International Online Journal of Education and Teaching

EXPLORING SYNCHRONICITY AND FLEXIBILITY: BICHRONOUS LEARNING AS A MODEL FOR INCLUSIVE HIGHER EDUCATION IN SOUTH AFRICA

2025-08-17T23:56:37+03:00

This paper investigates the comparative potential of synchronous, asynchronous, and bichronous learning models in addressing persistent inequalities in South African higher education. Situated within a constructivist theoretical framework, the study explores how bichronous learning, blending real-time engagement with self-paced study, offers a flexible and inclusive pedagogical model capable of supporting diverse learner needs, particularly in contexts characterised by digital divides and infrastructural disparities. Adopting a qualitative desktop review methodology, the study critically synthesises findings from 72 peer-reviewed articles, thematically analysed using the Critical Appraisal Skills Programme (CASP) checklist and Braun and Clarke's six-step framework. The results reveal that while synchronous and asynchronous approaches have individual strengths, bichronous learning provides a more adaptable and resilient strategy for promoting academic success, engagement, and graduate employability. The paper recommends a structured implementation framework for bichronous learning in South African higher education. It highlights avenues for further research into its long-term impact on inclusivity and workforce readiness.

EXPLORING EFFECTIVE TEACHERS TRAITS IN REDUCING BULLYING BEHAVIOURS IN GRADE 10 LEARNERS IN LIMPOPO PROVINCE, SOUTH AFRICA

2025-11-20T21:04:28+03:00

Bullying is a pervasive issue that negatively impacts student well- being, academic performance, and school climate. This study explored the effective teacher traits that contributed to the reduction of bullying behaviours among grade 10 learners at a Limpopo School in South Africa. Through a mixed-methods approach, this research identifies specific traits of teachers that foster a supportive and inclusive environment, thereby mitigating bullying. The study involved surveys and interviews with students and teachers to gather qualitative and quantitative data on their perceptions of teacher influence on bullying behavior. Findings indicated that teachers who demonstrate empathy and actively engage with students create a sense of community that discourages bullying. Furthermore, consistent, and fair assertive disciplinary practices contribute to a decrease in bullying.

EQUAL COMPETENCE, DIVERGENT MEANINGS: REFRAMING COMMUNICATION IN TEAM-BASED LEARNING

2025-11-30T14:07:34+03:00

This study investigates how university students with different learning preferences—team-based versus individual—interpret and enact communication within a collaborative learning environment. Adopting a mixed-methods design, the research integrates quantitative comparison and qualitative content analysis to examine both equivalence and divergence in students’ communicative experiences. Thirty undergraduates participated in a semester-long team-based learning (TBL) course at a research university in Seoul, Korea. Quantitative analysis revealed no significant difference in measured communication competence between the two preference groups, indicating comparable self-perceived skill levels. However, qualitative findings uncovered contrasting patterns of meaning and engagement. Team-preferred learners tended to describe communication as a relational and co-constructive process grounded in empathy, openness, and shared understanding, while individual-preferred learners viewed it as a more instrumental and self-regulated activity emphasizing clarity, control, and efficiency. The results suggest that equal competence does not necessarily imply uniform understanding. Rather, identical experiences can produce divergent interpretations of communication and collaboration. This study offers pedagogical implications for higher education practices that balance relational and autonomous modes of learning.

THE EFFECTS OF STEM APPLICATIONS CONDUCTED WITH MIDDLE SCHOOL STUDENTS ON THEIR ENGINEERING KNOWLEDGE LEVELS AND AN EXAMINATION OF STUDENT OPINIONS REGARDING THE PROCESS

2025-12-06T21:07:06+03:00

The purpose of this study is to investigate the effect of STEM applications on the engineering knowledge levels of 8th grade students and their opinions regarding the application process. The study was planned and conducted using a mixed research design that evaluated both quantitative and qualitative data. A total of 30 volunteers, 15 girls and 15 boys, participated in the study. Six activities focusing on the stages of the engineering design process, covering physics, chemistry, and biology, were implemented over a period of six weeks during scheduled after-school hours. In the study, the “Engineering Knowledge Level Scale” adapted into Turkish by Aydın, Saka, and Guzey (2018) was used as a data collection tool to measure students' engineering knowledge, and a student opinion form was used to examine students' views on the application process. The data obtained were analyzed using the SPSS program and content analysis method. When the scale data were evaluated, a statistically significant difference in favor of the mean of the final test scores was found. According to the results obtained from qualitative findings, it was determined that students struggled most with the steps of construct a prototibe, develop possible solutions, and redesigning in the engineering design process, while they performed better in the steps of investigating and identifying needs/problems. Generally, it has been determined that STEM activity applications contribute to the engineering knowledge level of 8th grade middle school students and reveal their strengths and weaknesses in the engineering design process steps.
Key words: STEM activities, engineering design process, 8th grade middle school

THE EFFECT OF CONCERT EXPERIENCE ON PRE-SCHOOL TEACHER CANDIDATES' SELF-EFFICACY BELIEFS IN MUSIC EDUCATION

2025-12-17T15:19:04+03:00

The purpose of this study is to examine the effect of concert experience on the music self-efficacy beliefs of pre-service preschool teachers. The research was conducted within the framework of an experimental design, a quantitative research method. The study group consisted of a total of 207 pre-service preschool teachers who were enrolled in the “Music Education in Early Childhood” course during the 2024–2025 academic year at Balıkesir University, Gazi University, Atatürk University (Erzurum), Yozgat Bozok University, and Tokat Gaziosmanpaşa University. The experimental group consisted of pre-service teachers who had attended a concert, while the control group comprised those who had not. Data were collected using the Music Education Self-Efficacy Belief Scale for Pre-Service Preschool Teachers developed by Yıldız (2017). One-way ANOVA and independent samples t-tests were employed for data analysis. The findings revealed that the music self-efficacy beliefs of pre-service preschool teachers differed significantly according to the universities they attended. Additionally, it was found that the music self-efficacy beliefs of pre-service teachers who had participated in a concert were statistically significantly higher than those of their peers who had not participated in a concert. The results indicate that concert experience strengthens pre-service teachers’ self-efficacy beliefs in the field of music. Accordingly, it is recommended that music education courses in undergraduate preschool teacher education programs be structured with a greater emphasis on practical experience and that experiential learning opportunities, such as concerts, be increased.

EXPLORING GEOGRAPHY EDUCATION LEARNERS` MISCONCEPTIONS IN THE THEORETICAL INTERPRETATION OF MAP WORK IN MOPANI DISTRICT, RAKWADU CIRCUIT, LIMPOPO PROVINCE, SOUTH AFRICA

2025-12-19T15:38:52+03:00

This study explores the misconceptions held by Grade 11 learners regarding map work in the Rakwadu Circuit of Mopani District, Limpopo Province, South Africa. Many learners struggle to interpret geographical maps, which negatively impacts their performance in Geography and overall academic achievement. The study employed a mixed methods approach to understand the nature and causes of these misconceptions. A total of 200 learners participated in the quantitative phase, while 20 learners and 10 teachers were involved in qualitative interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data from semi-structured interviews were analyzed thematically. Findings revealed significant misconceptions in key areas such as scale, contour lines, and map symbols. These challenges were linked to factors including language barriers, inadequate learning resources, and insufficient teacher training. Learners often struggled to grasp geographic concepts due to poor instructional support and limited exposure to practical map-work activities. The study recommends targeted interventions to address these challenges. These include hands-on learning experiences, improved teacher training focused on map skills, and bilingual teaching strategies to overcome language-related difficulties. Strengthening these areas is essential for developing geographic literacy and spatial reasoning among learners. The research highlights the importance of enhanced teaching strategies and better resource allocation in improving learners’ understanding of map work. Curriculum planners, educators, and policymakers must collaborate to create supportive learning environments that foster deeper engagement with geographic content.

UNDERSTANDING MEANING IN LIFE AMONG UNIVERSITY STUDENTS: THE ROLE OF PERFECTIONISM AND RUMINATION

2026-02-01T22:33:04+03:00

The purpose of this study is to examine the relationships between university students' meaning in life, perfectionism, and rumination. The participants were 254 university students from different universities in Türkiye. The data were obtained through a demographic information form, Meaning in Life Questionnaire, Brief State Rumination Inventory, Frost Multidimensional Perfectionism Scale. Multiple regression analysis was used to determine whether university students' meaning in life was predicted by rumination and perfectionism. As a result it was found that perfectionism and rumination were positive and significant predictors of meaning in life among university students.

EXPLORING TEACHERS’ BELIEFS ABOUT QUALITY PEDAGOGICAL PRACTICES IN THE CONTEXT OF LESSON STUDY: A SOUTH AFRICAN CASE-STUDY

2026-01-25T14:13:32+03:00

Effective continuing professional development (CPD) should acknowledge teachers’ beliefs about quality teaching and create collaborative opportunities to refine practice. This qualitative case study explored secondary teachers’ beliefs about quality pedagogical practices in the context of a lesson study (LS) program in Gauteng, South Africa. Sixteen teachers (Economic and Management Sciences, Physical Sciences, Geography and First Language) participated in semi-structured interviews, classroom observations, and reflective journals. Findings indicate that teachers initially associated quality with academic achievement, differentiation, collaboration, reflective practice, effective communication, problem-solving and morality positions largely compatible with social constructivism. Participation in LS, organized around planning, teaching, observing, and reflecting on research lessons, strengthened a community of practice and shaped beliefs through collaboration, shared reflection, and the development of teacher identity, agency, and self-efficacy. The study recommends institutionalizing LS within professional learning communities to sustain CPD and to deepen learner-centered pedagogical content knowledge (PCK).

Keywords: Lesson study, quality pedagogical practices, teacher beliefs; teacher identity, professional learning communities.

ASSESSING THE IMPACT OF DIGITAL LITERACY PROGRAMMES ON STUDENT READINESS AND ACADEMIC SUCCESS IN HIGHER EDUCATION: A STUDY OF A PRIVATE INSTITUTION.

2026-02-12T15:17:50+03:00

Digital literacy in higher education has emerged as an essential competency for academic success, yet the effectiveness of digital literacy programs in preparing students for their academic journey remains underexplored. This research study aimed to assess the impact of digital literacy programmes on student readiness and academic achievement, bridging the gap between the expertise of educational technologists and information specialists. Using a quantitative research design, we evaluated current digital literacy programmes and identified key skills that correlate with academic achievement. Data collected from survey questionnaires across various brands of institutions provided a comprehensive understanding of student engagement, perceptions, and the effectiveness of these programmes. The findings have contributed to the development of a more robust framework for designing and implementing digital literacy initiatives undertaken by the Information Centre. The research has underscored the importance of digital literacy in tertiary education and has provided strategic recommendations to enhance student readiness and success in a rapidly evolving digital academic context. Every student is different; this study provides guidelines and emphasises the need to equip students, especially first-year students, with sufficient technical skills to support them in their academic endeavours and to build confidence in interpreting the academic systems they need to utilise.

IMPACT OF COLLABORATIVE GROUP WORK ON STUDENT ENGAGEMENT: RESULTS FROM AN INTERVENTION IN BANGLADESH COLLEGE EDUCATION.

2026-02-19T22:55:47+03:00

Abstract

This research is an empirical research question of the efficacy of Collaborative Group Work (CGW) as a transformative intervention to revive student engagement in s attached to the National University of Bangladesh. It deals with the pedagogical stasis of conventional, teacher-centered approaches that often result in the learner’s disengagement. The mixed-methods design was used, which engaged a core sample of 80 undergraduate students in a 120-day longitudinal survey and in Focus Group Discussions (FGDs) with 40 participants3. Measurement: The measurements were quantified in ten dimensions. On the aggregate Active Engagement Score, the quantitative results showed statistically significant improvement (Z = 3.18, p < 0.001) that has a medium effect size (Cohen d = 0.50)5. The most practical influence was observed in the parameter of the teaching method, which had a d = 0.61 value and is an indicator of high student receptivity to active learning. Some of the benefits and systemic hindrances identified through the thematic analysis. CGW is an efficient tool of breaking hierarchical classroom settings and establishing a "Community of Practice" which minimizes the gap in engagement. It is proposed that the Professional Learning Communities (PLCs) should be institutionalized and mobile-friendly EdTech should be adopted.

STUDENT PERCEPTION AND RECEPTIVITY OF HYBRID LEARNING MODES IN NIGERIAN PUBLIC UNIVERSITIES

2026-02-10T20:49:27+03:00

This study examined Nigerian public university students’ perceptions and responses to hybrid learning across the six geopolitical zones. Hybrid learning, which combines face-to-face and online instruction, is increasingly promoted as a viable model for university education in Nigeria, despite concerns about students’ willingness to adopt it. The population comprised undergraduates in federal universities nationwide. One university was purposively selected from each zone, and 300 students were chosen from each institution using stratified random sampling, giving a total sample of 1,800 respondents. The study was guided by two research questions and one hypothesis. Data were collected using structured questionnaire and analysed with descriptive and inferential statistics. Findings revealed that most students were aware of the benefits of hybrid learning, particularly flexibility, and demonstrated strong readiness and willingness to embrace it if infrastructure improves. However, perceptions of its impact on academic performance and class participation were less favourable, suggesting lingering doubts about its effectiveness in enhancing learning quality. A significant relationship was found between students’ perceptions and their receptivity to hybrid learning, leading to the rejection of the null hypothesis. The study recommended digital skills training, improved infrastructure, and sustained policy support to enhance the adoption of hybrid learning in Nigerian universities

PHENOMENOLOGICAL EXAMINATION OF STUDENT EXPERIENCES REGARDING THE TEACHING PROCESS OF PSYCHOLOGY COURSES

2026-03-05T07:39:00+03:00

The primary purpose of the study is to explore students' perceptions of the learning-teaching process of psychology courses, as well as their experiences related to the course's learning outcomes, objectives, content, and teaching methods. The research followed a phenomenological framework within a qualitative methodology. The study group consisted of 162 university students studying in the Guidance and Psychological Counseling department who had already taken a psychology course. The study utilized semi-structured interview forms for data collection, followed by a content analysis procedure. The findings have revealed that the learning-teaching process of psychology courses is largely teacher-centered, and that there are limited practices to ensure active student participation. The predominance of direct instruction, insufficient variety of methods and practical activities, and inadequate inclusion of classroom interaction and student opinions are among the findings of the research. The study proposes transforming psychology courses into a student-centered, interaction- and application-based learning environment.

IMAGE-GENERATING AI IN ELT MATERIAL DEVELOPMENT: HIGH SCHOOL TEACHERS’ PERCEPTIONS AND SUPPORT NEEDS

2026-03-06T12:49:22+03:00

This qualitative study investigates how in-service public high school English language teachers perceive role and usefulness of image generation AI tools in their lesson material development and what challenges they identify support needs when integrating image generation AI tools into their lesson material development practices. The research was conducted through semi-structured interviews with four female ELT teachers who worked at a Turkish public high school using a seven-question protocol. The research data underwent Interpretative Phenomenological Analysis (IPA) which used inductive data-driven coding methods to analyze the information. Iterative coding and constant comparison were also performed using theory-based techniques for improvement. The research findings indicate that teachers employed image generation to develop customized educational content which they used to create visual learning materials and multi-media educational activities for their students. The participants stressed that teachers need to keep their teaching authority because it helps students maintain their creative abilities and AI systems must operate based on teacher instructions. Teachers described their standard "trust work" which includes three tasks to verify content diversity, age appropriateness and to detect between real and fake images. Teachers also pointed to workload issues, time-to-learn problems and their restricted ability to write AI prompts, their limited resource access and their uncertainty about institutional professional development programs’ efficiency. Teachers asked for training that focuses on practical applications and complete ethical and policy guidelines to help them use classroom technology properly.

THE USABILITY OF SEFAI ACAY'S APPROACH IN TEACHING MODAL SCALES IN MUSIC AWARENESS, READING, AND WRITING LESSONS

2026-03-09T14:49:10+03:00

This research aims to determine the cognitive level of knowledge of modal scales among students studying in the Music Department of Fine Arts High Schools and taking the Musical Ear Training, Reading, and Writing (MEET) course, and also to reveal the methods and strategies adopted by educators conducting the course in teaching modal scales. The study examined the applicability of the approach developed by educator Sefai Acay, which aims to concretize the teaching of modal scales, in MEET courses. The research was conducted using a quasi-experimental design, and a self-assessment scale was administered to the students during the data collection process. A pre-test and post-test were also used to determine the effectiveness of the Acay approach. The obtained data were analysed using descriptive statistics. The findings show a significant increase in students' cognitive levels regarding modal scales after the application. Furthermore, student feedback revealed that the Acay approach offers a functional teaching model in terms of concretizing concepts, perceptually distinguishing modal scales, and supporting lasting learning. In conclusion, the Sefai Acay approach is evaluated as an effective and applicable method for teaching modal scales in Musical Ear Training, Reading, and Writing courses.

Keywords: Sefai Acay, approach, modal scale, musical ear training, reading and writing

A CONTEXTUALIZED SCALE DEVELOPMENT IN ASSESSING MANAGEMENT INFORMATION SYSTEM SERVICES IN A PHILIPPINE STATE UNIVERSITY

2026-02-13T22:58:58+03:00

This study investigated the latent dimensions underlying student perceptions of a university’s Management Information System Office (MISO) services and developed a valid and reliable evaluation instrument to support institutional digital transformation. Recognizing the critical role of Management Information Systems toward smart universities, the study emphasized the need for a student-centered assessment tool grounded in actual system use. An exploratory sequential mixed-methods design was employed. First, qualitative data from key MISO personnel were analyzed using thematic analysis to identify core service dimensions, which informed the development of a 45-item survey instrument. The instrument was then administered to students of Rizal Technological University and analyzed using Exploratory Factor Analysis with principal axis factoring and varimax rotation. Five qualitative themes emerged: System Functionality and Design, System Reliability and Performance, Information and Communication, Support and Resources, and Overall Experience and Impact. Quantitative results revealed four latent factors—System Accessibility and Trust, System Reliability and Efficiency, System Navigation and Mobile Experience, and Support and Responsiveness—which explained a substantial proportion of variance and demonstrated strong internal consistency and acceptable model fit. The study contributes a psychometrically sound, student-centered evaluation framework for assessing MIS services in higher education and supporting evidence-based digital service improvement initiatives.

SOCIAL STUDIES TEACHERS' PERSPECTIVES ON INCLUSIVE EDUCATION: THE EXAMPLE OF KARS PROVINCE

2026-03-08T11:20:51+03:00

Inclusive education is one of the fundamental building blocks of
contemporary education systems. Due to the impact of globalization,
social structures, cultural interactions, and economic dynamics are rapidly
changing, and this has direct impacts on education systems. It emerges
as a holistic educational approach that recognizes individual differences,
allows each individual to discover their potential, and prepares individuals
for active participation in social life. Social studies stand out as one of the
most important disciplines serving inclusive education, with the goals of
developing social awareness, internalizing democratic values, and growing
up as active and responsible citizens. This study, in particular, examines
social studies teachers’ perspectives and perceptions of inclusive education.
A qualitative method was used in the study. The study group consisted
of 18 social studies teachers working in public secondary schools in the
central district of Kars province during the 2024-2025 academic year. The
obtained data from the interviews was analyzed through content analysis,
categorized into key themes, categories, and illustrative case examples,
and then transformed into readable narrative descriptions. The results
indicated that while Social Studies teachers are generally aware of inclusive
education, they also face some challenges stemming from insufficient time,
large class sizes, language barriers, and inadequate planning.

PRIMARY SCHOOL TEACHERS’ EXPERIENCES REGARDING CHILDREN’S RIGHTS AND MULTICULTURAL EDUCATION

2026-03-10T23:32:50+03:00

The purpose of the current study is to determine primary school teachers’ experiences regarding multicultural education and children’s rights. In the study, the phenomenological design, one of the qualitative research methods, was employed. Maximum variation sampling was used in the selection of the participants. The study group consists of 25 primary school teachers working in two central districts of Denizli. The data collected in the study were analyzed using the content analysis technique. As a result of the analyses, 3 themes, 8 sub-themes and 326 codes were identified. It was found that nearly all of the participating primary school teachers had positive experiences regarding children’s rights. However, it was found that participants expressed both positive and negative experiences regarding multicultural education. Participants stated that factors such as cultural diversity, empathy and shared religious values contributed to the development of positive attitudes; whereas factors such as assimilation, loss of identity, adaptation problems and educational challenges led to negative attitudes. Eight of the teachers participating in the study emphasized the importance of empathy skills in both promoting children’s rights and implementing multicultural education. The development of instructional materials that support multicultural education can be considered one of the recommendations of the study.