EDUCATIO : Journal of Education

The Role of Islamic Religious Education Teachers in Improving the Ability to Read the Qur'an through the Al Wafa Method

Hanifah Eliyansah, Wahyuni Ahadiyah — 2025-10-27

This research is motivated by the low ability of students to read the Qur’an at SMP Negeri 5 Lamongan, where many students are still unable to recognize hijaiyah letters or read the Qur’an properly according to tajweed rules. Therefore, the active role of Islamic Religious Education teachers and the implementation of appropriate learning methods are urgently needed to improve students’ Qur’anic reading skills. This study aims to describe the role of Islamic Religious Education teachers in improving students’ Qur’anic reading skills through the Al Wafa method at SMP Negeri 5 Lamongan, as well as to identify the supporting and inhibiting factors in its implementation. This research uses a descriptive qualitative approach with data collected through observation, interviews, and documentation. The results show that teachers play a vital role as educators, instructors, mentors, facilitators, and role models in Qur’anic education. The Al Wafa method is considered effective due to its enjoyable, illustrated, and easily understood approach, which enhances students' ability to read the Qur’an. Supporting factors include teacher enthusiasm, the availability of learning materials such as the Al Wafa book, and student motivation. Meanwhile, obstacles include limited instructional time, lack of parental support, and a shortage of teaching staff. Therefore, consistent application of the Al Wafa method significantly improves students' Qur’anic reading skills.

The GenAI Fuzziness Towards Constructivist Pillars in Higher Education Institutions in Tanzania

Shima Dawson Banele — 2025-10-28

The paper evaluated the constructivist pillars’ standpoint in the GenAI integration in the classroom settings among students in the selected Higher Education Institutions (HEIs). Objectives covered were to examine the module instructors’ feelings and determine the students’ views on constructivism gaps resulting from utilization of GenAI. The mixed approaches were followed and engaged 5 randomly and the sample size of 150 respondents selected Higher Learning Institutions (HEIs) from Dar es Salaam City, in Tanzania. Data were collected through semi-structured interviews and a four-point Likert scale questionnaire, analysed using thematic content and Microsoft Excel. Findings were presented using quotations of the themes, table, and figures. Findings disclosed that the GenAI deployments disrupted the teaching and learning triangle; instructors required enough time to authentically guide the students on proper usage of GenAI for building constructivism pillars, 90% of Learners are highly depending on GenAI for learning, ChatGPT was found to be the popular GenAI among the students. Still was found knowledge, competences, contextual comprehension, and social attributes continued to perform well in the constructivist pillars. The practice recommendations are made to module instructors and students to ensure there are balance in the use of GenAI to support the acquisition of constructivist pillars.

Exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools

Mukateko Louisa Sithole — 2025-10-28

This study explores how school assumptions and artefacts contribute to building sustainable and prosperous secondary schools. Guided by an interpretive paradigm and qualitative approach, data were collected through semi-structured interviews with six purposively selected participants from a high-performing secondary school. Thematic analysis revealed that shared assumptions, such as religion, equality, commitment, and professionalism, shape school culture and promote sustainability. Key artefacts, including school uniforms, sports, ceremonies, and logos, reinforced identity, pride, and discipline. The study recommends embedding shared assumptions into school practices, leveraging artefacts purposefully, promoting holistic development, and fostering stakeholder partnerships to support sustainable school environments.

The perception of Students about Teaching Practice in the Foundation phase in South African Schools

Nana Yaw Brenya Agyeman — 2025-10-28

Teaching practice is a crucial program that provides aspiring student teachers with practical teaching experience to prepare them for the challenges of teaching in school settings. Teaching practice in the foundation phase is fundamental for the education and development of student teachers. Teaching practice enables them to apply their theoretical knowledge in real teaching scenarios. A recent study examined student teachers' perspectives during their practice in the foundation phases, revealing a range of responses. The study explored student teachers' perceptions of teaching practices using a qualitative research method with a case study design. Six student teachers were purposively selected and interviewed using semi-structured interviews. The findings highlighted the importance of dedicating enough time to teaching practice for professional development. Also, they shed light on the challenges teachers face, such as handling large classrooms and balancing university coursework with teaching practice. Furthermore, the findings underscored the need for improved classroom management and support systems. Schools must address student teachers' challenges during teaching practice while providing adequate support systems to help them maximise their experiences in teaching in the foundation phase. The study recommends that schools and teacher training institutions offer support and resources to help student teachers enhance their professional skills.

Bridging the Digital Divide: The Role of Female Principals in Advancing 4IR in Rural South African Education

Thembi Busisiwe Nkosi — 2025-10-29

Women principals in rural public primary schools have proven themselves to be the change agents despite the numerous constraints in leading the Fourth Industrial Revolution (4IR) in their schools. The purpose of this study was to describe the efforts of women principals leading the 4IR in public rural elementary schools in South Africa. The findings showed that all the respondents had started to integrate 4IR in both administrative and curriculum-related activities although their schools were in the early phases of the 4IR. They indicated that there had been continuous progress in 4IR as teachers and learners are using more e-learning materials, online sites, tablets, smart boards and Wi-Fi to support teaching and learning and in managing the school. In administration, the principals have introduced digital solutions to support school operations such as the South African Schools Administration and Management System (SA-SAMS) and Data Driven District (DDD) systems for administrative purposes, emails and social media for communications, and data analysis to keep track of learners’ performance. The women principals are also teaming up with various stakeholders who can assist in this direction such as their SGBs, technologically knowledgeable young teachers, parents, business and community partners. The principals have also shown themselves to be creative and resilient in the face of limited infrastructure and skills development for teachers and themselves. They are committed to continuous learning and professional development and demonstrate this through their development of a culture of innovation and questioning, as well as actively encouraging and facilitating their staff to be upskilled in ways which connect with 4IR skills. The women principals clearly demonstrated their influential roles by inspiring stakeholders to actively participate in the 4IR.

Pyschological implications of sexual harassment on student interns

Tamuka Davira — 2025-10-29

The study explores the psychological implications of sexual exploitation and Harassment on student interns. The study highlights that sexual exploitation and harassment have become a perennial issue within the corridors of higher and tertiary education and this has negative implications on student performance. The researchers highlight that sexual exploitation of students can not only be relegated to higher learning institution corridors but sexual exploitation has also permeated the industries where students are attached. In exploring this study, the researchers made use of Herman (1992)’s Trauma and Recovery theory which stipulates that an unwanted event such as war, sexual exploitation, or rape can affect a person’s psychological functions. Thus there is a need to address such traumatic experiences by coming up with vibrant mechanisms. Hence the research uses this theory to highlight that sexual exploitation and harassment of student interns negatively affects the psychological makeup and being of student interns. A qualitative research design was used for this study and participants were purposively selected. Findings from the study highlight that sexual exploitation and harassment psychologically affect students' attachment as it leads to poor academic performance, increased incidence of depression and self–blame, suicidal tendencies, and the spread of diseases among others. The research highlighted that there is a need to establish stringent laws to safeguard student interns as well as provide a social support system for student interns who have been psychologically affected and impacted by the issue under study.

Disposition And Academic Performance Of Early Childhood Education Pre-Service Teachers

Nonie Nicolas — 2025-10-29

This study investigated the connection between professional dispositions and academic performance among Early Childhood Education (ECE) pre-service teachers at Central Mindanao University during the 2024–2025 academic year. The research aimed to understand how specific qualities, including responsibility, integrity, sensitivity, enthusiasm, communication, and reflection, impacted academic success. Second—and third-year ECE students participated, with their dispositions assessed using the Bradley-Isac Assessment and their academic performance measured by General Weighted Averages (GWAs).

The findings revealed that these ECE pre-service teachers had a strong professional disposition. Specifically, responsibility, sensitivity, enthusiasm, and integrity were rated "Very High," while communication and reflection were highly regarded, receiving "High" ratings. Academically, the pre-service teachers consistently achieved above-average performance. A key outcome was the correlational analysis, which established a significant relationship between academic performance and communication and reflection. This suggests these two dispositions are directly linked to academic success. Furthermore, the study observed strong correlations among the dispositions, indicating that these qualities often co-develop and reinforce each other. In conclusion, while CMU's ECE pre-service teachers exhibit robust dispositions and commendable academic achievement, the intricate interplay between certain dispositions, particularly communication and reflection, and educational success warrants further consideration in teacher education programs.

Keywords: Disposition, Academic Performance, Early Childhood Education, Pre-service Teacher

Exploring The Use And Impact Of Graphic Organiser In Science Learning Environment Of University Students In Ikere Ekiti, Nigeria

Tunji Henry OGUNYEBI — 2025-10-29

Abstract

This study investigated the impacts of graphic organizer on University students’ learning in Ikere Ekiti, Nigeria. Literatures relevant to the topic were reviewed and three research questions and hypotheses were raised to guide the study. Also, the influence of gender on the performance of students exposed to graphic organizer was examined. The research was a quasi-experimental design. The population of the study comprises of all Science Education students in the University. The samples used for the study consisted of 100 respondents who were purposively selected from second year students in the department. The students pre-test and post test scores were subjected to Student t- test. The findings of the study showed that the performance of students exposed to graphic organizer were better than their counterparts exposed to the conventional classroom instruction. However, no significant difference existed in the performance of male and female students exposed to graphic organizer. Based on the research findings recommendations were made on the need to develop relevant graphic organizer packages for teaching science education programs in Nigerian universities

The Effectiveness of Bilingualism in Mathematics Achievements of the Grade Seven students

Gianne Chanelle Sardual Santos — 2025-10-30

This study explored the impact of bilingualism (Filipino and English) as a medium of instruction on students' Mathematics achievement and engagement. Two similarly performing sections were compared: 40 students in English-only and 40 students using bilingualism as instruction. A quasi-experimental design with purposive sampling was used, along with pre- and post-assessments, observation checklists, and statistical tools such as mean, T-test, and Mann-Whitney U test. Results showed that the bilingual group outperformed the English-only group in both achievement and engagement(t = 2.11, p> 0.038), suggesting bilingual instruction can effectively enhance learning in Mathematics.

Influence Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students

Jonard De Jesus Sta. Maria — 2025-10-30

Mathematics comprehension continues to be a challenge among Filipino students, as reflected in recent international assessments that show low proficiency levels. This study investigated the effect of collaborative learning on the mathematics comprehension of Grade 10 students at Sto. Rosario National High School, focusing on the topic of permutations. Using a quasi-experimental design, the researchers compared two groups: 22 students engaged in collaborative learning strategies, and 22 students taught using traditional methods. Pre-tests and post-tests were administered to assess the impact of the intervention. Statistical analysis of the results showed no significant difference in the performance of both groups, suggesting that the collaborative approach did not produce measurable improvement in students’ comprehension of mathematical concepts. The findings highlight the importance of evaluating not just the method, but also its implementation, duration, and alignment with student needs. The study contributes to mathematics education by offering insights into the challenges of applying collaborative learning and the importance of refining instructional approaches to enhance learning outcomes.

Teachers' Challenges in Implementing Inclusive Education Amid Crisis

Maryam Chinasa Adewunmi — 2025-10-30

This study explores the challenges teachers faced in implementing inclusive education amid crises, using the COVID-19 pandemic as a case study. An interpretive research paradigm was adopted, emphasizing participants' experiences over theoretical assumptions. The study employed a qualitative approach, including one-on-one semi-structured interviews, to gather data from 12 teachers across three schools in South Africa, representing three socio-economic contexts. Thematic analysis was used to analyse the data. The findings revealed that barriers to inclusive education during the crisis include inadequate training, insufficient resources, poor parental involvement, increased teacher workloads, and internet connectivity challenges. Teachers, particularly in lower socio-economic contexts, struggled to adapt to remote learning environments, exacerbating inequalities among students. Additionally, compliance with health protocols and managing absenteeism posed further challenges. The study concludes by recommending crisis-specific training programs, equitable resource allocation, stronger parental engagement, teacher support systems, and enhanced health protocols to ensure more effective implementation of inclusive education during future crises. These findings underscore the need for flexible educational policies and proactive strategies to mitigate the impact of crises on vulnerable students and their educators.

Ombudsman Mechanism and Conflict Resolution in Southwestern Nigerian University

Olugbenga Timothy Ajadi — 2025-11-30

Disputes are inevitable in educational institutions because it comprised of people of diverse characteristics and background. Therefore, this study examined the implementation mechanism of ombudsman and conflict resolution in the southwestern Nigerian university. The population for the study comprised all the staff and students from the six federal universities in southwestern Nigeria. A sample of 300 staff and 300 students were selected from the three selected universities using simple random and disproportional sampling techniques. Three instruments were adopted for the study: Academic Staff Complaints Satisfactory Questionnaire (ASCSQ), Non Academic Staff Complaints Satisfactory Questionnaire (NASCSQ) and Students Complaints Satisfaction Questionnaire (STCSQ). Descriptive statistics was used to answer the two research questions raised for the study. The results reveals that the way the sampled universities handle complaints could be said to be in orderly manner and that students have good perception about how the complaints is being handled. The study recommends that Nigerian universities should put in place an Ombudsman office that will handle disputes among students and staff independently and provide a preventive mechanism that will not allow the emergence of complaints from staff.

Development of the SIMPAUD Model in Early Childhood Education (PAUD) Management

Alfian Rahmatullah — 2025-10-30

This study aims to develop the digitalization of educational management in Early Childhood Education (PAUD) through the implementation of the SIMPAUD Merdeka system, using the ADDIE development model. The research method employed is Research and Development (R&D), with both qualitative and quantitative data analysis techniques. The population of this study consists of teachers and staff at TK Rausan Fikri. In the Analysis phase, needs were identified based on relevant educational management theories. The Design phase focused on the development of the system architecture and the creation of a user-friendly and intuitive interface. In the Development phase, coding, system integration, and the implementation of relevant data structures were carried out. The system was implemented at TK Rausan Fikri, accompanied by teacher training to ensure optimal system usage. The effectiveness of the system was evaluated using the USE questionnaire (Usefulness, Satisfaction, and Ease of Use), which indicated that SIMPAUD Merdeka effectively meets user needs. The evaluation results also confirmed that the system is suitable for implementation in PAUD educational units.

The Dynamics of Inclusive Education in Islamic Schools: An Islamic Education Perspective

Mahrus Mahrus — 2025-10-30

This study is rooted in the importance of inclusive education as a means to offer learning opportunities for all students without discrimination, aligning with Islamic principles that emphasize equality and rahmatan lil ‘alamin (mercy to all). The research aims to understand how inclusion principles are applied in Islamic schools, the challenges encountered, and their impact on character formation and educational quality. The methodology employed is a literature review, gathering and analyzing various academic sources and relevant publications on inclusion within Islamic education. The findings indicate that inclusive education fosters empathy, tolerance, and student engagement, despite challenges such as resource limitations and gaps in teachers' understanding. In conclusion, inclusive education in Islam holds substantial potential to support comprehensive Islamic education. Policy support and teacher training are essential to strengthen inclusion practices.

The influence of gender centred aggressiveness on academic performance of learners. A case of Chishakwe Primary School

Davie Mapfunde — 2025-10-30

This qualitative paradigm study sought to establish the influence of gender centred aggressiveness on the academic performance of learners at a school in Mutare District, Manicaland. Case study research design was used with a sample of 25. Interviews, focus group discussions and Existing Document Analysis were used to collect data. The purposive sampling technique was used. The descriptive approach to present and analyse the results was used. The study revealed that gender centred aggressiveness has several negative effects on the academic performance of learners. It greatly contributes to poor academic performance of learners. It recommends that the government and stakeholders take drastic measures to eliminate gender centred aggressiveness.

Management Of Entrepreneurial Activities In Growing Students' Creativity And Innovativeness

Aqilla Syafah Pohan — 2025-10-30

The aim of this study is to determine how to foster students' creativity and innovativeness through entrepreneurial activities. Using observation, documentation, and interviews as data collection methods, this study uses a qualitative descriptive research methodology involving school principals, teachers, and students. The findings of this research are the management of entrepreneurial activities in fostering the creativity of students at SMK Sinar Husni 1 BM L Deli, namely: 1) Students are creative in generating new ideas, 2) Students are creative in developing ideas, 3) Students are creative in create business opportunities. And the management of entrepreneurial activities in growing innovation at SMK Sinar Husni 1 BM L Deli, namely: 1) Students learn innovation from existing experience, 2) Students can create new products, 3) Students can increase productivity, product/service quality and profit. This research reveals how managing entrepreneurial activities fosters creativity and innovation in students.

Some Interventions for Sustainability Leveraged Mechanical Engineering Education

Kapil Gupta — 2025-10-27

Embedding Sustainable Development Goals (SDGs) into engineering education is critical to prepare engineers who are both technically skilled and socially responsible. Universities and nations are increasingly evaluated by their contributions toward SDGs, making sustainability a central element of modern curricula. Integrating sustainability not only fosters economic growth, environmental protection, and social impact but also encourages learners to balance technical excellence with societal welfare. Quality education, as emphasized in SDG 4, is achieved when engineering programs move beyond technical training to encourage values of responsibility, ethics, and sustainability in future engineers. Sustainability-integrated engineering curricula require awareness, knowledge-building, involvement, and collaboration attempts. This article covers some important aspects of embedding sustainability in engineering education. With the help of showcasing the activities on sustainability-integrated teaching, learning, and projects, conducted at one of the leading international Pan African universities, this article aims to disseminate the concept of sustainable engineering education and encourages future interventions to establish the field further.