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Journal articles on the topic 'Teacher Preparedness Educational Resources'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Plunkett-Mills, Melicia. "Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (2020): 60–100. http://dx.doi.org/10.46425/j119016107.

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This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

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Karna, Wioleta, and Ireneusz Stefaniuk. "Teachers' Perspectives on Handling Socio-Political Issues in the Classroom." ‪Iranian Journal of Educational Sociology 7, no. 2 (2024): 65–71. http://dx.doi.org/10.61838/kman.ijes.7.2.9.

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Purpose: This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs. Methodology: This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different

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Shabir, Ahmad Bhat. "ICT FOR EDUCATIONAL EQUITY IN THE 21ST CENTURY." Stochastic Modeling & Applications 26, no. 3 (2022): 132–41. https://doi.org/10.5281/zenodo.12703169.

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Education is more than the mere transmission of knowledge; it is a dynamic process that empowers individuals to think critically, innovate and contribute meaningfully to a rapidly evolving global scenario. Educational equity ensures that every learner, irrespective of their background, enjoys equitable access to opportunities and resources essential for a holistic and empowering education. This qualitative research employed a purposeful sampling technique with a sample size comprising 50 students, 30 teachers, 10 administrators, 10 IT professionals and 10 Teacher

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Chidiebere. R. Onyia. "Teacher preparedness for experiential learning in Owo smart green school: A perceptual analysis." International Journal of Science and Research Archive 16, no. 1 (2025): 1834–45. https://doi.org/10.30574/ijsra.2025.16.1.2195.

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This study examines teacher preparedness for experiential learning within Owo Smart Green School, a flagship institution in Enugu State smart green school initiative, completed with data from all 40 teachers. The research addresses a gap in understanding how technological infrastructure influences teacher readiness in a developing context, where innovative pedagogies like experiential learning are increasingly prioritized. Employing a descriptive case study design, the study utilized a survey-only methodology, collecting data through a structured questionnaire with Likert-scale items and open-

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Nurmakhanov, Kayrat Erpayizovich. "THE ROLE AND READINESS OF TEACHERS IN THE IMPLEMENTATION OF ELECTRONIC EDUCATIONAL RESOURCES." Multidisciplinary Journal of Science and Technology 5, no. 2 (2025): 247–49. https://doi.org/10.5281/zenodo.14859445.

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This article analyzes the role of teachers and their level of preparedness in the process of implementing electronic educational resources. As the importance of digital technologies in the modern education system continues to grow, teachers' adaptation to these changes becomes a crucial factor. The article discusses the advantages of electronic educational resources, the competencies required by teachers, and the challenges encountered in this process.

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Wang, Lu, and Carter Adkins. "A Preliminary Analysis of Indiana Schools’ Implementation of Virtual Instruction and CS Education in the 2020-2021 School Year." Hoosier Science Teacher 47, no. 2 (2024): 14–21. https://doi.org/10.14434/thst.v47i2.38435.

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Two datasets, published by the Indiana Department of Education (IDOE) related to Indiana schools’ implementation of virtual education and computer science (CS) instruction during the 2020-2021 school year, were analyzed. This research aims to explore schools’ virtual instructional practices during the unprecedented educational disruptions and understand the preparedness and execution of CS curricula. With quantitative and qualitative approaches, we first evaluated the percentages of different instructional modes, school districts’ implementation of virtual instruction, their support for studen

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Mara, Daniel, Elena-Lucia Mara, Mușata Bocoș, et al. "Are Digital Education Resources Meeting the Preliminary Needs of „R.E.D. Teacher EDucation” Project?" Revista Romaneasca pentru Educatie Multidimensionala 16, no. 4 (2024): 70–96. https://doi.org/10.18662/rrem/16.4/908.

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This study evaluates the preparedness of Romanian public pre-university teachers for digital pedagogy training as part of the R.E.D. Teacher Education project, which aims to enhance lifelong learning and educational quality, in alignment with European Union (EU) standards and Sustainable Development Goal 4 (SDG 4). Data were collected from 1,864 educators through a structured questionnaire aligned with global digital competency frameworks. Results indicate a strong interest in digital tools, though challenges remain, particularly in fostering collaboration and ensuring equitable access to digi

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Sekegor, Crescentia Ojenikoh. "Preparedness, availability, and usage of Information Communication Technology among college pre-service teachers during teaching practice exercises." Mosogar Journal of Science Education 10, no. 1 (2025): 5–11. https://doi.org/10.5281/zenodo.15381230.

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<em>The study investigated ICT skill preparedness, availability of ICT infrastructure and resources, and the usage of ICT skills by pre-service teachers in secondary schools for internships in Delta State. The study used a descriptive survey design and a structured questionnaire to collect data. 120 student-teachers were randomly selected from 10 schools, using a stratified sampling method, from the list of schools that posted students. Three research questions were raised and answered by using descriptive statistics. A test of significance was done using Pearson’s Product-Moment Correla

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Chu, Man-Wai, Heather L. Craig, Lake B. Yeworiew, and Yue Xu. "Teachers’ Unpreparedness to Accommodate Student Needs." Canadian Journal of School Psychology 35, no. 3 (2020): 210–24. http://dx.doi.org/10.1177/0829573520916610.

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Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in

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Naeem Akhtar and Muhammad Munir Kayani. "Navigating The Pedagogical Landscape: A Qualitative Inquiry Into Teachers’ Perceptions And Preparedness For Teaching License In Sindh, Pakistan." Voyage Journal of Educational Studies 4, no. 2 (2024): 197–223. http://dx.doi.org/10.58622/vjes.v4i2.159.

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Quality of teachers’ development, recruitment, and retention holds substantial value when it comes to delivering quality education. In this paradigm, teaching licensing epitomizes the cornerstone of development as it brings professionalism in teaching, executing strict protocols of compliance with quality measures. In the context of Pakistan, the emergence of the Sindh Teaching License Policy has served as a progressive initiative towards elevating the educational caliber in the province to ensure teachers’ adherence and compliance to certain standards of skills, knowledge, and competence and,

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Dr. Santosh Kumar Singh and Mr. Pravendra Dixit. "“EVALUATING THE IMPACT OF NEP 2020 ON ACADEMIC PERFORMANCE, COGNITIVE DEVELOPMENT, AND STAKEHOLDER ENGAGEMENT: CHALLENGES AND OPPORTUNITIES”." Knowledgeable Research A Multidisciplinary Journal 3, no. 04 (2024): 5–14. https://doi.org/10.57067/kr.v3i04.341.

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The National Education Policy (NEP) 2020 aims to revolutionize India's education system by promoting holistic development, enhancing cognitive skills, and improving stakeholder participation in the educational process. The study aims to assess the impact of NEP 2020 on three key areas: academic performance, cognitive development, and engagement of various stakeholders, including students, teachers, and parents. Through a structured survey of 200 respondents, this research examines the extent to which the NEP 2020 reforms have impacted students' academic outcomes and cognitive abilities such as

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Fondo, Hassan Kalama, Sarah Obinga-Ogono, and Joel Okutoyi. "The Relationship between Resource Adaptation and the Teaching of Functional Skills to Learners with Cerebral Palsy in Special Units in Kilifi County." Greener Journal of Educational Research 15, no. 1 (2025): 71–95. https://doi.org/10.15580/gjer.2025.1.051625084.

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Cerebral palsy presents significant challenges in the teaching of functional skills to learners in Kilifi County, Kenya. These learners face difficulties in mobility, communication, self-care and social interaction skills essential for independent living. Kilifi County records a high prevalence of cerebral palsy, with over 202 learners enrolled in public special needs units. Despite this, the teaching of functional skills remains limited, primarily due to insufficient teacher preparedness. Only 41% of teachers have received specialized training in teaching functional skills, while 53% report c

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Hagan, Elizabeth S. "A Call for Action: Addressing FCS Teacher Shortage With a Positive First-Year." Journal of Family & Consumer Sciences 116, no. 2 (2024): 16–23. http://dx.doi.org/10.14307/jfcs116.2.16.

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Family and consumer sciences (FCS) continues to experience a teacher shortage. Previous research indicated that over half of all states struggle to hire qualified FCS teachers. For schools with FCS teachers, retention remains a challenge. Administrators and college-preparatory programs can address teacher retention by providing resources and support for a positive first-year teaching experience. Previous studies and literature reviews have cited a variety of qualities that distinguish satisfied teachers from unsatisfied teachers, including educational preparedness, stress management, classroom

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Mutende, Rose Atieno. "Bridging Theory and Practice in STEM Teacher Education: Examining the Impact of STEM Teaching Competency Development and Micro-Teaching on Pre-Service Science Teachers’ Classroom Readiness in Kenya." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1396–411. https://doi.org/10.47772/ijriss.2025.906000111.

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Teacher preparation is crucial for improving STEM education quality, particularly in low-resourced settings, where educational disparities hinder learning outcomes. This study sought to understand how STEM pedagogy mastery and micro-teaching influenced the preparedness of pre-service science teachers. The goal was to bridge the gap between theory and practice, particularly in the context of rural and under-resourced settings. This study investigated the impact of STEM pedagogy training and micro-teaching on the classroom readiness of 186 pre-service science teachers at Kibabii University, Keny

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Folia, Vasiliki, and Afroditi Malisiova. "Teachers’ Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review." European Journal of Investigation in Health, Psychology and Education 15, no. 4 (2025): 64. https://doi.org/10.3390/ejihpe15040064.

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Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers’ per

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Akanzire, Bismark Nyaaba, Matthew Nyaaba, and Macharious Nabang. "Generative AI in teacher education: Teacher educators’ perception and preparedness." Journal of Digital Educational Technology 5, no. 1 (2025): ep2508. https://doi.org/10.30935/jdet/15887.

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This rapid study explores teacher educators’ perceptions of generative artificial intelligence (GenAI) in teacher education, conducted through a descriptive survey involving 55 teacher educators from two colleges of education in Ghana. A convenience sampling technique was adopted for data collection, and a data analysis using <i>exploratory factor analysis</i> was used to identify primary factors shaping perceptions and preparedness of GenAI integration. Key findings reveal a generally positive perception among the teacher educators, who recognize GenAI’s potential to support acade

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Rajwade, Priya, and Alka Bansal. "A study of the perceptions of teachers towards a holistic approach in teaching in CBSE board schools in the context of NEP 2020 at the foundational and preparatory stages." Scientific Temper 16, Spl-1 (2025): 8–20. https://doi.org/10.58414/scientifictemper.2025.16.spl-1.02.

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This study examines teachers' perceptions towards adopting a holistic approach to teaching at the foundational and preparatory stages within CBSE schools, in alignment with the National Education Policy (NEP) 2020. NEP 2020 marks a pivotal shift in India's educational framework, emphasizing the holistic development of students through a focus on intellectual, emotional, physical, social, and moral growth. This research investigates teachers' awareness, preparedness, and willingness to implement this pedagogical shift alongside the challenges they foresee in its adoption. Using a mixed-methods

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Patan, Juvy P., Romeo A. Patan, and Resa Mae R. Sangco. "Assessing the Resilience and Preparedness of Basic Education Teachers for Distance Learning During the Covid-19 Pandemic in Surigao del Sur, Philippines." Journal of Basic Education Research 6, no. 2 (2025): 57–65. https://doi.org/10.37251/jber.v6i2.1442.

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Purpose of the study: This study assesses the preparedness, challenges, and coping mechanisms of basic education teachers in Surigao del Sur, Philippines, for online learning during the Covid-19 pandemic. Methodology: A descriptive-evaluative quantitative design was employed, surveying 1,281 professional teachers from the divisions of Tandag City, Bislig City, and Surigao del Sur. Participants were selected through stratified and simple random sampling. Data were collected using a validated questionnaire and analyzed through correlation tests and one-way ANOVA in R and Jamovi software. Main Fi

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Antoszewska, Beata, Urszula Bartnikowska, Monika Parchomiuk, Katarzyna Ćwirynkało, and Krystian Barzykowski. "Teachers’ opinions on the education of Ukrainian refugee students (in Polish schools)." Multidisciplinary Journal of School Education 14, no. 1 (27) (2025): 145–69. https://doi.org/10.35765/mjse.2025.1427.07.

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Research objectives (aims) and problem(s): The research objective was to explore Polish teachers’ opinions on the form and conditions for optimizing the educational process of refugee students from Ukraine, as well as the difficulties related to broadly understood education. Research methods: The study employed a scale created by the author, which covered seven areas: the optimal system and forms of education for refugee students from Ukraine, conditions for optimizing their education (including environmental adjustments), possible difficulties and demotivators, and the priority needs of refug

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Hermita, Neni, Rifqa Gusmida Syahrun Barokah, Ayu Manca Putri, Rokiya Dita, Siti Nurbaiti, and Vidola Ardiaulya. "Identifying and Supporting Children with Special Needs in Inclusive Elementary Schools: Challenges and Strategies." Journal of Educational Learning and Innovation (ELIa) 5, no. 1 (2025): 42–53. https://doi.org/10.46229/elia.v5i1.993.

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This study examines the identification process and challenges in supporting students with special needs at SDN 31 Pekanbaru, an inclusive elementary school. Using a qualitative case study approach, data were collected through classroom observations, interviews, document analysis, and standardized screening tools. Teachers and researchers assessed students from Grades 1 to 6 and identified five students with special needs: three slow learners and two with ADHD. Findings indicate that the school lacks a formal identification procedure, relying instead on parental reports and personal observation

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Sikhosana, Lettah. "Overviewing the Incorporation of Environmental Education in Teaching and Learning by Teachers." Jurnal Pendidikan Indonesia Gemilang 4, no. 1 (2024): 33–53. https://doi.org/10.53889/jpig.v4i1.318.

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This study overviews the incorporation of environmental education within the senior phase curriculum in three selected primary schools in a district situated in the Mpumalanga province of South Africa. By examining the implementation process, pedagogical approaches, and perceived outcomes, this study aims to provide comprehensive insights into the effectiveness of incorporating environmental education at this educational level. The study involved three purposively selected grade 7 teachers as participants. Through a multiple case study design, the study explores the alignment of environmental

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Darussalam, Gilang Manik, and Toyyibah Toyyibah. "A Systematic Review of Unfolding Teacher voices on Advantages and Difficulties in Implementing Merdeka Curriculum." Beyond Words 12, no. 2 (2024): 91–105. https://doi.org/10.33508/bw.v12i2.5549.

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The Merdeka Curriculum, introduced to replace the 2013 Curriculum, aims to improve educational quality in Indonesia. This systematic literature review explores teachers’ perspectives on the Merdeka Curriculum, focusing on the advantages and difficulties of its implementation. The findings show that while teachers hold a generally positive view of the curriculum, recognizing its potential to enhance learning outcomes, they face significant challenges in areas such as planning, executing lessons, and assessments. Teacher readiness is often deemed only sufficient, highlighting the need for furthe

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Norouzi, Ghasem. "Impact of Peer-Mediated Instructional Strategies within Inclusive Education Settings." Psychological Research in Individuals with Exceptional Needs 1, no. 3 (2023): 11–18. https://doi.org/10.61838/kman.prien.1.3.3.

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This study aims to explore the insights of educators on the implementation and impact of peer-mediated instructional strategies within inclusive education settings. A qualitative research design was employed, involving semi-structured interviews with 22 educators currently working in inclusive educational settings. Participants were selected through purposive sampling to ensure a diverse representation of experience with peer-mediated instructional strategies. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and subjected to thematic

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Khumalo, Motlalepula Alphonci, and Paseka Andrew Mosia. "Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools." European Journal of Education and Pedagogy 4, no. 5 (2023): 36–44. http://dx.doi.org/10.24018/ejedu.2023.4.5.736.

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The launch of the Lesotho Inclusive Education Policy (LIEP) in 2018 by the Ministry of Education and Training assured the participation of learners with special educational needs (LSEN) in the education system. The policy requires teachers to be the drivers of educational initiatives within the school setting to execute the implementation of the policy and assumes that teachers' use of constructivism-based practices would influence them to implement inclusive education. Informed by a critical paradigm and situated within qualitative research, this paper sought to assess teachers’ preparedness

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T. Hasballah and Zulfatmi. "Implementasi Kurikulum Merdeka: Tantangan, Kebijakan, Dan Dampak Terhadap Pendidikan." Jurnal Ilmiah Edukatif 10, no. 2 (2024): 312–22. https://doi.org/10.37567/jie.v10i2.3404.

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This study focuses on the implementation of the "Merdeka Curriculum" in Indonesian schools, which aims to provide greater opportunities for fostering students' creativity and potential. This curriculum is expected to enhance the quality of education amidst various existing challenges. Although the Merdeka Curriculum holds great potential, its implementation faces obstacles such as teachers' readiness and competence, as well as limited educational infrastructure, particularly in remote areas. Government policy support is a key factor in its successful application. This research employs a qualit

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SORIANO, BEVERLY M. "TEACHERS’ PERSPECTIVES ON THE IMPLEMENTATION OF INSTRUCTION UNDER THE MATATAG CURRICULUM." Cognizance Journal of Multidisciplinary Studies 5, no. 6 (2025): 1–10. https://doi.org/10.47760/cognizance.2025.v05i06.001.

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This literature-based inquiry explores the perspectives of teachers on the implementation of instruction under the newly introduced MATATAG Curriculum in the Philippines. As a major educational reform, the MATATAG Curriculum aims to decongest the previous K to 12 frameworks, strengthen foundational learning, and realign instruction with national development goals. The review synthesizes existing research and policy literature on curriculum implementation, instructional leadership, and teacher readiness. Findings from the literature highlight that teachers’ perceptions significantly affect the

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Gachoki, Caroline Wambui. "Attitude of Public Junior Secondary School Teachers towards the Implementation of Competency-Based Curriculum in Kamukunji Sub-County, Nairobi County, Kenya." Journal of Africana Articles 2, no. 14 (2024): 1–17. https://doi.org/10.5281/zenodo.13831610.

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<em>This study examined the attitudes of public junior secondary school teachers in Kamukunji Sub-County, Nairobi County, towards the implementation of the Competency-Based Curriculum (CBC). Employing a convergent parallel mixed-methods design, the research was grounded in John Dewey's Constructivist Theory. A sample comprising five schools, five principals, 46 teachers, and one Quality Assurance and Standards Officer (QASO) participated. Data were gathered through questionnaires, interviews, document analysis, and observations, and were rigorously tested for reliability and validity using Cro

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Sahputri, Juwita, Teuku Azhari, and Mukhlis Mukhlis. "Teacher Trainees' Perceptions of Health Literacy Integration in Classrooms." Jurnal Ilmiah Manusia Dan Kesehatan 8, no. 1 (2025): 118–29. https://doi.org/10.31850/makes.v8i1.3455.

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Health literacy plays a critical role in education. Incorporating health literacy into educational programs improves students’ ability to make knowledgeable health decisions and supports a better and healthier lifestyle. This study aims to unveil the attitudes, preparation, and obstacles or resources that teacher-training students have while including health literacy in their lessons. It seeks to ascertain their opinions on encouraging health-conscious classrooms, their level of preparedness to use health literacy, and the obstacles or facilitators to its successful use. This study emphasizes

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Aleño, Norman, Flordeliza Abecia, and Glaiza Mae Longos. "Teacher Preparedness and Curriculum Compliance in Higher Education: An Analysis of Teachers' Understanding and Practical Implementation." Psychology and Education: A Multidisciplinary Journal 30, no. 7 (2025): 1140–47. https://doi.org/10.5281/zenodo.14628774.

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This study investigates the readiness of teachers and their adherence to curriculum standards in higher education, focusing on their understanding and practical application of the curriculum. Using a quantitative research design, a descriptive survey was conducted with 132 teachers in higher education, selected through stratified sampling. This study employed self-constructed questionnaire. The questionnaire was reviewed by three expert evaluators for content validity and cultural fit, and adjustments were made based on their feedback. Data were collected using Google Forms, and descriptive st

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Escalante, Cefrenito, Jan Cleo Mar Tilus, Jocelyn Oclarit, et al. "Digital Competency in Teaching: Evaluating Computer-Based Learning in Basic Education." International Journal of Social Sciences and English Literature 9, no. 2 (2025): 27–31. https://doi.org/10.55220/2576683x.v9.274.

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This study examines the challenges, barriers, and effectiveness of ICT-based instruction in education, focusing on word processing, basic computer hardware, web browsing, and educational games. The findings reveal that while teachers fully deliver lessons on fundamental ICT skills, students only partially acquire them, highlighting a gap in learning. The most frequently encountered challenges include slow internet connectivity, insufficient ICT training for teachers, and a lack of school resources, which hinder the effective integration of technology in classrooms. Despite these obstacles, edu

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BAINIYAZOV, Daniyar. "Teaching English Language Through Digital Technologies." International Journal of Pedagogics 5, no. 5 (2025): 357–59. https://doi.org/10.37547/ijp/volume05issue05-93.

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This research explores the incorporation of digital technology in the creation of educational resources for the English language and its effects on improving learner effectiveness, motivation, and accessibility to education. It reviews various technologies ranging from mobile applications to online learning platforms, including gamification tools and virtual reality, while presenting research findings and international case studies. The paper encourages discussion on technical frameworks, digital literacy, and teacher preparedness, offering practical recommendations for the successful implemen

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Akpalu, Robert, Jeanette Owusu, Emmanuel Ayisi Asare, and Peter Agyekum Boateng. "The Impact of Digital Transformation on Teacher Preparedness in Mathematics Education: Strategic Insights for Achieving SDG 4." International Journal of Research and Innovation in Social Science IX, no. II (2025): 3328–37. https://doi.org/10.47772/ijriss.2025.9020260.

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Teacher preparedness in mathematics education is pivotal for achieving Sustainable Development Goal 4 (SDG 4), which emphasizes inclusive and equitable quality education. Digital transformation, accelerated by technological advancements and the COVID-19 pandemic, has redefined pedagogical practices, offering tools that enhance teacher efficiency and student outcomes. This research systematically reviews global case studies and literature to explore how strategic training and digital tools improve teacher readiness. Key findings reveal that interactive platforms foster active student engagement

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Utomo, Rulli Hari, Sudiyanto Sudiyanto, and Supianto Supianto. "The Role of STEM-Based Project-Based Learning in Developing Future Competencies: A Systematic Review." Teknodika 23, no. 1 (2025): 12. https://doi.org/10.20961/teknodika.v23i1.97895.

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<p class="HeaderAbs"><em>The STEM project-based learning technique (STEM-PjBL) is acknowledged as an effective educational instrument for cultivating 21st-century competencies, including critical thinking, creativity, and problem-solving. This study seeks to evaluate the efficacy, obstacles, and potential of executing STEM-PjBL by a systematic literature evaluation of publications from 2019 to 2023 in the Scopus database. The evaluation identified 14 papers that fulfilled the inclusion requirements, analyzed via a qualitative descriptive technique, concentrating on learning outcome

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Florence, Kisirkoi, and Ndunge Kamanga Angela. "Continuous Teacher Professional Support for Effective Implementation of Basic Education Curriculum Framework." Education Quarterly Reviews 1, no. 2 (2018): 309–17. https://doi.org/10.31014/aior.1993.01.01.32.

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Continuing teacher professional support in curriculum implementation is critical in Kenya following the development of the Basic Education Curriculum Framework (KICD, 2017). The new curriculum is competency-based and emphasizes inquiry learning approaches. The 8- 4-4 curriculum which it is planned to replace had been implemented mostly applying transmission approach and children were reported to be attending primary school and not learning (KNEC, 2010 & UWEZO, 2013). Teacher quality determines the quality of curriculum implementation and one means of ensuring teacher quality is by making c

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S. B., Apata,, Adeniyi, J. T., Ajiwoju, J. A., and Adeosun, K. K. "Digital Transformation in Teaching: The Preparedness of In-Service Teachers in Nigeria for the Fourth Industrial Revolution (4IR)." British Journal of Contemporary Education 5, no. 1 (2025): 16–33. https://doi.org/10.52589/bjce-s8gby9m3.

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The Fourth Industrial Revolution (4IR) has significantly transformed education, necessitating a revision of technology-based teaching methods. The research examines the readiness of in-service teachers in Nigeria for digital transformation in education, emphasising their digital literacy, access to technology, and capacity to incorporate digital tools into pedagogy through systematic literature reviews. The findings reveal a modest level of preparedness: while numerous educators exhibit basic digital abilities, significant deficiencies exist in advanced competences deemed essential for digital

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Catherine, K. A. &. Onah P. O. "Assessment of Personalized Learning Approaches among Students in Public Secondary Schools In Calabar Education Zone, Cross River State, Nigeria." Zamfara International Journal of Education 5, no. 1 (2025): 40–49. https://doi.org/10.5281/zenodo.15295671.

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This study evaluated the influence of personalized learning approaches for learners in public secondary schools within the Calabar Education Zone of Cross River State, Nigeria. Utilizing a descriptive survey design, data were collected from all 66 public secondary schools through a questionnaire, with a sample of 360 senior secondary school III students drawn through simple random sampling. Data collected were analyzed through mean and standard deviation. Findings revealed significant deficiencies in resource accessibility, teacher preparedness, and systemic constraints; specifically, schools

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Sandholtz, Judith Haymore, Cathy Ringstaff, and Jessica Triant. "Professional development tune-up." Phi Delta Kappan 104, no. 8 (2023): 31–35. http://dx.doi.org/10.1177/00317217231174710.

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Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had previously participated in science education professional development programs. Results indicate that follow-up supports reversed declines (in the years after the professional development ended) in teachers’ sense of preparedness to teach science, use of sel

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Marsella Desriyarini Gui, Astin Lukum, Arwildayanto, and Arifin Suking. "Evaluating policy support for differentiated learning supervision in Indonesian language teaching: Insights from SMP Penggerak in Pohuwato, Indonesia." International Journal of Science and Research Archive 15, no. 1 (2025): 1060–65. https://doi.org/10.30574/ijsra.2025.15.1.1022.

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This study evaluates the differentiated learning supervision program in Indonesian language teaching at SMP Penggerak in Pohuwato, focusing on the policy support and its effectiveness in guiding teachers. The primary objective is to assess how well the existing policy framework facilitates the implementation of differentiated learning and to identify the challenges and opportunities in its execution. Using a qualitative descriptive research approach and the CIPP (Context, Input, Process, Product) evaluation model, data was collected through interviews with educational stakeholders, classroom o

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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.

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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information ha

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Makrakis, Vassilios, Nelly Kostoulas-Makrakis, Omar Ramzy, and Mohammed Anwar. "Training Teachers to Cope with Refugee Children’s Needs through the Lens of SDGs." Highlights of Sustainability 4, no. 2 (2025): 146–57. https://doi.org/10.54175/hsustain4020009.

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Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality

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Agrahari, Sunil Kumar, Virendra Singh Ruhela, Ajit Kumar Gupta, and Brijesh Narayan Mishra. "Promoting Equity and Integration: Inclusive Early Childhood Programs for Disabled and Non-Disabled Children - A Review." International Journal of Research and Review 12, no. 3 (2025): 344–51. https://doi.org/10.52403/ijrr.20250342.

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This review examines the role of inclusive early childhood programs in promoting equity and integration for children with disabilities and non-disabled children. By synthesizing the findings of various authors, the review highlights the multifaceted benefits of inclusion, including improved social interactions, improved academic outcomes, and emotional development for all children. Research shows that inclusive settings promote empathy and understanding among peers while providing tailored support through differentiated instruction and specialized resources. Despite the many benefits, challeng

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Lazarous, Chanda, Mabo Josephine, and Mukuka Joseph. "The Alignment of Lesson Plans with the Curriculum for Science Student Teachers During School Experience: A Case Study of Mukuba University, Zambia." Asian Journal of Education and Social Studies 51, no. 3 (2025): 174–85. https://doi.org/10.9734/ajess/2025/v51i31817.

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This study investigates the alignment of lesson plans with the prescribed curriculum, teaching methods, and assessment practices employed by student teachers during their school experience. It aims to bridge the gap between curriculum design and practical implementation by examining how effectively student teachers apply the curriculum, the challenges they face, and the extent to which their teaching methods and assessments align with intended educational outcomes. A mixed-methods approach was adopted, combining qualitative data from focus group discussions and semi-structured interviews with

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SHARAFEEVA, L. R. "CONTENT AND STRUCTURE OF FUTURE MATHEMATICS TEACHERS’ PREPAREDNESS TO ORGANIZE MOBILE LEARNING FOR SCHOOLCHILDREN." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 55, no. 1 (2021): 144–54. http://dx.doi.org/10.25146/1995-0861-2021-55-1-266.

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Statement of the problem. In the context of digitalization of education, the main prerequisite is creation of a digital educational environment that opens up new opportunities: learning at any convenient time, continuous education, the ability to design individual educational routes, transfer from digital resource consumers to digital resource creators. Various digital educational resources, distance learning platforms, cloud technologies, and the use of mobile devices help realize these opportunities. The pedagogical community is developing modern formats to introduce mobile devices into the

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Kalla, Paul Huka, Ann Kanga, and Paschal Wambiya. "Teacher Retooling and Effective Implementation of the Competency-Based Curriculum in North Horr Ward, Marsabit County, Kenya." Journal of Education and Practice 9, no. 2 (2025): 77–96. https://doi.org/10.47941/jep.2654.

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This study explored how teacher retooling programs support the effective implementation of the Competency-Based Curriculum (CBC) in North Horr Ward, Marsabit County, Kenya, a region grappling with limited educational resources. CBC promotes learner-centered teaching that emphasizes practical skills and critical thinking. However, its success hinges on teachers' preparedness to adapt to new methodologies. The study targeted stakeholders from public primary schools, including teachers, head teachers, Sub County education directors, QASO and, CSO. Using a mixed-methods approach, it combined descr

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Lekhu, Motshidisi Anna. "Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments." Journal of Curriculum Studies Research 5, no. 1 (2023): 113–29. http://dx.doi.org/10.46303/jcsr.2023.9.

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The technological reconfiguration of humanity and advancement requires initial teacher training (ITE) programs that create and enhance sustainable learning environments (SLEs) where teachers are prepared to embrace posthuman pedagogy to teach confidently. This case study aims to examine pre-service science teachers’ level of preparedness and teaching efficacy beliefs to teach in SLEs. The study findings revealed that teaching science requires content knowledge and an understanding of how to teach the content. Furthermore, education programs need to be responsive to the socio-economic demands a

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T. Joseph, Soumya. "Assessing The Efficacy of Inclusive Education in Kerala: A Mixed-Methods Analysis of Academic Performance and Skill Acquisition Among Differently-Abled Students." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 04 (2025): 1–9. https://doi.org/10.55041/ijsrem46671.

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ABSTRACT This study critically examines the efficacy of inclusive education in Kerala through a mixed-methods analysis of academic performance and skill acquisition among differently-abled students. Drawing from a sample of 300 differently-abled students, alongside 50 teachers and 50 parents, the research integrates quantitative assessments with qualitative insights to present a comprehensive evaluation of inclusive practices. Statistical analysis, including t-tests and multiple regression models, revealed that students in inclusive settings performed significantly better academically than tho

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Paul Nwati, Munje, and Jita Thuthukile. "Pre-service Social Sciences Teachers’ Reflections on a Teacher Preparation Program." International Journal of Learning, Teaching and Educational Research 20, no. 5 (2021): 159–76. http://dx.doi.org/10.26803/ijlter.20.5.9.

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The need for quality education in South Africa and beyond encourages research that interrogates the preparation of pre-service teachers and their ability to teach in the classroom after graduation. This qualitative paper focuses on the reflections of final year pre-service Social Sciences teachers in a South African public university. Gibbs’ reflective cycle is used as a lens. We used open-ended questions to gather data from 19 pre service Social Sciences teachers to explore their preparedness and readiness to teach in future. The research process constituted two phases. Phase one was implemen

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Kinyua, Ann Hildah Gatakaa. "When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya." Journal of Learning for Development 8, no. 1 (2021): 171–81. http://dx.doi.org/10.56059/jl4d.v8i1.396.

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Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet s

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Kinjalben Chandulal Thakkar and Dr. Pavankumar. "Exploring Mobile Learning and Technological Integration in Modern Classrooms." International Journal of Scientific Research in Computer Science, Engineering and Information Technology 11, no. 4 (2025): 133–42. https://doi.org/10.32628/cseit2511154.

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The integration of mobile learning and technology in modern classrooms has transformed educational practices, fostering engagement and improving learning outcomes. This study examines the correlation between mobile learning tools, resource availability, and student engagement through a survey of 630 students from government and private schools. Findings highlight the significant potential of mobile learning in enhancing comprehension and participation, while also identifying challenges related to resource disparities, teacher preparedness, and infrastructure limitations. The study underscores

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Roy, Finita Glory, and Friggita Johnson. "Inclusion of children with autism in a mainstreamed school: a case study analysis." International Journal of Public Health Science (IJPHS) 14, no. 3 (2025): 1601. https://doi.org/10.11591/ijphs.v14i3.25217.

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<p>Inclusion of children with autism in mainstream schools is essential for fostering social integration and equitable education; however, significant challenges persist in implementation worldwide. This study investigates inclusion practices for children with autism in a mainstream school, focusing on barriers and enablers in creating an inclusive educational environment. Using a qualitative case study design, data were collected from 16 participants, including one principal, eight teachers, three special educators, and four parents, selected through purposive sampling. Semi-structured

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