Educational Dimension is a Diamond Open Access peer-reviewed journal focused on the research on education, learning and training, and applications of theories and philosophies used in the sciences of learning and adjacent sciences. The Educational Dimension occupies contributions in all aspects of learning theories, learning technologies and tools, paradigms and models. The main problematic field of the journal is the current and future issues of modern pedagogical science: psychological and pedagogical, philosophical, and socio-cultural aspects of education, learning and training, modern theories, technologies and teaching aids, the emergence of which is determined by globalization, integration processes, social transformations, humanitarian and scientific and technological development. There is an urgent general need for principled changes in postclassic education elicited by current theories, models, tools, services, networks and communications. Educational Dimension welcomes research papers, systematic reviews, and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the paper's aims.
From maker to curator: a scoping review of generative artificial intelligence in design higher education
Background: The rapid proliferation of generative artificial intelligence (GenAI), particularly following ChatGPT's release in November 2022, has created unprecedented opportunities and challenges for design education. Despite intense scholarly interest, no comprehensive synthesis maps how AI is being conceptualized, implemented, and researched across design disciplines in higher education. Objectives: This scoping review maps the extent, nature, and characteristics of research on generative AI in design education, examining pedagogical approaches, reported outcomes and challenges, and identifying gaps requiring future investigation. Eligibility criteria: Studies addressing AI or generative AI technologies within design disciplines (architecture, fashion, graphic, product, UX/UI, interaction, or general design education) in higher education contexts, published in English between 2017-2026. Sources of evidence: Web of Science Core Collection searched using 18 query combinations of design education and AI-related terms. Charting methods: Data extracted using a standardized form capturing 21 variables across bibliometric, methodological, technological, and pedagogical dimensions. Results: From 1800 initial records, 156 studies met inclusion criteria. Publication volume increased 6.4-fold following ChatGPT's release (86.5% post-2022). China (31.4%) and the USA (13.5%) dominate geographically. Research concentrates on creativity development (35.9%), assessment (27.6%), and curriculum design (22.4%). Only 26.3% employed theoretical frameworks, predominantly TPACK, design thinking, and experiential learning. Significant gaps exist in outcome reporting (66.7% unspecified), challenge documentation (74.4% unspecified), and methodological rigor (53.8% lower-quality designs). Conclusions: While research on generative AI in design education has surged, the field remains theoretically underdeveloped and methodologically nascent. We propose a research agenda prioritizing longitudinal studies, theoretical integration, under-researched disciplines (particularly graphic design), and ethical frameworks. The emerging paradigm shift from "maker" to "curator" demands reconceptualization of design education's foundational pedagogies.
Copyright (c) 2026 Oleksandr O. Musiienko https://creativecommons.org/licenses/by/4.0
Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers' compliance with assessment standards
This study examined self-perceived assessment competencies and practices among university instructors in Tanzania. The study was conducted across three public universities, using ex post facto and transcendental phenomenological designs. Stratified proportional sampling, simple random sampling, and purposive sampling were used to select and collect data from a sample of 205 instructors. Questionnaires, interviews, observations and documentary analysis were used concurrently to gather data. The qualitative data were analysed thematically, whereas the quantitative data were analysed using logistic regression. The analysis revealed significant differences among instructors on indicators for self-perceived assessment practices and demographic parameters. This study, therefore, proposes that universities make deliberate efforts to hold frequent workshops and seminars for instructors to improve their assessment practices.
Copyright (c) 2027 Asia Mbwebwe Rubeba https://creativecommons.org/licenses/by/4.0
Design education in Ukraine: competency development and European integration in artistic-project training of future design professionals
Design education occupies a distinctive position at the intersection of artistic creativity and technical proficiency, presenting unique challenges for competency-based curriculum development. As Ukraine continues its integration into the European Higher Education Area following its 2005 accession to the Bologna Process, design education programs face the imperative of aligning national standards with European competency frameworks while preserving the distinctive pedagogical traditions of artistic-project training. The Ukrainian higher education standard B2 Design establishes competency requirements for design professionals, yet the theoretical foundations connecting these requirements to European frameworks and effective pedagogical approaches remain underdeveloped. This theoretical paper examines the conceptual foundations of design education competency development within the context of Ukrainian European integration. It addresses three interrelated questions: (1) How do the competency structures embedded in Ukraine's B2 Design standard correspond to European qualification frameworks and international design education models? (2) What pedagogical approaches offer the strongest theoretical grounding for developing artistic-project competencies in design students? (3) What conceptual considerations emerge from analysing European integration challenges and opportunities for Ukrainian design education? The study employs a theoretical analysis approach, synthesising international scholarship on design education, competency-based learning, and European higher education policy. Through a systematic analysis of the Ukrainian B2 Design standard and a comparative examination of European competency frameworks, the paper develops an integrative conceptual model for understanding the development of design education competencies. The analysis draws on reflective practice theory, constructive alignment principles, and design cognition research to establish theoretical foundations for enhancing the curriculum. The analysis reveals three principal insights. First, while the Ukrainian design standard demonstrates structural alignment with the European Qualifications Framework's tripartite categorisation of knowledge, skills, and competence, significant gaps exist in articulating design-specific competencies related to critical reflection, interdisciplinary collaboration, and sustainable design practices. Second, studio-based and project-based pedagogical approaches, when grounded in reflective practice theory, provide robust frameworks for developing the integrated competencies required for professional design practice. Third, European integration presents both challenges - including resource constraints, faculty development needs, and assessment harmonisation - and opportunities for curriculum innovation, international collaboration, and enhanced graduate mobility. The paper contributes a theoretically grounded framework for understanding competency development in design education within the European integration context. It proposes that effective design education reform requires simultaneous attention to three interconnected dimensions: alignment with international competency frameworks, adoption of pedagogically sound approaches to artistic-project training, and strategic engagement with European integration mechanisms. The framework offers implications for design educators, curriculum developers, and policymakers in Ukraine and other countries navigating similar integration trajectories. Future research directions include empirical validation of the proposed model and comparative studies across post-Soviet design education systems.
Copyright (c) 2025 Oleksandr O. Musiienko https://creativecommons.org/licenses/by/4.0
Exploring middle school students' perceptions of scientific models and modelling: recall, preference, and impact
Scientific models help students visualise concepts and processes that would otherwise remain abstract. This qualitative study examined how middle school students experience and perceive various modelling practices in science education. We conducted semi-structured interviews with 15 students across grades 5-7 to understand their preferences and the perceived impact of various modelling techniques. Students most frequently recalled and preferred physical and experimental modelling, viewing these hands-on approaches as most valuable for their learning. We observed moderate differences across grade levels and genders, pointing to the need for varied instructional strategies. Based on these findings, we recommend that physical and experimental modelling serve as core teaching strategies, supplemented by game-based, creative, and biological modelling to address diverse learning preferences.
Copyright (c) 2027 Özkan Yılmaz, Merve Gamze Koçak https://creativecommons.org/licenses/by/4.0
The Zelensky Files Part III: Navigating uncertain futures : Leadership strategies and practices for university leaders
This article is Part III of The Zelensky Files trilogy on leadership. A central theme of this article is the axiom that leadership functions in a world of uncertainty with few guarantees and with exponential complexity during national crises. The paper provides a brief review of The Zelensky Files I and II, as well as the research that informed these articles. The Zelensky Files 11-15 are presented around a common thread: a leader in any organisation often does not have absolute control over their organisation and its future. These leadership files encompass uncertain futures, varying leadership needs during war and peacetime, knowing when to step aside, and the fact that talent and intellect do not always prevail; situational context matters - a separate leadership approach is required for each, albeit to a lesser extent. The last sections of the paper provide a synthesis of Zelensky's leadership and implications for university leaders.
Copyright (c) 2027 Don Olcott, Jr. https://creativecommons.org/licenses/by/4.0
Methodology for developing soft skills in chemistry education: theoretical and practical foundations
The rapid transformation of educational paradigms in the twenty-first century demands that science education extend beyond disciplinary knowledge to cultivate transversal competencies essential for sustainable development and professional success. Chemistry education, with its inherent emphasis on laboratory collaboration, analytical reasoning, and ethical responsibility, offers a particularly fertile context for developing these soft skills. However, contemporary educational challenges - including the lingering effects of COVID-19 disruptions and the unique pressures faced by conflict-affected regions such as Ukraine - have exacerbated learning losses and heightened the urgency for systematic approaches to competency development. This paper addresses the critical gap between the recognized importance of soft skills in chemistry education and the lack of comprehensive methodological frameworks for their systematic cultivation in secondary school settings. Drawing upon Education for Sustainable Development principles and twenty-first-century competency frameworks, the study aims to provide chemistry educators with theoretically grounded and practically applicable guidance for integrating soft skills development into their teaching practice. The methodology synthesizes current research literature, including systematic analysis of Scopus-indexed publications, with established pedagogical frameworks and practical teaching materials. The paper examines soft skills across four interconnected domains: cognitive skills (critical thinking, creativity, problem-solving), communicative skills (scientific communication, listening, collaboration), organizational skills (time management, adaptability, leadership), and intrapersonal skills (emotional intelligence, ethical awareness, self-regulation). Key contributions include a classification framework tailored to chemistry education contexts, evidence-based teaching strategies for each skill domain, assessment approaches for monitoring soft skills development, and adaptations for inclusive and crisis-affected learning environments. The paper presents practical lesson plans, case studies, and rubrics designed for immediate classroom implementation. The findings underscore that systematic integration of soft skills in chemistry education not only enhances student preparedness for future academic and professional challenges but also serves as a mechanism for addressing educational losses and fostering psychological resilience. Implications for curriculum development, teacher professional development, and educational policy are discussed, with particular attention to contexts requiring adaptive and inclusive approaches.
Copyright (c) 2027 Pavlo P. Nechypurenko, Tetiana V. Starova, Olha L. Kravchenko https://creativecommons.org/licenses/by/4.0
Teaching web design in secondary schools through HTML and CSS: A systematic synthesis of research evidence and pedagogical implications
Web design education using HTML and CSS represents a critical component of digital literacy in secondary schools, yet empirical research on effective pedagogical approaches remains remarkably limited. This systematic review synthesizes evidence from eight rigorous studies conducted between 2007 and 2023, examining instructional methods, learning outcomes, and implementation challenges. Through comprehensive quality assessment using the Mixed Methods Appraisal Tool and calculation of effect sizes where data permitted, we identify moderate to large positive effects for innovative pedagogical approaches, particularly gamification (d = 0.58) and mobile-supported learning (d = 0.70). Our thematic synthesis reveals that successful web design instruction requires careful orchestration of technological tools, pedagogical strategies, and motivational elements while managing cognitive load and infrastructure constraints. The geographic concentration of research in Indonesia and the United States, combined with the scarcity of rigorous studies, highlights significant gaps in the global research landscape. We present an evidence-based framework that translates these findings into practical guidelines for educators, addressing persistent challenges including syntax comprehension difficulties, student engagement, and teacher preparation needs. The limited research corpus paradoxically strengthens our analysis by enabling comprehensive examination of all existing rigorous evidence, establishing a critical baseline for future investigation as web technologies become increasingly central to educational and vocational preparation.
Copyright (c) 2027 Oleksandr Ye. Kharchenko, Serhiy O. Semerikov https://creativecommons.org/licenses/by/4.0
Vertical integration in language education: a CLIL-based framework for bridging secondary and tertiary professional foreign language development
This paper proposes a framework for vertical integration in language education, addressing the discontinuity between secondary foreign language instruction and tertiary professional language development. Drawing on Content and Language Integrated Learning (CLIL) methodology and English for Specific Purposes (ESP) theory, the framework conceptualizes the secondary-tertiary transition as progression along a continuum rather than movement between disconnected educational stages. The paper adapts the CLIL 4Cs framework (Content, Communication, Cognition, Culture) for university ESP contexts, demonstrating how integrative principles validated in secondary education can inform tertiary professional language instruction. Central to the framework is a subsystem of exercises organized according to three-stage text engagement (pre-text, text, post-text) and mapped to Bloom’s taxonomy levels, ensuring systematic cognitive progression from lower-order to higher-order thinking skills. Empirical grounding derives from pedagogical research on the integrative elective course “History of Ukraine in English”, which demonstrated significant gains in foreign language competence among secondary students using the proposed methodology. The paper presents design principles for ESP courses that maintain methodological coherence with secondary approaches while addressing the distinct demands of professional language education, discusses implementation considerations including curriculum alignment, instructor preparation, and assessment approaches, and identifies directions for future research. The framework contributes to scholarship on educational transitions by offering specific mechanisms through which vertical integration in language education can be achieved.
Copyright (c) 2026 Vita A. Hamaniuk, Liliia F. Sorochan, Valeriia S. Poliarenko https://creativecommons.org/licenses/by/4.0
Information and communication technology initiatives and digital education: a case study of Tanzania's policies and strategies
The global education system has evolved in a digital society. This study analyses Tanzania's policy and strategic frameworks for integrating digital technologies into the education system to promote digital education. The study was a narrative qualitative research approach. It involved Tanzania as a case study. The findings indicated that the policy and strategic frameworks promoted the integration of technologies in education. The findings also indicated that nationwide technology initiatives promoted digital education by expanding technology facilities and infrastructure, building teachers' capacity, developing digital pedagogical content, and using emerging technologies. The findings further indicated the presence of strengths that promote digital education and challenges that impede it. The study also revealed that the Tanzanian government has committed to addressing present and future digital education challenges. These strategic commitments form the backbone for a comprehensive and sustainable digital education.
Copyright (c) 2027 Juhudi Cosmas https://creativecommons.org/licenses/by/4.0
Teacher motivation strategies and their influence on student academic achievement in public secondary schools in Oyo State, Nigeria
This study examined the association between teacher motivation strategies and student academic achievement in public secondary schools in Oyo State, Nigeria. A quantitative cross-sectional survey design was employed. Data were collected from 905 teachers in 97 schools, selected through a two-stage stratified random sampling process across urban and rural areas. Two validated instruments were used: the Teacher Motivation Strategies Questionnaire (TMSQ, Cronbach's α=0.89) and the Student Academic Achievement Survey (SAAS, Cronbach's α=0.85). Multiple regression analysis revealed that recognition programmes, career advancement opportunities, workload management, and a supportive school culture collectively explained 68% of the variance in student achievement (R²=0.680, p<0.001). Recognition programmes were the strongest predictor (β=0.32, p<0.001), followed by supportive school culture (β=0.25, p<0.001) and career advancement opportunities (β=0.20, p=0.001). Workload management showed no significant association. The predictive strength was higher in urban schools (R²=0.72) than in rural schools (R²=0.66). Recommendations include state-wide recognition schemes and professional learning communities, especially for rural schools, to improve WASSCE performance.
Copyright (c) 2027 Muideen Oladeji Salami, Habeeb Omoponle Adewuyi https://creativecommons.org/licenses/by/4.0
Cognitive restructuring and motivational enhancement therapies on Internet addiction among university students in Oyo State, Nigeria
This study determined the effectiveness of cognitive restructuring therapy (CRT) and motivational enhancement therapy (MET) on internet addiction of University undergraduates in Oyo State, Nigeria. The study adopted a pretest-posttest, control group, quasi-experimental design. The multi-stage sampling technique was used. Three universities were randomly selected: the University of Ibadan, Ibadan; Ladoke Akintola University, Ogbomoso; and the National Open University, Ibadan Centre, located in Oyo State. They were assigned to the CRT, MET, and control conditions, respectively. Forty undergraduates with high internet addiction in the screening instrument were purposively selected from each university. Participants were randomly assigned to the CRT (37), MET (38), and control (40) groups, resulting in a total of 115 participants completing the study (attrition rate: 4.2%). The treatments lasted for eight weeks. The Internet addiction scale (r=.86) and Internet addiction screening scale (r=.81) were used for pre- and post-test, respectively. Data were subjected to analysis of covariance and estimated marginal means post-hoc test at a 0.05 significance level. There was a significant main effect of the treatments on internet addiction among university undergraduates (F(2, 111)=25.605, p<.05, η2=.316), with participants in the CRT (M=31.515) having the lowest mean compared to those in the MET (M=41.554) and control groups (M=50.098). The observed effectiveness of CRT compared to MET may be explained by CRT's targeted focus on identifying and modifying maladaptive cognitive patterns. This study recommends that educational/counselling psychologists adopt both interventions to reduce internet addiction among university undergraduates.
Copyright (c) 2026 Balqis Olabisi Popoola, Kamoru Abidoye Tiamiyu, Habeeb Omoponle Adewuyi https://creativecommons.org/licenses/by/4.0
Volunteer teacher management in Tanzanian secondary schools: challenges and strategies
Tanzania's expansion of secondary education, driven by initiatives such as the Secondary Education Development Programme (SEDP) and the Fee-Free Education Policy, has increased enrollment; however, it has also exacerbated teacher shortages, particularly in rural areas and for specific subjects. Teaching volunteers now fill this gap, yet their challenges and management remain a critical challenge. This study had two specific objectives: (i) to examine the challenges facing volunteer teachers in public secondary schools, and (ii) to evaluate managerial strategies used at the school level to support volunteer teachers. Eighteen secondary schools in Dodoma City hosting volunteer teachers were purposively selected for the study. From these schools, a total of 63 volunteer teachers and 18 heads of schools participated in the study. Data were collected through questionnaires administered to volunteer teachers, while heads of schools provided insights through face-to-face interviews. The study's findings reveal that volunteer teachers encounter various challenges throughout their duties. These include inadequate financial support, limited access to teaching and learning resources, a sense of inferiority compared to employed teachers, excessive teaching loads due to a high number of classes and students, and overall work overload. To address these challenges, heads of schools were found to have adopted various management strategies. These include providing induction or orientation sessions upon recruitment, offering ongoing support, supplying necessary teaching and learning materials, and assigning responsibilities that match the volunteer teachers' skills and interests. It was concluded that volunteer teachers significantly contribute to secondary education but face challenges such as inadequate support, limited resources, and excessive workloads, which undermine their effectiveness despite school leaders' efforts to support them. As such, it is recommended that policy support, fair workload distribution, improved access to resources, and ongoing professional development be in place to enhance the motivation and performance of volunteer teachers.
Copyright (c) 2027 Patrick Manyengo https://creativecommons.org/licenses/by/4.0
Implementation of fee-free education policy and its impact on students' learning in secondary education in Tanzania
In this study, we explored the implementation of the Fee-Free Education (FFE) policy and its impact on students' learning in secondary education in Tanzania. A qualitative research approach was employed, using an exploratory case study design. The sample comprised 106 participants: 35 classroom teachers, 42 students, 21 parents, seven (7) Heads of Schools (HoSs), and one District Education Officer (DEO). Data were collected through interviews, open-ended questionnaires, and documentary reviews, and were analysed thematically. The findings indicate that the FFE policy has been successfully implemented in secondary schools, as evidenced by increased enrolment and decreased dropout rates in the visited schools. The policy has also enhanced parental involvement in children's education and facilitated greater access to education for girls. It was also found that FFE has reduced the financial burden of schooling for children from poor families. Nevertheless, several challenges were identified, including shortages of teaching and learning materials, classrooms, and teachers, particularly science subject teachers, as well as an increased student-textbook ratio, which negatively affected learning. The findings also revealed that teachers' morale was relatively low due to insufficient and delayed disbursement of financial resources. The key argument of this study is that for the FFE policy to be effectively implemented, the government needs to increase the education budget proportionally, recruit more teachers, and provide adequate textbooks for secondary schools. In addition, constructing more classrooms to reduce congestion and encouraging contributions from parents and community members to school development plans are equally important.
Copyright (c) 2027 Anna Julius Marwa, Rose Ephraim Matete https://creativecommons.org/licenses/by/4.0
Investigating Business English vocabulary learning strategies employed by 2nd-year students of Annaba Higher School of Management Sciences
This study aimed to unpack Business English vocabulary learning strategies, the effect of non-mastery of vocabulary learning strategies on the four language skills, and the difficulties encountered in learning Business English vocabulary among 2nd-year students of Annaba Higher School of Management Sciences. Forty (40) students responded to the Google Forms questionnaire. Adopting a Friedman test to compare the frequency of use of cognitive and meta-cognitive strategies such as extensive reading, memorisation, note taking, dictionary use, speaking aloud and listening to media. The analysis revealed a statistically significant difference in usage frequency (χ2 = 16.37, p = 0.022). Descriptive SPSS analysis revealed that the non-mastery of Business English vocabulary affected the participants' four language skills: speaking, writing, listening and reading. SPSS Pearson correlation analysis revealed a very weak positive correlation (r = 0.131) between two variables: the effect of non-mastery of Business English vocabulary on speaking skill and the effect of mastery of Business English vocabulary on reading skill. Cochran's Q test revealed significant statistical results (Q = 25.98, p < 0.001) regarding the difficulties participants encountered when learning Business English vocabulary, such as understanding Business English terms, spelling, and pronouncing new terms. The study suggests that teachers should identify students' preferred Business English vocabulary learning strategies to guide them in using those strategies efficiently for enhancing their English language mastery and communication proficiency.
Copyright (c) 2025 Fethi Guerid https://creativecommons.org/licenses/by/4.0
Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia
The study assessed the existence of materials in implementing play-based pedagogy in early childhood education in Ethiopia. It utilised a mixed convergence approach with a descriptive survey methodology. A total of 427 participants were selected, including teachers, PTA members, principals, experts and coordinators. The instruments were self-constructed questionnaires and interview guiding questions. Descriptive and inferential statistics were used to analyse closed-ended quantitative data, while open-ended qualitative data were narrated. The findings reveal that most private and some public pre-primary school facilitators did not use age-appropriate, mentally stimulating video and audio aids. Resources were scarce, including indoor facilities and play materials. The identified challenge was a shortage of facilities. The study recommended that the woreda education office allocate adequate budgets to primary schools to ensure the required resources are available. Generally, the study highlighted the need to improve preschool facilities to support the effective implementation of play-based pedagogy in early childhood education.
Copyright (c) 2027 Solomon Wolde Roba, Tebogo Isaac Mogashoa https://creativecommons.org/licenses/by/4.0
Mapping the research landscape of multilingual repertoires and linguistic justice in education: a systematic bibliometric analysis
This study presents a systematic bibliometric analysis of research on multilingual repertoires and linguistic justice in education. Drawing on 1,552 publications from the Web of Science Core Collection (1992-2026), we employ computational methods including co-authorship network analysis, keyword co-occurrence mapping, topic modelling, and temporal trend analysis to map the intellectual structure of this interdisciplinary field. Our analysis reveals seven distinct thematic clusters, with translanguaging-focused research dominating at a 34% prevalence, followed by policy-oriented scholarship at 22%. We identify key collaborative networks centred in Europe, North America, and South Africa, and trace the evolution of central concepts over the past three decades. Findings indicate exponential field growth (28.9% annually), a persistent gap between policy-oriented and practice-oriented research streams, and emerging attention to social justice frameworks (a 3,100% keyword growth). We identify raciolinguistic perspectives and epistemic justice as rapidly emerging theoretical orientations, while noting the continued centrality of foundational scholars, including García, Hornberger, and Cummins, in the field's intellectual foundations. This study contributes to the field by providing the most comprehensive mapping to date of research connecting multilingual repertoires, linguistic justice, and education, while demonstrating the utility of digital humanities methods for understanding complex interdisciplinary literatures.
Copyright (c) 2026 Vita A. Hamaniuk, Olha S. Bilozir, Serhiy O. Semerikov https://creativecommons.org/licenses/by/4.0
Making the higher education graduates employability real: curriculum analysis of self-employment enterprise skills development
This article analysed the relevance of higher education curricula in promoting enterprise skills and graduates' access to self-employment. A mixed-method approach was used. The study randomly selected 520 undergraduate teacher education students, 314 community respondents, and self-employed graduates. Data were collected through questionnaires, documentary analysis, and interviews. Descriptive statistics and thematic analysis were applied. Most graduates adapt to small-scale businesses like hair saloons 58 (18.5%) and transportation 46 (14.6%) in their surroundings rather than innovating new start-ups. Enterprise skills such as entrepreneurship, project planning and management, and financial management are inadequate. It is concluded that this shortage of enterprise skills results in poor graduates' competitiveness in creating and managing new self-employment jobs. Integrating self-employability content from economic-business studies into the teacher education curriculum and reforms of higher education policies for graduates' employability transition are recommended. Further large-scale longitudinal surveys and inferential statistical analysis on graduates' employability trends are recommended.
Copyright (c) 2026 Andrew Keha Kuko, Ombeni William Msuya, Abdallah Jacob Seni https://creativecommons.org/licenses/by/4.0
Implementing the complementary basic education programme for the purpose of mainstreaming the out-of-school children in Tanzania
The Complementary Basic Education in Tanzania (COBET) is a programme that aims to provide educational opportunities for out-of-school children, thus facilitating their mainstreaming into the formal education system. This qualitative study, coupled with the phenomenological design, investigated the resources necessary and strategies for mainstreaming out-of-school children into formal education in Biharamulo District. The pertinent data were collected through interviews, observations and documentary reviews, which were subjected to thematic analysis. The study involved 34 informants, including the District Adult Education Officer, head teachers, facilitators and learners. The findings indicate a significant lack of teaching and learning materials, particularly non-text resources, as well as insufficient operational funding for COBET centres. Besides, facilitators received no honoraria, and training opportunities were infrequent. The study concludes that inadequate resources conventionally hinder the effective mainstreaming of out-of-school children into formal education. It is therefore recommended that there is a prerequisite to enhancing the availability and accessibility of resources so as to ensure the sustainability and success of the COBET programme in Tanzania.
Copyright (c) 2026 Redempter Clemence, Abdon Ephrem , Fortunata Pembe https://creativecommons.org/licenses/by/4.0
Challenges facing school disciplinary committees in addressing student's sexual harassment in Tanzania
The study explored the challenges that School Discipline Committees (SDCs) encounter in addressing student sexual harassment in Tanzania. The goal of this study is to identify and analyse the obstacles faced by SDCs in effectively addressing incidents of student sexual harassment. A qualitative approach with a phenomenological research design was adopted, involving a sample size of 36 participants, including teachers and parents, selected purposefully from three public secondary schools. Data were gathered through individual semi-structured interviews and Focus Group Discussions (FGDs) before being thematically analysed. The findings revealed that the challenges facing SDCs in addressing student sexual harassment include a shortage of teachers, poor understanding of the sexual harassment phenomenon, reporting barriers, lack of awareness, and insufficient training. These challenges often hinder effective policy practices and school responses to student sexual harassment, ultimately compromising student safety and support. In response, the study proposes comprehensive strategies for improvement, including enhanced training programmes for SDC members, clearer reporting protocols, and increased community awareness initiatives. The study recommends that the government, through its responsible ministries, should strengthen the composition of SDCs by stipulating their structure and roles in effectively addressing student sexual harassment in public secondary schools in Tanzania.
Copyright (c) 2026 Fulgence Michael Silayo, Joyce Nemes, Abdon Ephrem https://creativecommons.org/licenses/by/4.0
Examine key risk factors undermining teacher resilience in Morogoro Municipality, Tanzania: Implications for support and policy reform
This study examined the key risk factors affecting teacher resilience in selected secondary schools in Tanzania using a mixed-methods approach. A total of 239 respondents were involved, with data collected from 234 teachers through questionnaires and interviews with five key informants. Both quantitative and qualitative methods were used in the analysis process through descriptive and thematic analysis, respectively. Findings revealed that several risk factors significantly undermine teacher resilience, categorized into high and low-influence groups. High-impact factors include excessive workloads, inadequate support systems, and challenging student behaviours, all contributing to stress and potential burnout. Lower-impact factors were less urgent, such as occasional administrative tasks. The study emphasizes the need for targeted interventions to enhance teacher resilience, highlighting a critical gap in existing policies that often overlook effective support mechanisms. Over 64\% of educators cited excessive workloads, inadequate support, and challenging student interactions as primary stressors. The research recommends that policymakers focus on manageable workloads, professional development, and fostering a supportive school culture, aiming to align policy with practice to improve both teacher well-being and student outcomes.
Copyright (c) 2026 Edgar Costantine, Juma Saidi Mwinjuma, Joyce Nemes https://creativecommons.org/licenses/by/4.0
Assessing the relevance of the undergraduate Computer Science curriculum of Nigerian universities: insights from industry
This study investigated the degree to which the undergraduate educational programme prepares graduates of Computer Science with significant aptitudes for the working environment; it also examined the degree to which managers rate graduates as having suitable abilities for work. A sequential mixed-methods approach was employed, and the population comprises the graduates of Computer Science and their managers in South-West Nigeria. A convenience sampling technique was adopted to select a sample of interest from the managers and the graduates. The Graduates' Skill Assessment Questionnaire (GSAQ) and Managers' Graduate Skills Assessment Scale (MGSAS) were used to collect data from the respondents. The data were analysed descriptively and thematically, and the results show that the computer science curriculum successfully blends the development of hard and soft abilities, which is beneficial for preparing graduates for the demands of the industry. The managers also rated the graduates above average in all the skills that were assessed. This study recommends continuous updates of the undergraduate Computer Science curriculum by introducing more adaptable learning strategies, self-directed learning, group-based projects, peer reviews in the curriculum, and ethics modules in AI courses.
Copyright (c) 2026 Olabamiji J. Onifade, Omobola O. Gambo, Abayomi T. Ogunleye, Peter O. Ajayi https://creativecommons.org/licenses/by/4.0
Tanzanian pupils' perspectives on the "Don't Touch Me" song: recall, demonstration and understanding of a police-led sexual violence awareness intervention
Child sexual violence (CSV) is a critical issue in Tanzania, with reported cases rising significantly. This qualitative study examines the perspectives of Tanzanian pupils on the "Don't Touch Me" song, which was used by Police Gender and Children's Desk officers in a child sexual violence awareness intervention in Chamwino District. Guided by Albert Bandura's social learning theory, the research explores pupils' ability to recall and demonstrate the song, investigating its influence on their understanding of CSV and bodily autonomy. Through focus group discussions, interviews, and documentary reviews, the findings reveal that pupils effectively recalled and demonstrated the song, thereby enhancing their understanding of bodily autonomy, identifying private areas, and recognising inappropriate touch in this regard. Besides, the intervention equipped them with self-protection strategies meanwhile reinforcing the importance of consent. In conclusion, these results highlight the effectiveness of creative interventions in improving children's understanding of CSV. Future research should investigate the long-term effects of such programs and compare them with other educational approaches to refine child protection strategies.
Copyright (c) 2027 Joyce Exusper Nemes, Leticia Rwabishugi https://creativecommons.org/licenses/by/4.0
Strategies for better provision and implementation of pre-primary education in Zanzibar, Tanzania
This study explored the strategies for effective provision and implementation of pre-primary education (PPE) in Zanzibar, Tanzania, using the case study design. The target population was regional education and district educational officers, pre-primary school head teachers, pre-primary school teachers, quality assurance officers from the Ministry of Education, and parents and/or guardians. A total number of 32 participants were recruited, whereby 18 were pre-primary teachers, 6 were pre-primary head teachers, 4 were quality assurance officers from the Ministry of Education, and 04 were parents and/or guardians. The study employed semi-structured interviews, which were conducted with PPE head teachers, PPE teachers, quality assurance officers and focus group discussions with teachers. All data was analysed thematically. The study found several effective strategies for better provision and implementation of PPE in Zanzibar, such as teachers' professional development, broadened access to quality, improving the provision and distribution of teaching and learning materials, school inspections, parental involvement, employing qualified teachers and in-service training as well as the building of more classes. The study concludes that the Zanzibar government, under the Ministry of Education and Vocational Training, should consider effective strategies for better provision and implementation of PPE in order to achieve quality education and be competitive in the global economy. The study recommends that professional development (PD) training for PPE teachers should be conducted, maintained and handled by PPE experts. For further study, the study recommends the intervention needed for developing teaching and learning modern materials for PPE in Zanzibar. Also, the study suggests that another study is needed to enhance teachers' professional development in using modern materials for pre-primary schools in Zanzibar.
strategies for quality pre-primary education
Copyright (c) 2026 Ali Chai Ali, Ignasia Renatus Mligo, Laurent Gabriel Ndijuye, Ali Juma Hamad https://creativecommons.org/licenses/by/4.0
Strategies for addressing reading comprehension difficulties in English among Standard Six pupils in Tanzania
This study explored strategies for effectively addressing reading comprehension difficulties among Standard Six pupils in Tanzania. The study was conducted in Kongwa District in Dodoma Region, and data was collected qualitatively from 37 participants, where nine (9) were English teachers, 10 head teachers, eight (8) Ward Education Officers (WEOs), and 10 External School Quality (SQ) assurers. Data was collected through interviews and documentary review. The findings reveal that teachers employed group reading, repeated reading, vocabulary teaching, and guided reading as interactive strategies to enhance pupils' learning comprehension. It was also found that using motivation, appropriate reading materials, technology, assessment and feedback, teaching and learning materials, and using English as the medium of instruction significantly enhances reading comprehension. However, it was found that a lack of a supportive school environment, Internet connectivity, and limited access to English reading materials hindered effective reading comprehension among pupils. It is argued in this study that teachers need to use interactive methods to improve pupils' reading comprehension and fluency in English, and ESQ assurers need to ensure that assessment and feedback are provided to schools. For this to be a reality, the government has to ensure that schools have reading materials, computers, overhead projectors, televisions (TVs), Internet connectivity, and an electrical power supply. Nevertheless, creating conducive and supportive environments at both school and home for pupils to practice the language and providing resources for ESQ assurers remains imperative.
Copyright (c) 2026 Ebby Ngonyani, Rose Ephraim Matete, Johaiven Joel Kashaigili https://creativecommons.org/licenses/by/4.0
Developing four reading comprehension skills through multiple intelligences: Anunciata Approach (AAp)
The current study aims to determine the effectiveness of the Anunciata Approach (AAp) in developing four reading comprehension skills: identifying details, noting emotions, sequencing events, and making predictions. The AAp is a multiple intelligence (MI) based activity that aims to improve not only the reading comprehension skills of the students but also their familiarity with Biblical stories and the moral values they contain. To determine the effectiveness of the AAp, the kindergarten pupils at Colegio Anunciata received the AAp reading class for 30 minutes for 45 days. The data were then properly documented, methodically analysed and subjected to rigorous interpretation processes. The results revealed that the general effectiveness of the AAp is significant, with a large effect size of 0.68 in developing the four reading comprehension skills. Hence, the AAp can be highlighted as a medium for developing the four reading comprehension skills utilising the Biblical stories as a springboard and facilitated by MI-based activities. This study suggests that MI-based activities can effectively improve reading comprehension skills in young learners. Given the limited number of participants, it is recommended that this study be conducted with a larger sample size to enhance the reliability of the findings.
Copyright (c) 2026 Regina M. Ramos https://creativecommons.org/licenses/by/4.0
Inclusive education in Tanzanian private primary schools: access and barriers for children with disabilities
This study examines the accessibility of inclusive education and barriers that hinder enrolment for children with disabilities in private primary schools in the Kilimanjaro region, Tanzania. The study employed a qualitative research approach with a case study design. It involved 35 participants, all of whom were purposefully selected. Data were collected through interviews, observations, focus group discussions, and documentary reviews and were thematically analysed based on Braun and Clarke's framework. The findings revealed that low enrolment rates of children with disabilities in private schools are due to four barriers: reluctance of school owners to admit these children, high education costs, competitive pressures, and lack of awareness among parents and the community. However, the enrolled children were retained until they completed school. The study recommends raising awareness and developing training programmes for school owners and staff on inclusive education practices. It also suggests fostering collaboration between private schools and local government to create more inclusive environments and reduce costs through financial support and partnerships.
Copyright (c) 2026 Gloria Timoth Temba, Juhudi Cosmas, Alphoncina Pembe https://creativecommons.org/licenses/by/4.0
Effective teacher-parent communication strategies for enhancing children's learning in early-grade classes: a cross-contextual study
Teacher-parent communication is vital for improving children's learning at school and in their home environment. However, its practice is faced with varied challenges. Therefore, the study explored barriers to teacher-parent communication and proposed strategies to strengthen it, aiming to support children's learning in the early grades in Tanzania. This study employed a qualitative research approach, underpinned by a phenomenological design. Data were gathered through focus group discussions with 60 parents and in-depth interviews with 30 teachers and 10 head teachers who were purposefully selected. Thematic analysis was employed in the data analysis process. The results indicated multiple barriers to effective teacher-parent communication. These included teacher-related factors, such as the use of technical language and negative attitudes toward parents; parent-related challenges, including limited communication skills, prior negative school experiences, socioeconomic constraints, and inflexible schedules. Others included school administration issues, involving inadequate planning for school-community communication and pupil-related factors, such as a lack of trust in teachers and unrealistic expectations regarding parent communication. Therefore, effective communication requires collaborative efforts among teachers, administrators, and parents. Key strategies include fostering trust, using accessible language, respecting diverse perspectives and involving parents in classroom and school activities. Others involve providing engagement opportunities through workshops, seminars, and shared decision-making. The study concludes that teacher-parent communication depends on joint efforts from all key stakeholders (teachers, parents, pupils and school administration) involved in children's learning. It, therefore, recommends that each part play an active role in enhancing communication.
Copyright (c) 2026 Datius Titus Mutangira, Pambas Tandika, Geraldina Edward https://creativecommons.org/licenses/by/4.0
Enhancing teachers' resilience in Tanzania: Insights from selected secondary schools in Morogoro Municipality
This study investigated factors fostering teachers' resilience in selected secondary schools in Morogoro Municipality in Tanzania. The research utilized a mixed research approach with a convergent parallel design. Both probability and non-probability sampling techniques were employed to select participants. Data were collected through questionnaires and interviews, and analysis was conducted thematically for qualitative and statistical data using SPSS version 25 for quantitative data where binary logistic regression and chi-square test were used to examine the relationship and association of protective factors and the exhibited teachers' resilience. The results of the study unveiled a noteworthy connection between protective factors and the resilience of teachers. The analysis indicated that the degree of resilience exhibited by teachers was statistically significant in relation to certain protective factors, namely mentorship and guidance, as well as work-life balance. The statistical analysis revealed a p-value of 0.001 for both factors, indicating a high probability that these factors play a vital role in fostering resilience among teachers compared to other factors that were excluded in the model. Based on the findings, the study recommends that educational institutions and policymakers should prioritize the implementation of mentorship and guidance programs for teachers, as well as enhance initiatives that promote a healthy work-life balance. Therefore, investing in mentorship programs and promoting guidance support systems, as well as creating policies that promote work-life balance, can contribute to the overall well-being and resilience of teachers as a whole. The study concludes with the existence of a relationship between protective factors and resilience development among teachers.
Copyright (c) 2025 Edgar Costantine, Juma Saidi Mwinjuma, Joyce Nemes https://creativecommons.org/licenses/by/4.0
Challenges encountered by teachers and pupils in increasing precision and writing consistency of government primary early graders in Tanzania
The current study examined teachers’ challenges in enhancing the writing competencies of government primary school children and ways to mitigate the challenges. Mixed methods and case study design were used with 88 participants from eight government primary schools in Namtumbo District. A purposeful sample of 16 teachers, 8 headteachers, and 64 Standard I and II pupils was made. Classroom observation, unstructured interviews, focus group discussions, document reviews, questionnaires, and checklists were utilised during data collection. Quantitative information was analysed through SPSS, and thematic analysis was done on qualitative information. Study findings indicate that teachers faced several challenges, including overcrowded classrooms, insufficient teaching and learning facilities, inadequate teachers’ houses and classrooms. The strategies to address the challenges include using technology and innovative pedagogies, such as learning corners. These findings imply the need to provide teachers with teaching materials and in-service professional development to enable them to use contextually available technologies to mitigate the noted challenges.
Copyright (c) 2027 Legnath Ambrossy Lukuwi, Abdallah Jacob Seni https://creativecommons.org/licenses/by/4.0
Examining tutors' understanding of inquiry-based learning in teaching and learning practices in Tanzanian teachers' colleges: a reflection of 7E instructional model
The recent educational reforms in Tanzania advocate for the integration of inquiry-based learning (IBL) methods in pre-service teacher colleges. A critical factor in this integration is how tutors conceptualise IBL. The study is grounded on the 7E instructional framework coupled with the hermeneutic phenomenological research design in order to examine tutors' conceptualisation of IBL within the 7E instructional model in teaching and learning process. Data were collected from 56 participants through interviews and focus group discussions. Thereafter, the inductive thematic analysis was used to develop themes and categories, the findings of which revealed that tutors' conceptions with regard to IBL predominantly relied on the elicitation phase, specifically on prompting curiosity. Besides, tutors had limited knowledge of explanation, elaboration, exploration, and evaluation. However, the findings revealed that principals had relatively lower knowledge compared to tutors. In general, the limited awareness of the participants appears to be influenced by slight variations of meaning in some of the phases, such as the elaboration and extension phases. Furthermore, the study recommends an intervention study to create tutors' understanding of the IBL method in addition to the merging of elaboration and extension phases.
Copyright (c) 2026 Vicky Mrosso, Placidius Ndibalema, Abdon Ephrem https://creativecommons.org/licenses/by/4.0