EDUCATIO : Journal of Education

Artificial Intelligence: Experiences of Students on AI tools Usage for Educational Development

Vusumzi Funda, Oluwatosin Bamigboye, Foluke Bamigboye — Fri, 30 May 2025 00:00:00 +0700

The integration of artificial intelligence (AI) tools in the educational sector has significantly transformed the learning experiences of students. The experiences of students using AI tools for educational development are increasingly significant as these technologies reshape learning environments. However, there were challenges identified in potential over-reliance on technology, and the ethical implications of using AI tools are significant issues that educators must address. The aim of this study is to examine the experiences of students in the use of AI tools for educational development. This research leverage on qualitative methods as the adopted methodology using design science research which involves interviews of final year students for data collection at a rural university in Eastern cape. The students are comprising of final year students in selected rural university for data collection through focus group discussions. Therefore, the data collected is analyzed using thematic NVivo Software to analyze the findings of the results. The results finding consist of accessibility and inclusivity, personalized learning, and students’ engagement. Furthermore, leveraging on the experiences of students with AI tools in education highlight a transformative shift towards personalized and engaging learning environments. In conclusion, AI continues to evolve within educational settings, its successful integration will depend on balancing technological advancements with ethical considerations and traditional teaching values.

The Influence of Gender Centred Aggressiveness on the Academic Performance of Learners: Chishakwe Primary School in Mutare District

Davie Mapfunde, Nisbert Mungomezi — Fri, 30 May 2025 00:00:00 +0700

This qualitative case study aimed to explore the influence of gender-centered aggressiveness on the academic performance of students in a school in Mutare District, Manicaland. A sample of 25 students was selected through purposive sampling, and data were collected using interviews, focus group discussions, and the analysis of existing documents. A descriptive approach was applied to analyze the data. The findings revealed that gender-centered aggressiveness negatively impacted students' academic performance, contributing to poor academic outcomes due to disruptions in the learning environment, emotional distress, and decreased engagement in academic activities. Based on these results, the study recommends that the government and educational stakeholders take immediate action to address gender-based aggression in schools through policy development, awareness programs, and the establishment of support systems to ensure a safe and conducive learning environment for all students.

Relationship Between Teachers’ Feedback and Students’ Self-Efficacy Among Mathematics Majors

Sun, 25 May 2025 00:00:00 +0700

This study aims to investigate the relationship between teachers' feedback and students' self-efficacy among 33 Bachelor of Secondary Education students majoring in Mathematics at Holy Cross College, Rosa, N.E. Inc. A correlational research design was employed to examine the variables, with data analyzed using Spearman Rank-Order Correlation. The results revealed a significant positive relationship between teachers' feedback and students' self-efficacy (rho = 0.541, p < 0.001). Additionally, age was found to have a significant relationship with both teachers' feedback and students' self-efficacy. However, no significant relationship was identified between students' year level and self-efficacy. These findings suggest that teachers' feedback plays a crucial role in enhancing students' self-efficacy, highlighting the importance of feedback as a motivational tool in educational settings. The study emphasizes the need for educators to provide timely and constructive feedback to improve students' belief in their own abilities.

From University to the World of Work: A Higher Education Curriculum response

Taurayi Stephen Nyagope — Sun, 25 May 2025 00:00:00 +0700

Graduate employability remains a critical challenge in higher education, with increasing concerns about whether universities adequately equip students for the workforce. Employers often highlight deficiencies in essential workplace skills, including practical knowledge, emotional intelligence, and adaptability, while scholars debate whether the issue stems from an overemphasis on theoretical knowledge or a misalignment between academic outcomes and industry demands. This study critically examines both perspectives by utilizing a mixed-methods approach, combining a literature review, employer surveys, and case studies. The research explores how higher education curricula can bridge the gap between academic knowledge and professional skills. Key findings emphasize the importance of work-integrated learning (WIL), internships, and soft skills training, though challenges remain in ensuring their accessibility, integration, and relevance within diverse educational contexts. The study also addresses the impact of evolving labor market dynamics, such as automation, digital transformation, and globalization, on graduate employability. Based on these findings, the study advocates for a balanced curriculum that integrates theoretical knowledge with practical skills, emphasizing interdisciplinary learning and adaptability. Recommendations include enhancing university-employer collaborations, expanding experiential learning opportunities, and fostering digital literacy, with a focus on preparing graduates for lifelong learning in an ever-evolving job market.

The Development of the FAP (Formative Assessment Platform) to Promote Holistic Student Competency Development: An Empirical Study in 100 Schools

Thanyawich Vicheanpant — Sun, 25 May 2025 00:00:00 +0700

This research aims to 1) develop the Formative Assessment Platform (FAP) to assess and enhance learners' competencies, and 2) evaluate the effectiveness of the FAP platform in fostering students' competencies across 100 schools in four provinces of Thailand: Surin, Sa Kaeo, Krabi, and Lampang. The FAP platform enables teachers to monitor student behaviors, record data, and provide personalized feedback, targeting four core competencies: critical thinking, creativity, collaboration, and communication. Using a mixed-methods approach, the study employed a pre-test and post-test design with quantitative data from 197 teachers and 2,454 students. Qualitative data were gathered through semi-structured interviews with teachers. The results show that teachers were highly satisfied with the FAP platform (average satisfaction score of 4.54 out of 5), particularly in terms of ease of use (4.71) and perceived benefits (4.65). Students demonstrated significant competency development, especially in collaboration (effect size = 0.71) and creativity (effect size = 0.65), with an overall effect size of 0.57. The study recommends scaling up the FAP platform to further enhance Thai education quality by improving teacher training, supporting the integration of the platform, and developing competency-focused curricula. Future research should explore the long-term impact of FAP on student outcomes, compare its effectiveness with other platforms, and investigate factors influencing its sustained use.

Exploring the Causes and Physical Manifestations of Glossophobia among University Students

Peter Babajide Oloba, Andani Tshidzumba, Lineo Nkabane-Sekopo — Sun, 25 May 2025 00:00:00 +0700

This study investigates the causes and physical manifestations of glossophobia among university students, with a focus on the University of Johannesburg. The aim is to identify the underlying causes of glossophobia and explore its physical symptoms in students. Adopting a qualitative research design within a constructivist paradigm, the study uses a phenomenological approach to capture the lived experiences of students. Ten participants with self-reported glossophobia were selected through purposive sampling, and data were collected via semi-structured interviews. The data were analyzed using qualitative content analysis. The results indicate that glossophobia is primarily triggered by factors such as inadequate preparation, fear of judgment, fear of failure, perfectionism, and xenoglossophobia. These factors lead to physical symptoms, including hand shaking, voice trembling, increased heart rate, sweating, and shortness of breath, which significantly impair students' public speaking abilities. Based on these findings, the study recommends several interventions to mitigate glossophobia, such as organizing public speaking workshops, creating peer support networks, promoting relaxation and mindfulness techniques, encouraging gradual exposure to public speaking, offering professional counseling, and raising awareness about glossophobia and mental health. These measures aim to alleviate anxiety, boost confidence, and create a supportive environment for students. Addressing glossophobia can enhance students' academic experiences, improve communication skills, and promote overall well-being.

University Administration Innovation for Funding University Education

Olugbenga Timothy Ajadi — Sun, 25 May 2025 00:00:00 +0700

This study investigates the persistent issue of inadequate funding in Nigerian public universities, highlighting the implications for both the quality of education and university administration. The research adopts a qualitative approach using a case study methodology, focused on analyzing existing literature, official reports, and interviews with university administrators and stakeholders. The findings reveal that inadequate funding results in a range of issues including project delays and cancellations, reduced quality of service, operational difficulties, faculty staff exodus, and the inaccessibility of education for some students. The study identifies several innovative strategies for addressing these challenges, such as attracting donations, setting up university business ventures, launching new market-driven courses, introducing reasonable charges for university facilities, investing in securities markets, and strengthening alumni associations. These strategies aim to generate additional revenue to complement government grants. The research highlights the critical need for university administrators to adopt these innovative funding approaches to mitigate the impacts of government funding shortfalls and ensure the continued provision of quality education. The implications for policy and practice suggest that universities must not only depend on government allocations but also create self-sustaining financial models that can support educational development. Future research should focus on evaluating the long-term effectiveness of these innovative funding strategies and explore their application in diverse Nigerian university settings.

The Effect of Google Classroom Media on Responsibility Characters in SMKN 3 Jombang

Diah Puji Nali Brata, Eva Fitria Veranda — Wed, 28 May 2025 00:00:00 +0700

Education has a role in forming quality and quality human resources. The role of the teacher as a component of learning must have creativity in creating learning media so that the learning process is effective. Increasing the effectiveness of the learning process shows the achievement of learning objectives. Most Civics teachers still use the lecture method so that students only master knowledge. Students need meaningful learning to develop aspects of knowledge, skills, and attitudes. One of the media that can be used to strengthen the learning experience of students is the Google Classroom media designed to help teachers create, describe and distribute assignments to students in a paperless manner (without paper). The Google Classroom application can also foster character, one of which is the responsibility of students. The purpose of this study was to reveal the influence of Google Classroom media on the character of responsibility in SMK N 3 Jombang. The method used in this research is quantitative, data collection in this study using a questionnaire. The results of this study can be concluded that from testing using SPSS version 21 shows the value of r count 0.060> r table 0.312 with a significant 0.713 <0.05, so it shows that there is an effect of Google Classroom learning media on the responsibility of students.

The Effect Of Cognitive Competency On Early Adolescent Digital Literation Skills

Pratiwi Kartika Sari, Nurudin Siraj, Nadia Fatmalia — Fri, 30 May 2025 00:00:00 +0700

This study aims to see the effect of cognitive competency levels C1-Knowledge, C2-Comprehension, and C3-Application on digital literacy skills in early adolescents. In this study cognitive competence is limited to three aspects, such as knowledge, understanding, and application. The research method used a survey by looking at the effect using simple regression analysis. The results showed that the cognitive competency level of knowledge in digital literacy skills was in the top position of 97.0%, the level of application cognitive competence in digital literacy skills was in the second position of 89.0%, the level of cognitive competence in understanding digital literacy skills was in the third position of 80. , 3%. The conclusion in this study is that there is an effect of cognitive competence on digital literacy skills of early adolescents with a knowledge level of C1-Knowledge 97.0% It shows the concept of students' digital literacy skills in remembering and storing information very well, understanding C2-Understanding 80.3% Shows the concept of students 'digital literacy skills in understanding and choosing information well, C3-Application 89.0% Shows the concept of students' digital literacy skills in applying (using) information well.

Introducing Life Skills Through Project-Based Learning in Speaking for Informal Communication Course

Ridwan Yasin Setiawan, Diani Nurhajati — Wed, 28 May 2025 00:00:00 +0700

In industrial revolution era 4.0, students should be equipped with life skills. The skills must be introduced to students in all level, including higher education level. There are many strategies to train those skills to students, one of which is through Project-Based Learning (PjBL). The students will get various experiences through the steps of the teaching model. The aims of this research were to describe the steps of PjBL in Speaking for Informal Communication and to explain the process of acquiring life skills experienced by the students in Speaking for Informal Communication. This research used descriptive qualitative design. The subjects of the research were a lecturer who taught the subject and two students who took the subject. The techniques of data collection were observation, interviews and document analysis. The results of this research showed that the life skills obtained by the students were (1) self-awareness and personal life skills, (2) social skills, (3) thinking skills, (4) academic skills, (5) vocational skills.

The Implementation of Islamic Religious Education (PAI) in Shaping the Profile of Rahmatan lil alamin Students in a Madrasah

Khoirul Muthrofin, Hepi Ikmal, Winarto Eka Wahyudi — Fri, 30 May 2025 00:00:00 +0700

Religious Education plays a crucial role in shaping the personality of students. An ideal Islamic Religious Education (PAI) should not merely focus on the transmission of religious knowledge but also encompass learning to practice the acquired religious knowledge and instilling Islamic values (value transfer) that align with the concept of "rahmatan lil alamin." Within this context, the researcher becomes interested in investigating the implementation of PAI instruction in molding the profile of "rahmatan lil alamin" students in a madrasah. This study aims to elucidate and interpret the implementation of PAI instruction in shaping the profile of "rahmatan lil alamin" students in a madrasah. The research follows a normative approach and includes literature review and descriptive-narrative analysis as research stages. The researcher employs conceptual and legal approaches, utilizing library research methods. The researcher serves as the primary instrument as a planner, executor, data collector, analyst, and reporter of research findings. The research findings illustrate the significant role of PAI instruction as a platform for shaping and reinforcing the profile of "rahmatan lil alamin" students. Profile reinforcement can be implemented through intracurricular-integrated, co-curricular, and extracurricular teaching strategies. Furthermore, the study outlines the pivotal role of teachers in project-based learning selection. In this regard, teachers act as project planners, facilitators, student mentors, resource persons, supervisors or consultants, and discussion moderators, thereby providing a comprehensive educational experience for students.

The Effect of Giving Letters Versus Card Games and Bincer Games and Learning Motivation on the Language Ability of Early Children

Zubaidatul Aizah, I Nyoman Sudana Degeng, Ibut Priono Leksono — Fri, 30 May 2025 00:00:00 +0700

This study aimed to investigate the impact of providing letter card games compared to binary games and learning motivation on language skills among early childhood students. The hypothesis posited that there is a significant influence of providing letter card games versus binary games and learning motivation on the language skills of early childhood students at Bintang Sembilan Kindergarten and Kemala Bhayangkari Kindergarten 75 Lamongan in 2022. The study involved 25 students from Bintang Sembilan Kindergarten and 15 students from Kemala Bhayangkari Kindergarten 75 Lamongan. A Random Assignment Posttest Control Group Design was utilized in this research, consisting of two groups: the experimental class and the control class. Data were collected through quasi-experimental methods, allowing for control of variables relevant to the experiment. Data analysis involved the use of the two-way ANOVA test formula, the Normality test, and the Homogeneity test. The results of the study indicated statistical significance across all three tests, confirming the effectiveness of the experimental design. The Pearson test confirmed the alternative hypothesis, concluding that there is indeed an effect of providing letter card games versus binary games, along with learning motivation, on the language skills of early childhood students in Bintang Sembilan Kindergarten and Kemala Bhayangkari Kindergarten 75 Lamongan in 2022

The Influence Of Non-Formal Education In Improving Students Skill Of Reading And Writing The Qur’an

Sarah Nurrahmaniah, Kunaenih Kunaenih — Wed, 21 May 2025 00:00:00 +0700

Al-Qur'an educational park is an institution or community group that organizes non-formal education of the Islamic religious type which aims to provide teaching to read the Al-Qur'an from an early age and understand the basics of Islam in children of kindergarten, elementary school, and even higher. The purpose of this study was to determine the effect of non-formal education in improving the ability to read and write the Al-qur'an of TPA Al-Hanif students in East Jakarta. The method used in this research is correlation with a quantitative approach, the sampling method is done by simple random sampling with a sample of 28 respondents. Data collection is done through the use of instruments in the form of questionnaires. The results showed that there is a relationship between non-formal education in improving the reading and writing of the Qur'an of students with a correlation of r = 0.470 ????2 = 0.4702.

Assessing the Impact of Reflective Practice on Teachers’ Professional Practices: A Case Study in Selected Ghanaian school

Bawa Mbage — Mon, 26 May 2025 00:00:00 +0700

This study investigates the impact of reflective practice on the professional practices and reflective thinking levels of science teachers in Senior High Schools and Senior High Technical Schools in Ghana. The research aims to assess how reflective practice influences teachers' engagement with professional standards, such as planning and preparation, instruction, classroom environment, and professional responsibility. A mixed-methods approach was used, combining quantitative data from a structured questionnaire and qualitative analysis of teachers' written reflections. A total of 51 science teachers from three schools participated, representing urban, peri-urban, and rural settings. The results showed that reflective practice had an average impact on planning and preparation, instruction, and classroom environment, but a low impact on professional responsibility. Most teachers engaged in reflective practices at the "Habitual Action" and "Understanding Reflection" levels, with none reaching the "Critical Reflection" stage. The study highlights the need for further support in developing deeper reflective practices, particularly critical reflection, to improve teaching effectiveness and foster professional growth. The findings suggest that schools should integrate structured reflection opportunities into teacher evaluations and offer professional development focused on fostering transformative reflective practices for sustained improvement in teaching and learning outcomes.

Supervisory Strategies for Teacher Improvement in Islamic Education: Examining the Practices and Challenges

Muhammad Al fatih, Akhyak Akhyak, Asrop Syafi'i — Fri, 30 May 2025 00:00:00 +0700

This study examines the supervisory strategies employed in two Islamic educational institutions, MA Salafiyah Syafi'iyah Tebuireng and MA Perguruan Mualimat Jombang, to enhance teacher competencies in various aspects such as pedagogy, professionalism, and personal development. Using a qualitative, multisite approach, data were collected through interviews, observations, and documentation. The research reveals that academic supervision plays a significant role in improving the teachers' instructional planning, teaching methods, and evaluation processes. However, challenges such as time constraints, limited resources, and inconsistent supervision practices were identified. While both madrasahs share common supervisory strategies, such as regular feedback and peer collaboration, they differ in their intensity and resources for implementation. This study highlights the need for a more structured and resource-backed approach to academic supervision to overcome existing barriers and ensure sustainable teacher development. The findings contribute to the understanding of effective supervisory practices in Islamic education, emphasizing the importance of leadership and contextual strategies for teacher improvement.