevailing attitudes toward pronunciation in the Libyan educational system, this research aims to identify the factors contributing to the existing gap in pronunciation instruction. Recognizing these challenges is essential for effective pronunciation learning. The study's objective is to investigate methods to improve the pronunciation skills of Libyan learners in secondary schools. The results of the current study revealed that the existing Phonetic Ability, Listening Skills, Reading Skills, Native English Speakers, Teaching Methods, and First Language are considered challenges to Libyan learners in acquiring accurate English pronunciation skills. By identifying and addressing common pronunciation problems, this research contributes to the second language acquisition literature, offering practical recommendations for English language instructors in Libya. Keywords: Pronunciation skills- Pronunciation challenges. Title: Challenges in Pronunciation Skills among Libyan Secondary Students Author: Mustafa. A. Hamuda, Dr. Suzanah Selamat, Dr. Habibah Ismail International Journal of Social Science and Humanities Research  ISSN 2348-3156 (Print), ISSN 2348-3164 (online) Vol. 12, Issue 3, July 2024 - September 2024 Page No: 240-249 Research Publish Journals Website: www.researchpublish.com Published Date: 20-August-2024 DOI: https://doi.org/10.5281/zenodo.13348552 Paper Download Link (Source) https://www.researchpublish.com/papers/challenges-in-pronunciation-skills-among-libyan-secondary-students

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Wong Seng Yue. "Exploring MOOC as a New Instructional Technology Tool: the Relationship of Students’ Challenges, Perceived Benefits and Satisfaction." Journal of Advanced Research in Applied Sciences and Engineering Technology 28, no. 1 (2022): 126–38. http://dx.doi.org/10.37934/araset.28.1.126138.

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This research objectives to determine the barriers, perceived benefits and satisfaction of Massive Open Online Course (MOOC) as distinguished by university students via case study at Malaysian university. A total of 763 university students from variety field of studies have participated this case study. The results exhibit a statistically significant differences between students’ field of study on MOOC challenges. Students who study engineering encounter least challenges on MOOC practicing. Unclear assignments and course expectation is their main challenge when conducting MOOC. Students from “no challenges” cluster have shown significantly highest perceived benefits and satisfaction among other challenge groups of students. However, students who from “lack of time” challenge group have shown their lowest perceived benefits and satisfaction on MOOC learning. Lastly, the strategies or improvements have been recommended to solve the students’ challenges when they are practicing MOOC to increase student satisfaction in MOOC.

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Bickford, John Holden, and Devanne R. Lawson. "Examining Patterns within Challenged or Banned Primary Elementary Books." Journal of Curriculum Studies Research 2, no. 1 (2020): 16–38. http://dx.doi.org/10.46303/jcsr.02.01.2.

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Public schools and public libraries often receive challenges—suppression or removal requests—to particular books, which can lead the book being banned. Research has examined challenges to books with multicultural themes and individuals, noted that authors of color are disproportionally targeted, and recognized the remarkable number of challenges to books deemed to be classic. This qualitative content analysis research utilized both with inductive and deductive elements—open coding and axial coding—to examine challenged books intended for primary elementary students. The theoretical framework blended critical multiculturalism, gay and lesbian identity, and radical politics in children’s literature. Findings included patterns based on era, frequency and location of challenge, demography of challenger, and oft-challenged themes, specifically sexuality (sexual reproduction and diverse sexualities), inappropriate humor, danger, death, racial and religious diversity, mysticism and wizardry, racially or culturally insensitive elements, concerning interpersonal dynamics, and evolution. Meaning is extracted for teachers, librarians, administrators, and researchers.

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Bhatt, Dhwanit, and Dr Unnati Soni. "Mental Health Challenges Faced by College Students in India." International Journal of Research Publication and Reviews 6, no. 4 (2025): 300–302. https://doi.org/10.55248/gengpi.6.0425.1310.

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Rajhvajn Bulat, Linda, Sara Dželalija, Antonija Kurevija, Kristina Saliu, Patricia Sastić, and Paula Svetec. "#Challenge Accepted: Adolescents' Perception of Motivation Behind Social Media Challenges." Drustvena istrazivanja 34, no. 1 (2025): 43–63. https://doi.org/10.5559/di.34.1.03.

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Technological progress and the Internet's growing importance have made social media challenges common among adolescents. Despite their prevalence, research on this topic remains scarce. This study explores how adolescents perceive their peers' motivation for participating in social media challenges. Forty-three students in six focus groups participated. The results highlight themes such as the need for (self-)respect, the need for love and belonging, motives related to emotion regulation and sensation seeking, and the pursuit of online identity development. Adolescents emphasise popularity, fun, and peer pressure as key factors. Raising awareness about the impact of social media challenges on young people's daily lives among students, parents, and educators, is crucial.

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Radzihovsky, Matthew, Natalia Trounce, Stefanie Sebok-Syer, and Milana Boukhman. "Hackathon challenge as a pedagogical tool to teach interdisciplinary problem-solving skills for population health." MedEdPublish 12 (November 17, 2022): 72. http://dx.doi.org/10.12688/mep.19276.1.

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Background: Effectively addressing complex challenges involving population health often requires interdisciplinary action. Teaching both the value and the skills to collaborate effectively across disciplines can better equip students to lead and develop solutions to a range of complex challenges. Methods: The Biosecurity and Pandemic Resilience course deployed Hackathon, which utilizes Stanford's Design Thinking methodology. In the winter of 2020, Hackathon challenged 187 students to devise implementable solutions that decrease the transmission of COVID-19. Post Hackathon, students responded to an anonymous survey reflecting on their experience. Results: Students developed 52 solutions to help manage the COVID-19 outbreak. Most students (58%) specifically cited the interdisciplinary approach and diverse group expertise as their most valuable takeaway, and 68% of students indicated that given proper resources they would continue working to implement their project. Conclusions: The Hackathon challenge utilizing Design Thinking curriculum can be a valuable tool in equipping students to address complex population health issues and can also be deployed in other contexts. The authors plan to further enhance and adapt the Hackathon challenge to explore additional use cases.

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Gulua, Ekaterine, and Natalia Kharadze. "Employed Students' Development Challenges in Georgia." European Journal of Interdisciplinary Studies 4, no. 2 (2018): 188. http://dx.doi.org/10.26417/ejis.v4i2.p188-208.

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Caring for human resource development is an important issue in all directions, on a macro, micro, and individual level CITATION Gul13 \t \l 1033 (Gulua, Ekaterine, 2013). This is the key pillar of effectiveness and progress CITATION Gul12 \l 1033 (Gulua, Ekaterine, 2012), this is a resource that is responsible for rational development of all other resources. The level of human resource development is directly proportionate to the development of the organization, the country's development, and conversely the more developed a country, an organization is, the more appreciated are the people - the main factor of its success CITATION Gul142 \l 1033 (Gulua, Ekaterine;, 2014). The developed countries differ from developing ones by the attitude towards a person, his/her potential. Therefore, organizations need to take care of people in many ways: spiritual, physical, intellectual (basic, emotional, social), career development. Only in this case the organization gets dedicated, case-oriented, highly qualified employees. At the same time, the main moral responsibility for their managing power is simplifying development opportunities for the human being. CITATION Gul11 \l 1033 (Gulua, Ekaterine;, 2011). One of the most interesting issues in human resource management is the management of human resource development. Consequently, it provides good opportunities for scientific research. The main purpose of the functioning of human potential management laboratory is the actualization of these issues at all levels in Georgia. The present work is dedicated to studying employed students’ challenges in Georgia. The issue of employed students’s development is complex and depends on many issues such as: country development level, level of students’ consciousness and their material status, development level of higher education institutions, employers' organizational policies, etc. The aim of the present paper is to evaluate the attitude of the organizations towards the employed students-colleagues.

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Gulua, Ekaterine, and Natalia Kharadze. "Employed Students' Development Challenges in Georgia." European Journal of Interdisciplinary Studies 4 (July 24, 2018): 188. http://dx.doi.org/10.26417/ejis.v4i2a.p188-208.

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Utimadini, Nindya Juwita. "Efl Students' Challenges to Read Online." Jurnal Pendidikan Bahasa 10, no. 2 (2021): 280–87. http://dx.doi.org/10.31571/bahasa.v10i2.3415.

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Reading is one of the most effective skills that develop language learner skill. In this digital era, where most of life activities has transformed to an ease and fast, Reading become daily routine. This routine means that reader interact with many texts online daily. The technology provided many aids for English Language Learner to read. However, this paper aimed to unfold the challenges faced by the English language learner to read in online environment. Therefore, the 30 English Education students of Tarbiyah and Teacher Training of IAIN Pontianak are told to carry out Extensive Reading in online environment. The qualitative study drawn the real and factual challenges faced by the students. The challenges to read in online environment are (1) Difficult to choose interesting material or text to read, (2) Health Issues related to online reading, (3) Unsupportive Facilities, and (4) Difficulty in maintaining focus to the text.

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Tartari, Elda, and Ledia Kashahu. "Challenges of Students in Online Learning." Kultura i Edukacja 134, no. 4 (2021): 229–39. http://dx.doi.org/10.15804/kie.2021.04.13.

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Lee, Jenny J. "Neo-Nationalism: Challenges for International Students." International Higher Education, no. 84 (January 1, 2016): 23–24. http://dx.doi.org/10.6017/ihe.2016.84.9117.

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With increasing internationalization, national identity is being reintroduced and reconceptualized as forms of global competition. Neo-nationalism has the potential to negatively impact an international student’s experience, particularly in studying in one’s region. This article highlights some challenges for regional students in South Korea and South Africa based on neo-nationalism.

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Chui, Harold, Clara E. Hill, Stacie Ain, et al. "Training Undergraduate Students to Use Challenges." Counseling Psychologist 42, no. 6 (2014): 758–77. http://dx.doi.org/10.1177/0011000014542599.

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Branzila, Carina Ionela. "Students’ challenges in Romanian tertiary education." Virgil Madgearu Review of Economic Studies and Research 17, no. 1 (2024): 5–22. http://dx.doi.org/10.24193/rvm.2024.17.106.

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This study explores the challenges faced by Moldovan students in their first year of tertiary education at the ‚Alexandru Ioan Cuza’ University of Iași, Romania. This article aims to explore the impact of these factors on higher education, particularly in the field of economics. Using a mixed-methods approach, including participant observation, interviews, and document analysis, the research investigates the intersection of literacy, academic progression, and English language proficiency among Moldovan students. Despite facing limitations such as sample size constraints and language barriers, the study uncovers promising insights into students’ experiences and the formation of a supportive learning community. As the research progresses, preliminary findings indicate enthusiastic student engagement and the emergence of a positive group dynamic. By addressing these challenges, the study seeks to contribute to the advancement of educational practices and the empowerment of Moldovan students within the Romanian higher education landscape.

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Pratiwi, Anggraini Eka, Riana Eka Budiastuti, and Anjar Setiawan. "Students Challenges in Learning Public Speaking." Proceedings Series on Social Sciences & Humanities 18 (September 23, 2024): 48–57. http://dx.doi.org/10.30595/pssh.v18i.1225.

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This research aims to determine students' challenges in learning public speaking. This research method is descriptive quantitative. The subjects of this research are 5 male and 15 female students from University of Muhammadiyah Semarang in Kedung Mundu. The data collection technique uses questionnaires and interviews by giving a series of written and verbal questions or statements to respondents to then answer. The results show that there is easy learning when using Manuscript and Comunication in learning English. By applying the Manuscript method in learning public speaking, it shows an increase in self-confidence. Meanwhile, conversation can improve English pronunciation skills, habits, and increase English vocabulary which previously was one of the biggest challenges for students. Their tendency was to more easily improve Public Speaking by using the Manuscript model.

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Korsunsky, Boris. "Physics challenges for teachers and students." Physics Teacher 39, no. 7 (2001): 442. http://dx.doi.org/10.1119/1.1416320.

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Korsunsky, Boris. "Physics challenges for teachers and students." Physics Teacher 39, no. 8 (2001): 510. http://dx.doi.org/10.1119/1.1424607.

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Korsunsky, Boris. "Physics challenges for teachers and students." Physics Teacher 40, no. 2 (2002): 122–23. http://dx.doi.org/10.1119/1.1457321.

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Korsunsky, Boris. "Physics challenges for teachers and students." Physics Teacher 40, no. 1 (2002): 48–49. http://dx.doi.org/10.1119/1.1457830.

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Ackerman, Beth. "PRAISE for Students with Behavioral Challenges." Kappa Delta Pi Record 43, no. 1 (2006): 39–41. http://dx.doi.org/10.1080/00228958.2006.10516458.

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Moore-Russo, Deborah, Jillian N. Wilsey, Michael J. Parthum, and Kemper Lewis. "Navigating Transitions: Challenges for Engineering Students." Theory Into Practice 56, no. 4 (2017): 291–99. http://dx.doi.org/10.1080/00405841.2017.1350496.

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Omolu, Fikriani Aminun, A. Mappewali, Siti Aisyah Sundariyah, and Dinda Aprilia Putri. "LANGUAGE INTERPRETATION CHALLENGES FOR EFL STUDENTS." Premise: Journal of English Education 11, no. 3 (2022): 476. http://dx.doi.org/10.24127/pj.v11i3.5071.

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Despite many studies on this topic, it is a rare report that EFL students need help interpreting English to Bahasa or Bahasa to English. This study aims to reveal the challenges faced by students in interpreting and find the most appropriate solution to overcoming these challenges. The subject of this research is the fifth-semester students of the English Education Study Program of Universitas Muhammadiyah Palu. The instrument employs 10 statement items related to the difficulties that a novice interpreter might experience. The result shows that the students faced difficulties such as lack of vocabulary, terms translation, finding equivalent words, difficulty understanding pronunciation, mastery of the topic, remembering, limited time, anxiety, and concentration. While for the interpretation of numbers, the sample did not rate this as a difficulty. This study implies that teacher-educators to develop reading habits to overcome the lack of vocabulary by many models. Teacher-educators can use the original language, improve an equally good level of mastery in the source language and the target language, strengthen pronunciation skills, understand pre-condition in advance, take notes to face the memorization problem, broaden knowledge, have good preparation, realize the source of anxiety, mastering the topic to help reducing anxiety, having an excellent listening skill and self-control as the solution for concentration problem.

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Nugroho, Fajar Ainun, and Alies Poetri Lintangsari. "Deaf Students' Challenges in Learning English." IJDS Indonesian Journal of Disability Studies 9, no. 02 (2022): 217–24. http://dx.doi.org/10.21776/ub.ijds.2022.009.02.06.

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In language learning, the understanding towards the language usage which is appropriate with the grammatical rules is an important thing, because most of the students’ tasks are dealing with writing, especially writing a scientific paper. In the writing process, Deaf students sometimes struggles with the writing issues. One of their writing issues is the difficulties in understanding the concept of a language which is suitable with the grammar rules, word order, etc. The type of this research is Literature review research, and the method or structure used in this research is Narrative literature review with chronological order. This research mostly discussing the difficulties and challenges faced by Deaf student and the teacher in the teaching and learning English as a foreign language. The data gained in this research is using the review from 10 journal articles. Thus, the goal of this research is to identify the challenge of Deaf students in learning English, especially at the university level.

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Macgregor, Jean. "Learning self-evaluation: Challenges for students." New Directions for Teaching and Learning 1993, no. 56 (1993): 35–46. http://dx.doi.org/10.1002/tl.37219935605.

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Pavlychenko, Artem, Hryhoriy Dyachenko, Tetyana Medvedovska, and Olena Terkhanova. "CHALLENGES IN EDUCATION OF FOREIGN STUDENTS." Grail of Science, no. 25 (March 30, 2023): 292–96. http://dx.doi.org/10.36074/grail-of-science.17.03.2023.050.

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Current issues of the organization of education of foreign students at the Dnipro University of Technology are analyzed. Considered intensification of the development of contacts between countries, development of educational programs in English and adaptive capacity of foreign students. Illuminated factors affecting efficiency process language preparation for teaching in selected specialties in the conditions of distance education.

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Leka, Klodiana, and Emilda Roseni. "Students’ Challenges in Online Learning Engagement." Journal of Educational and Social Research 12, no. 6 (2022): 298. http://dx.doi.org/10.36941/jesr-2022-0164.

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The purpose of this study is to analyze the involvement of students in the learning process in online platforms to understand more about the advantages and disadvantages of this process as well as its challenges in general and of foreign language students in the master degree programme in particular. The information gathered from 50 respondents through the questionnaire is analyzed through the computer program SPSS 25 in order to obtain a more complete and professional analysis. The questionnaires were filled out by the foreign language students in the master degree programme at Aleksander Moisiu University, Durres - Albania during the period January - March 2022. The findings of the paper prove that online learning experience depends mainly on online learning activities, reading and writing during online courses, tests and evaluations; student engagement in online learning depends mainly on activities that are performed during the process of online learning, in addition to the writing and reading process of the foreign language; the employment status of foreign language students studying in the master programme has influenced the educational process developed on online platforms; and sstudents’ inclusion in the educational process on the online platform has an impact on their academic level.  Received: 24 August 2022 / Accepted: 28 October 2022 / Published: 5 November 2022

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Khudhur Omar, Taban. "Students’ Challenges in EFL Speaking Classrooms." Academic Journal of Nawroz University 12, no. 4 (2023): 957–63. http://dx.doi.org/10.25007/ajnu.v12n4a1809.

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Speaking is considered one of the main skills of communication for English language learners. Students tend to face challenges through the process of learning and improving speaking skills. The current paper aims to study the difficulties students encounter in EFL-speaking classrooms and the major causes of these challenges. The sample for this study included six students studying the Listening and Speaking module as first-year undergraduate students for two semesters in the English department at Knowledge University. The study employed a qualitative approach using a semi-structured interview. Furthermore, it uses thematic analysis to analyze the raw data. This research paper examines the issues of speaking from students' perspectives to understand the demands and challenges of students in EFL classrooms that focus on speaking which have not been studied yet. The results of analyzing the data show that students have obstacles in EFL-speaking classrooms, like fear of making mistakes, shyness, limited vocabulary knowledge, and large class sizes. Finally, the implications of these results for both teachers and students and the limitations of the study are discussed.

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Bajzát, Tünde. "International students’ intercultural challenges in Hungary." Multidiszciplináris Tudományok 13, no. 3 (2023): 148–58. http://dx.doi.org/10.35925/j.multi.2023.3.16.

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The number of students participating in study abroad programmes proliferates in present-day Hungary. International students arrive from various countries with different cultural backgrounds and mother tongues. Consequently, they have to face several differences in Hungary that might result in misunderstandings and problems or even lead to negative experiences. Therefore, the paper examines international students’ intercultural challenges of everyday life in Hungary among 107 international students attending higher educational institutions in Hungary.

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Uralov, Islom Ural o'gli. "STUDENTS CHALLENGES IN LEARNING SPEAKING SKILLS." CENTRAL ASIAN JOURNAL OF EDUCATION AND INNOVATION 2, no. 5 (2023): 112–14. https://doi.org/10.5281/zenodo.7973749.

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Students who have speaking skills can handle with university tasks and it can serve as a window to other parts of the world. When students acquire speaking skills they can have conversation with foreign people, can participate in online conversations or develop their other skills by its help. The article below provides data about problems that usually learners face while learning speaking.

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Lorenc, Barjami, Ngjela Juventina, Xhaferi Irena, et al. "TEACHING CHALLENGES FOR HANDLING DIFFICULT STUDENTS." Annali d'Italia 52 (February 25, 2024): 107–10. https://doi.org/10.5281/zenodo.10703076.

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School is the most important educational and socialization institution and it creates the first sense of employment for all students. One of the complex challenges is “the handling of difficult students it means the children suffering from psychological difficulties such as SEBD (social-emotional and behavioral problems) The main goal of this study is to shed light on the teachers ‘attitudes regarding their skills in the handling of students with psychological difficulties, mostly students diagnosed with SEBD. This is a qualitative study with quantitative elements. Having in mind the conclusions of this study can be said that there are statistically significant differences between teachers ‘age, teachers ‘gender, and the level of teachers’ training and students with SEBD and other psychological difficulties

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Onwuegbuzie, Anthony J., Silvina Maria Zapata, and Jesús Unanue Manríquez. "Predictors of Chilean University Students’ Challenges in Online Learning." International Journal of Multiple Research Approaches 16, no. 2 (2024): 155–81. https://doi.org/10.29034/10.29034/ijmra.v16n2a2.

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This fully integrated mixed methods research study (i.e., meta-methods research study) investigated, via an online survey, the challenges experienced by 346 Chilean university students during emergency remote learning necessitated by the COVID-19 pandemic. Consistent with the findings of Zapata and Onwuegbuzie (2024), a topic modeling analysis of qualitative responses regarding their individual challenges influencing successful online learning yielded four key challenge themes: Mental Health challenges, Motivation challenges, Time Management challenges, and Learning Challenges. These themes then were quantitized, indicating that mental health challenges were the most prominent, affecting 29% of respondents. The quantitized themes were subjected to principal components analysis using both orthogonal and oblique rotations—both of which revealed two overarching metathemes: Metatheme 1: Learning and Motivation Barriers and Metatheme 2: Well-Being and Productivity Barriers. An all-possible-subsets canonical correlation analysis examined the relationships between these four metathemes and five psychological variables (gratitude, anxiety and depression, differentiation of emotional experiences, perceived academic control, and academic self-efficacy). This analysis revealed significant relationships between psychological variables—specifically, anxiety and depression, academic self-efficacy, and gratitude—and three sets of themes, namely, time management, mental health, and learning challenges. However, the multivariate relationship between the psychological variables and the challenge themes primarily was driven by the association between anxiety and depression from the set of psychological variables, and mental health from the set of challenge themes. The findings align with the Conservation of Resources theory, which highlights the interplay of resource depletion and replenishment during stress. The findings provide actionable insights for universities to design integrated interventions addressing both psychological and academic barriers.

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Saliyevna, Sultanova Dilnoza. "Multiculturalism inEducation: Challenges andOpportunities." American Journal of Philological Sciences 5, no. 4 (2025): 15–17. https://doi.org/10.37547/ajps/volume05issue04-04.

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This article analyzes the implementation of the principles of multiculturalism in the education system, its importance, relevance and emerging problems. The author highlights the pedagogical, social and psychological problems encountered in the process of joint education of students of different nationalities, cultures and languages. At the same time, the possibilities of forming tolerance, cooperation and intercultural dialogue in students through education in a multicultural environment are revealed. The article also considers advanced foreign experiences, modern pedagogical approaches and ways of their integration into the Uzbek education system.

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Joseph, Yaw Afriyie, Asoma Collins, Sulo Bingan George, Korang Obeng Wisdom, and Osei Bismark. "Perception and Challenges of Students Towards the Learning of Agricultural Science at Public Senior High Schools in Berekum East Municipal." European Jornal of Theoretical and Sciences 1, no. 4 (2023): 994–1005. https://doi.org/10.59324/ejtas.2023.1(4).94.

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The purpose of the study was to determine the perception and challenges of public Senior High School students towards the learning of Agriculture in Berekum East Municipal of the Bono Region of Ghana. The study employed a quantitative approach and descriptive survey was the design. A sample size of one-hundred and thirty-seven (137) students were used. The respondents were selected through a simple random technique. A questionnaire was used to obtain information from the participants. The analyses of data were done using descriptive statistics. It was revealed that, most students perceive Agriculture as a difficult course of study and therefore do not want to study it at the senior high school level. Students also perceive that most Agricultural departments are not well resourced making the study of the course unrealistic. The students further perceive that there are limited career opportunities in studying Agriculture. The study also reached that there are numerous challenges faced by Agricultural departments such as lack of resource/research centres, lack of practice fields, inadequate teachers, and unavailability of teaching and learning materials. The conclusions drawn from the study were that, the perceptions of students towards the study of Agriculture was due to misinformation, lack of guidance and counselling and several perceived challenges of studying Agriculture. The study therefore recommended that, guidance and counselling units should be enforced in Senior high schools to offer career counselling and also, Agricultural departments in senior high schools should be well resourced and schools offering Agricultural science should have school farms or gardens for practical work.

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Karlgren, Klas, Mikael Andersson Franko, and David Kilström. "‘Experiencing one thing and saying another’–Ecological Momentary Assessment (EMA) of nursing students’ competence and challenge during clinical placements compared with retrospective interviews." PLOS ONE 19, no. 5 (2024): e0302866. http://dx.doi.org/10.1371/journal.pone.0302866.

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Clinical placements are essential to nursing education and understanding students’ challenges in the clinical context is important for educators. Nevertheless, few studies have investigated students’ experiences in the clinical context itself but rely on methods which ask participants to generalize their clinical experiences retrospectively. Objectives: This study aimed to explore nursing students’ experiences of clinical activities during and after clinical placements with a focus on feelings of competence and challenge. A particular interest was on comparing momentary assessments in the clinical context with retrospective interview data. Methods: Smartphones were used for ecological momentary assessment of students’ experiences of clinical activities during five-week placements at 21 nursing homes. Both quantitative and qualitative data were collected. Interviews were conducted after the placements. Results: 575 responses were obtained showing final-year nursing students rated their competence significantly higher and challenge significantly lower than first-year students. An analysis of the quantitative data using the four-channel flow model showed that first-year students’ activities were to a significantly higher extent associated with flow and anxiety, compared to those of final-year students. Conversely, the final-year students’ activities were to a significantly higher extent associated with boredom than those of first-year students. The analysis of the students’ reflections resulted in five themes: Specific activities are challenging, Lack of challenge, Learning and developing, Reflects critically on competence, and Arrangement of the clinical placement. Discussion: Final-year nursing students were significantly less challenged during the placements compared to first-year students. There was overlap in how students described their clinical experiences during and after placements, but there were also striking differences. The first-year students were overwhelmed by the challenges during the placements but viewed these experiences as valuable learning experiences afterwards. The final-year students also described several challenging clinical activities during the placements but none of these challenges were brought up afterwards in the interviews and instead a lack of challenge was emphasized. Momentary assessment thus enabled capturing data about clinical activities which may be overlooked by retrospective methods.

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