International Journal of Social Sciences & Educational Studies
We are pleased to welcome you to the International Journal of Social Science & Educational Studies (IJSSES), a journal dedicated to the pursuit of knowledge, scholarly reflection, and the exchange of ideas. Whether you are here to explore thought-provoking articles or contribute your own research, we are confident that you will encounter content that fosters intellectual growth and deepens your understanding. Submissions We are currently open for submissions, and invite researchers, writers, and thinkers to contribute their work to our journal. We encourage the submission of original articles, essays, and research that contribute to the ongoing dialogue in the fields of Social Sciences and Education Studies. Author/Submissions Registration Link Reviewers Additionally, we are seeking reviewers to join our academic community. By registering as a reviewer, you will play a vital role in ensuring the quality and integrity of the work published here, while also engaging with informative research in a Social Sciences and Educational Studies. Please find the reviewers registration link below: Reviewers Registration Link We invite you to submit, contribute, review, and become an integral part of IJSSES. May your experience here enhance your research and inquisitive journey.
International Journal of Social Sciences & Educational Studies applies the Creative Commons Attribution-NonCommercial 2.0 Generic Licence (CC BY-NC 2.0)
Socioeconomic Inequalities and Digital Access in Nigeria Education: Evaluating the Economic Barriers to Educational Technology Adoption
This research studied the economic dimensions of the socio-economic inequities of digital access and EdTech use in schools in Nigeria. The digital divide and technology acceptance were utilized in exploring the effects of income and funding of schools on access to devices, Internet and teachers’ ICT skills. A mixed-methods design was implemented where 450 respondents in urban and rural areas were sampled using multistage sampling. Quantitative data (α = 0.82) were analysed descriptively, using correlational and regression techniques, and t-test while the qualitative data obtained through interviews were analyzed thematically. The findings confirmed that socio-economic status is a major predictor of digital access (r = 0.63, p < 0.001) and that EdTech has significant adoption barriers F(4,445) = 39.27, p < 0.001) and that the gap between urban and rural areas is significant t(448) = 11.46, p < 0.001). The study suggested that devices should be subsidized, data costs lowered, funding increased, teachers trained, and digital infrastructure strengthened.
Copyright (c) 2026 International Journal of Social Sciences & Educational Studies https://creativecommons.org/licenses/by-nc/2.0/
Exploring English as a Foreign Language Teachers' Perceptions of ChatGPT Integration in Language Teaching
This study was conducted during the 2024-2025 academic year to gather and analyze the opinions of 11 EFL teachers at a private international university regarding the integration of ChatGPT into their foreign language classes. The primary objective of this study was to identify the concerns and benefits of ChatGPT use among these 11 teachers. After identifying these concerns, we aimed to identify the factors contributing to these concerns. Quantitative data were collected using a 16-question Likert-scale questionnaire administered to the teachers via Google Forms, while qualitative data were collected using 5 semi-structured, open-ended questions at the end of the study. Based on the data obtained, over 91% of participants emphasized that ChatGPT could be quite useful in EFL classes, but that ethical rules and a general framework needed to be clearly defined. The study concluded that teacher guidance is needed to maximize ChatGPT's effective use. Because few studies have examined teachers' opinions on the use of ChatGPT in EFL classes in Iraq, this study will be an important resource for future research.
Copyright (c) 2025 International Journal of Social Sciences & Educational Studies https://creativecommons.org/licenses/by-nc/2.0/
University Teachers' Test Design Practices in Kurdistan: Compliance, Question Types, and Bloom's Taxonomy Levels
This study aims to assess university teachers’ performance in following testing design requirements. The study additionally checks the way the classification of the university whether public or private and the type of exams including final, midterm, and make up, affect teachers' compliance to testing design specifications. The data for this study was collected using a checklist for evaluating the exam papers that teachers designed for testing students. The sample consisted of 104 exam papers designed by university teachers in four universities in Erbil, in Kurdistan of Iraq. The data was analyzed by the researchers through the IBM SPSS V. 28 program. The findings regarding teachers following testing design requirements showed that teachers do not have major issues regarding following testing design requirements, and essay items are one of the most used testing techniques by the teachers. Moreover, the teachers mostly used lower-level thinking questions rather than higher-level thinking questions. Besides, the teachers’ workplace (public or private), and the type of exams did not affect the teachers' performance in following testing design requirements.
Gender Differences in Mathematics Anxiety: The Role of Gender Stereotypes and Self-Esteem among Students in the Faculty of Education at Tishk International University
Mathematics anxiety is a multidimensional psychological phenomenon that negatively impacts students’ performance and engagement with mathematics. This study aims to investigate gender differences in mathematics anxiety and the role of gender stereotypes and self-esteem among students at Tishk International University, in Erbil. A quantitative approach was applied using a structured Likert-scale questionnaire distributed to 100 students across three departments of the faculty of Education. The results showed no significant gender differences in mathematics anxiety, self-esteem, or gender stereotypes. However, a weak positive correlation was observed between self-esteem and gender stereotypes, and a slight statistically significant correlation was found between gender stereotypes and mathematics anxiety. Unlike previous studies reporting strong gender effects, the findings of the present investigation suggest that mathematics anxiety in this context is shaped less by gender differences and may instead be influenced by unmeasured sociocultural and educational factors. This study suggests directions for interventions to reduce mathematics anxiety and gender stereotypes, strengthening self-esteem, and contributes to the growing knowledge in the Kurdistan region, offering implications for policymakers and educators.
Motivations for AI Use in Assignments among University Students
The development of artificial intelligence has changed the manner that people work, gain information, and develop understanding. Artificial Intelligence has become a prominent part of various fields including education. Students use these programs and tools as a source of support to make finishing assignments and accessing content easier. The aim of this research was to find the reasons students’ use AI to complete their assignments. A quantitative survey of 57 students across three Kurdistan universities was conducted to explore motivations for AI use. Data was analyzed using the IBM SPSS Program and descriptive statistics tests. The quantitative method showed that most of the participants completed their assignments by using AI, which was largely due to the overall workload and difficulty of the tasks. Moreover, the students’ age, gender, university, or grade did not affect the students’ motivation for using AI. These results reveal that students’ motivation to use AI is the same across various demographic variables, indicating the prevalent application in education and highlighting the significance of educational endeavours to guarantee its ethical use. The findings contribute to ongoing debates on academic integrity and the ethical integration of AI in higher education. Hence, students’ usage of AI should be acknowledged due to the evolving nature of AI within education and steps need to be taken to properly address such occurrences in modern education. Limitations related to sample size and generalizability are acknowledged.
Micro-Teaching as a Bridge Between Theory and Practice in Teacher Education: Student Interns’ Perspectives
Teaching is a complex profession that requires more than solid theoretical knowledge. This knowledge is vital when it is transferred into practice. The present investigation tackles the role of micro-teaching in transferring theoretical knowledge into practice in authentic settings. To do so, a quantitative research design was used in which data were collected using a 28-item questionnaire. Using a purposive sampling method, 63 fourth-year student interns (43 female, 20 male) in the Faculty of Education in a private university comprised the study participants. The questionnaire addressed four themes: Bridging Theory and Practice, Instructional and Classroom Management Skills, Reflective Teaching and Professional Growth, and Technology-Enhanced Teaching. The collected data were analyzed statistically using SPSS. Interestingly, the findings revealed positive responses across all four domains. These positive responses directed towards the effectiveness of micro-teaching included turning theoretical knowledge into practice, improving their classroom management and instructional skills, encourage reflective practices, as well as the use of technology in teaching. Moreover, no notable difference in students’ responses was found regarding gender-based perceptions. The findings highlight the significance and effectiveness of micro-teaching in teacher preparation programs; thus, the study, based on the finding, suggests the integration of micro-teaching in the curricula of teacher education programs.
Teachers’ And District Resource Teachers’ Perceptions of Teaching Science in Multigrade Primary Schools in Lesotho
This qualitative study explored the pedagogical practices in multigrade science classrooms by examining the perceptions of ten purposively selected teachers and three district resource teachers. The aim was to document teachers’ experiences and to determine whether their professional preparation adequately equips them for the demands of multigrade science instruction. Data were collected through classroom observations and interviews. The findings indicate that teachers' brief, week-long orientation on multigrade concepts was insufficient in tackling the inherent complexities of these classrooms. This limited preparation compromised effective teaching and meaningful learning, influencing decisions related to grade grouping configurations, lesson planning, and pedagogical methods. The study observed that science lessons were predominantly teacher-led, with minimal student participation in inquiry or knowledge discovery. Many teachers appeared to remain at a foundational "self-concern" stage, reflecting uncertainty and limited confidence in managing multigrade science instruction. Moreover, grade groupings often did not support thematic teaching, with science being taught through lectures rather than inquiry. Additionally, grade combinations often hindered thematic integration, reinforcing reliance on lecture-based instructions rather than inquiry-based approaches. Recognizing the vital role of multigrade education in rural areas, the study highlights the importance of strengthening teachers’ professional development to better prepare and support them in implementing engaging, inquiry-based science instructional strategies.
Social Comparisons and Decisions Making Among Teacher-Members of Secondary School Disciplinary Panels
Educational institutions continue to adopt group decision making to address student related behaviours. However, incidences of student behaviour problems continue to rise in schools. The present study explored social comparisons and Decisions making among teacher-members of secondary school disciplinary panels. A multiple case study research design was adopted in this study. The sample size comprised 10 teachers. Data was collected using interviews and analysed thematically. The findings reported lateral, upward and downward social comparisons among the teachers which resulted in cautious shifts in decisions on offending students with behavioural problems. Implications have been discussed. There is need for designing a training manual in group decision making for teachers in schools.
University Students’ Perceptions of Digital Distractions in Erbil, Iraq: Insights and Strategies
Digital devices are popular among learners due to their ease of accessing information and help keep in contact. This leads to frequent usage of digital devices that can lead to distraction or a shift in attention by possible notifications, videos, messages, and so on. University students specifically may struggle with keeping focus and continuing tasks because their devices draw attention away. This research presents learners' awareness regarding their device usage and the effects they experience. It works to gain comprehension of digital distractions' impact on learners' focus and functionality. Also, it aims to find strategies to reduce digital distractions to improve learning. The quantitative, cross-sectional descriptive survey method was chosen to gain insight into the digital distractions of learners. A Google Forms questionnaire was used to collect data from 170 learners attending Tishk International University- Erbil and Catholic University in Erbil. Through findings, it was found that digital distractions did present an issue for focus and grades of the participants. Most participants shared that audio alerts and text messages were the device features that were the most distracting. Common strategies to help manage these distractions were explored. Silencing sounds and keeping the device in another area were the most helpful strategies to maintain productivity. Overall, digital distractions were present among learners of these universities. These distractions did not overly harm their educational efforts but did cause hindrances in productivity.
The Relationship Between Shyness and Self-Perception in English Language Communication: Effects and Strategies
Shyness is a psychological factor that causes students to avoid communicative situations or stay silent. University students are expected to learn and communicate in English within classrooms and outside. Most of the students facing shyness are afraid to verbally communicate and participate. They may encounter doubt in ability or lack proficiency that leads to avoiding interactive situations. This study investigates learning about the shyness within communication that university students face and their self-view of their verbal language abilities. Moreover, its purpose was to identify shyness and self-perception’s potential effects on communicating in English. Strategies available to overcome English-speaking apprehension were explored to aid in increasing confidence. A quantitative design was applied to amass responses from students. Tishk International University-Erbil, Catholic University in Erbil, and Cihan University were the settings used to obtain data from 185 students using a survey. The findings displayed that most of the surveyed students sometimes felt nervous and self-conscious when verbally interacting. Fascinatingly, many encountered the psychological factor of mistake making and overthinking. Practicing was the most helpful strategy chosen followed by listening to English media. Although some participants did feel shy speaking, the majority kept a neutral perspective towards their English communication. Regardless, this study has shown that participants were aware of their struggles, perceptions, and psychological factors that require further efforts and strategies to overcome.
Parental Attribution of Mathematics Achievement in Lebanon: Gendered Patterns of Effort and Talent
This study investigated parental perceptions of children’s mathematics achievement in Lebanon, focusing on gendered patterns in how success is explained. Survey data from 299 parents examined ratings of children’s mathematics performance, explanations for success or failure, and perceived academic strengths. Although parents rated girls and boys similarly in achievement, explanations for success differed by gender: boys’ success was attributed mainly to innate mathematical ability, whereas girls’ was attributed to motivation, effort, or support from others. Further analyses showed that parent characteristics, including age, gender, and survey language, influenced attribution styles. In terms of perceived academic strengths, parents more often associated boys with mathematics and logic, and girls with communication-based skills. The findings raise concerns about a possible unintentional communication of gendered expectations at home and call for future research into their development and long-term effects on children’s academic self-concept.
Socio-Cultural Competence: Why Theatre(-in-) Education is Important for Every Post-colonial Nigerian Child
Educational policies and curricula have integrated indigenous languages, culture, and arts for decolonising Nigeria’s formal education system. Yet, poor implementation of the practical aspect, due to ineffective pedagogical strategies, have always resulted in persistent deficiencies in socio-cultural competence among school children. Therefore, this review article is aimed at positioning theatre(-in-) education as an effective pedagogy that can potentially develop the socio-cultural competence of school children in post-colonial Nigeria. A dual-method of literature review is adopted – traditional for conceptual grounding and systematic for empirical validation through analysis and synthesis of 11 relevant peer-reviewed studies published between 2004 and 2024. The findings established that theatre offers both cognitive and affective learning benefits to students by promoting mimetic creation, dissemination and deepening of their socio-cultural knowledge and appreciation of their ‘‘self’’ towards the acceptance of ‘‘the other’’. This is argued as the major crux of socio-cultural competence that theatre(-in-) education offers. The argument therefore has implications for the decolonisation of education and culture and the promotion of culturally responsive pedagogy in Nigeria. Educational policies and practices as well as school curricula in Nigeria should be innovated and necessary resources should be provided to accommodate (practical) theatre as a school subject.
The Impact of Educational Background in L1 Grammatical Attrition Among Iraqi Kurdish Migrants in the Netherlands
This study examines first language (L1) grammatical attrition among Kurdish immigrants in the Netherlands by analysing their responses to a grammaticality judgement task (GJT) in relation to education. Specifically, the objective is to (1) explore how L1 grammatical attrition is manifested in the bilingual group’s performance on the GJT, and (2) explore how the demographic factor of education influences their performance and level of L1 attrition. Participants included 50 bilingual Iraqi Kurdish speakers who moved after the critical period alongside a monolingual control group, also 50 speakers, from Iraqi Kurdistan. A GJT with 83 sentences assessed syntactic structures, verb types, and sentence forms in both Northern and Central Kurmanji Kurdish. The results indicated that bilinguals had significantly lower accuracy scores when compared to monolinguals, suggesting a decline in L1 grammar skills. Educational achievements also influenced L1 attrition among the bilingual speakers in the Netherlands. These findings support the idea that prolonged residence in a second language (L2) dominant environment leads to L1 grammatical decline, especially affecting comprehension. Greater educational attainment was linked to reduced L1 attrition. This work addresses a gap in attrition research by concentrating on Kurdish, which has received limited attention in this field.
The Use of Learner-Centred Pedagogy to Improve Teachers’ Interpretation of Geomorphology on Maps in Geography Teaching
Learner-centred geography teaching across South African schools involves pedagogies that move from the teacher being a source of all the information and create space for learners to take responsibility for their learning. The learner-centred approach requires the arrangement of learners in the classroom, learning programmes, and practice. This involves learners actively engaging together on the interpretation of geomorphological maps to construct knowledge and application towards the learner-centred principle. However, learners in geography classes are not granted more chances to be independent due to the fast pace of completing the syllabus. Hence, this study is explored using a learner-centred approach to improve teachers’ interpretation of geomorphological maps in geography teaching. Using an interpretive paradigm guided by a qualitative approach, a multiple case-study design was used to look at teachers’ practices and implementation of a learner-centred approach in their classroom when teaching an interpretation of geomorphological maps. A purposive sample was used to select six geography teachers who performed poorly in the geomorphology and Map work section during the academic year 2021-2024. Experiential learning theory was applied as a theoretical lens. The present study revealed that a learner-centred and teaching-centred approach improves learning, leading to better academic performance in interpreting geomorphological maps. The study concluded that a learner- and teaching-centred approach should be applied for all learners’ effectiveness and involvement in learning geography. The study recommends adoption of effective learner-centred approach on this topic, activity based-learning and teacher-learner content play- game, as teaching strategy for geomorphological maps. The study add knowledge to content application through learner-centred support and engagement in geography teaching.
Teacher’s Interpretation on Geography Teaching
Evaluating School (in)effectiveness at Selected Underperforming High Schools in Amathole District, Eastern Cape
School effectiveness is a dynamic concept in which schools are understood to be either moving toward greater effectiveness or deteriorating in performance. This study investigated the factors that affect school effectiveness, focusing on leadership and infrastructural resources in underperforming schools from the Amathole District in the Eastern Cape province, South Africa. It employed a mixed methodology that included questionnaires and interviews with a sample of the key stakeholders of four Amathole West high schools. The researchers purposely selected four underperforming secondary schools in the Amathole West education district and used convenience sampling to gather input from 16 parents, 12 educators, and 4 Education District Officers (EDOs). The qualitative data was analysed thematically, while for the quantitative data, the researchers used descriptive statistics to summarize the data. The study findings highlight that poor leadership and management have a severe negative impact on academic success and school effectiveness. For instance, responses from the school principals highlighted how teacher absence and negligence correlate with poor education outcomes. Teacher unions have negatively influenced accountability, as the dominant union prevents school management from holding educators responsible for ensuring quality teaching and learning. While most School Government Bodies (SGBs) are non-functional due to members' illiteracy, resulting in an inability to hold principals and educators accountable, leading to dysfunctionality and underperformance. Finally, a shortage of infrastructure was found to limit the curriculum opportunities available to learners in rural schools. Without intervention, these already underperforming schools will likely deteriorate to dismal performance and functionality. The study recommends improvements in school management, parental, and community cohesion and a review of the funding model for underprivileged schools. The study's limitation is that it did not explore all the aspects of school effectiveness, a gap which future research could address for a more comprehensive understanding of the topic.
Fee-Free Education in Tanzania: A Narrative Review of the Wicked Problem in Achieving Educational Equity
Despite the fact that education is a fundamental human right, the realization of equity in the provision of this right has remained a wicked problem in many countries. Although Tanzania has attempted to ensure equity by offering Fee-Free Education (FFE) from kindergarten to secondary school, equity concerns still persist. This narrative review aims to explore the wicked problem of equity in education within the Tanzania's FFE framework using the Wicked Problems as a theoretical framework. Through a systematic narrative literature review, this study synthesizes and analyzes 26 peer-reviewed studies published between 2016 and 2025, focusing on equity challenges in the implementation of FFE. Findings indicate that FFE in Tanzania exemplifies classic wicked problems, characterized by definitional complexity and interconnected challenges. Key issues include inadequate capitation grant allocation, increased teacher workloads that compromise educational quality, and systematic marginalization of economically disadvantaged and disabled students. These challenges highlight the difficulties of finding straightforward solutions, as addressing one issue often creates others. The review concludes that achieving equity in the context of FFE in Tanzania necessitates recognition of its wicked nature thereby calling for adaptive rather than technical solutions. Current capitation grants are insufficient, especially for low-enrolment public schools, and this exacerbates resource scarcity. Recommendations include differentiated resource allocation strategies that specifically target marginalized groups and iterative, and adaptive policymaking approaches that acknowledge the evolving nature of equity challenges. The novelty of this review lies in its application of the Wicked Problems framework to analyse education policy thereby offering new theoretical insights into persistent equity issues. Future research should leverage this framework to understand stakeholder perspectives and develop context-sensitive interventions.
Assessment of Pre-service Teachers' Creativity in Developing Instructional Materials During Their Professional Practice in Ibadan, Nigeria
This study assessed pre-service teachers’ creativity in developing instructional materials during their compulsory professional practice. It stressed the importance of instructional materials in teaching and learning, and the need to equip pre-service teachers with skills required to creatively develop and select relevant instructional materials for facilitating effective teaching. The study adopted a descriptive survey design. A simple random technique was used to select 308 penultimate and final year pre-service teachers in the Faculty of Education, University of Ibadan, Nigeria, as participants in the study. A self-designed 4-point structured Likert scale, questionnaire titled “Assessment of Pre-service Teachers’ Creativity in Developing Instructional Materials (APTCDIM) was used to collect data after experts validated it. To determine reliability, pilot testing was conducted using a sample that did not participate in the study, and a reliability coefficient of .87 was obtained using Cronbach Alpha analysis. Data analysis was done using simple frequency count, percentage score, mean, and standard deviation. The decision rule was set at 2.5. Findings showed that pre-service teachers demonstrated creativity in developing instructional materials during their professional practice (x̄ = 3.90), even though confronted with systemic limitations of limited infrastructure. Identified constraints limiting pre-service teachers' creativity include funds and time constraints, large class sizes, and limited access to technology x̄ = 2.52). It was recommended that teacher education programs should give adequate priority to courses or activities that enhance pre-service teachers’ creativity in the curricula to improve their instructional delivery.
Teachers’ Use of Instructional Materials
Exploring English Language Proficiency, Academic Confidence, Self-Esteem, and Academic Stress Among Kurdish Students of Tishk International University
This study investigates how Kurdish students' English language proficiency is related to academic confidence, self-esteem, and academic stress. It fills a gap in the research by focusing on Kurdish students that has not been investigated in depth in earlier scholarly research in educational studies. The aim is to examine English language proficiency, academic confidence, self-esteem and academic stress among Kurdish students at the Education Faculty of Tishk International University. A quantitative approach was implemented using an adapted questionnaire measuring self-esteem, academic stress, English language proficiency and academic confidence. 128 surveys were filled out by 3rd an 4th year student. Statistical analyses measured correlations between demographic background of the respondents, their English proficiency, academic confidence, self-esteem and academic stress. The findings of the study show that older students, and 3rd-grade students experienced more academic stress. English language proficiency increases self-confidence and language academic confidence. Finally, students with higher self-esteem had higher language confidence. Such findings require essential pathways for improving Kurdish students’ academic success and their overall mental well-being.
From Classroom to Principalship: A Framework for Enhancing Leadership Capacity of Novice School Principals for A Smoother Transition
The lack of well-thought-out procedures and pre-principalship training for newly appointed school principals in many African secondary school systems negatively impacts their leadership effectiveness. This study explores the challenges newly appointed (novice) school principals experience in South Africa and proffers strategies to mitigate their effects. Adaptive leadership framework and social capital theory underpin this paper. The study adopted Torraco’s integrative literature review approach to synthesise related literature and theoretical perspectives. The findings revealed the significance of pre-principal leadership training. They indicated challenges novice principals face, including difficulties adapting to broader leadership responsibilities, deficiencies in financial management, inability to navigate school micropolitics, and a lack of emotional intelligence. The study also proposes that the criteria for recruiting school principals, and the transitioning process are inconsistent with the world’s best practices. Hence, this study proposes a framework as a strategic blueprint for addressing the transition challenges among novice school principals. The framework also guides policy initiatives and educational reforms to improve novice principals’ experiences and elevate educational standards nationwide. The study concludes that equipping novice principals with adaptive, emotional and collaborative leadership competencies is essential for sustainable leadership and systemic improvement.
Examining The Role and Nature of Entrepreneurship Education in the uMnambithi Circuit, KwaZulu-Natal, South Africa
This study examined teachers’ understanding of Entrepreneurship Education in the uMnambithi circuit, South Africa. A qualitative approach, interpretivism paradigm, and a multiple case study design were used. We sampled purposively and conveniently five secondary school EMS teachers within the uMnambithi Circuit in KwaZulu-Natal. Semi-structured interviews were used to collect data, and the data was thematically analysed. To theorise teachers' perceptions of entrepreneurship education, we used the curricular spider-web theory developed by Thijs and Van den Akker (Van den Akker, 2003). The findings of the study revealed that Entrepreneurship Education plays a significant role in economic growth and development. Entrepreneurship Education is a practical subject that relates to learners' lived experiences. In addition, it addresses socioeconomic concerns. We suggest that teachers in Technical Vocational Education and Training as well as teachers in other circuits, districts, and provinces be included in a similar study.
Being and Becoming: Pracademia, Positionality and Praxis
The emergence of pracademia—and of the pracademic as a category of professional identity—is contested, poorly defined, and conceptually problematic. Having spent over two decades as an educational practitioner and now situated within the academy following my doctorate, I find myself inhabiting a space of professional transition. Yet, the literature surrounding pracademia, particularly within the field of education, remains limited and inconsistent in its attempts to define and understand these liminal spaces and those who occupy them. This paper takes as its research problem the need to more clearly articulate and examine the nature of pracademia as both a conceptual and lived space. Using a reflexive, autoethnographic approach, this study draws upon my own shifting identity as a lens through which to explore the construction of the pracademic self. Employing Bourdieu’s theoretical framework, I interrogate the intersections of symbolic violence, doxa, and the distribution of capital across the social fields of practice and academia. Key findings suggest that identity within this space is fluid and contingent, shaped by the tensions and affordances of both academic and practitioner worlds. Pracademia emerges as a site of rupture and possibility, formed within the imperceptibly thin overlaps of adjacent social fields, and sustained through the lived experience of pracademics themselves. Ultimately, the paper argues that despite the tensions and contradictions inherent in the pracademic condition, pracademia serves to enrich both the academy and the field of practice. In doing so, it opens up new ways of thinking about professional identity, knowledge production, and the permeability of institutional boundaries.
The Role of Technology in Enhancing Business Studies Pre-service Teachers’ Self-Directed Learning
Technology in open distance education plays an important role in driving pre-service teachers (PSTs) to engage in self-directed learning. This qualitative study explores the use of technology by Business Studies pre-service teachers to engage in self-directed learning. This study is located within interpretive paradigm. An exploratory case study was employed as its research design. The Community of Inquiry was adopted as the theoretical lens of this study. A total of 14 third-year PSTs studying at a South African open distance education institution were selected purposefully. Data was collected by means of open-ended electronic questionnaires and analysed thematically. The study reported that PSTs believe that technology is an enabler of self-directed learning. The study also revealed that technology promotes interaction among PSTs. The study concluded that PSTs believe that technology enhances their self-directed learning. Lecturers should therefore capitalise on the capability of technology and provide learning activities that will require PSTs to use technology to study.
Exploring the Impact of School Attachment on Academic Performance in Learning Environments
Students' emotional connection to their learning environment, often described as a "second home," plays a critical role in shaping their academic and behavioural outcomes. This study examines the impact of school attachment on students' academic performance in educational settings. Addressing the gap in research on how school design affects emotional and cognitive outcomes, the study evaluates the physical, social, and cognitive needs related to educational efficiency. A quantitative survey was conducted with 326 students from three international schools in Erbil, Iraq. The methodology incorporated a checklist and validated questionnaires, and data analysis was performed using SPSS software, including multiple regression and chi-square tests. Results reveal a significant correlation between school attachment and academic success, with male students focusing on physical activities and female students prioritising social and emotional aspects of space. The findings emphasise the importance of designing emotionally supportive school environments to enhance students' attachment and academic outcomes.
Teachers’ Perspectives on Poor Mathematics Achievement in Iraqi Secondary Schools
Mathematics performance in Iraq has been of concern to education stakeholders in the post war years. This research aims to identify the causes of poor mathematics achievement in secondary schools in Iraq according to the teachers’ point of view. An online questionnaire was used to collect data from 110 mathematics across the major cities of Iraq. The data was then analyzed using the Minitab software, employing t-tests techniques, analysis of variance, and general descriptive statics methods. Results indicate that among others, parental involvement, pedagogical approaches, mathematics teachers’ anxiety, and the learners’ weak mathematics foundation during the early years are factors that affect students’ performance. Recommendations and suggestions to improve the situation are clearly discussed in the study.
Copyright (c) 2024 International Journal of Social Sciences & Educational Studies https://creativecommons.org/licenses/by-nc/2.0/
University Teachers Burnout Levels Measured by Maslach Burnout Inventory
Burnout poses a hindrance to the health, productivity, and motivation of workers across various fields. Specifically, burnout has been linked to the education profession due to its high emotional, physical, and intellectual demands. Educators experience burnout after continuously working to accomplish tasks and requirements while under extreme pressure for extended periods. The purpose of this study was to utilize the Maslach Burnout Inventory to observe the prevalence and burnout levels in university teachers. For this study, the quantitative method was applied, and lecturers from universities within the Kurdistan Region of Iraq completed the questionnaire. There were 107 participants, mostly from the private sector, consisting of 54% males and 46% females. SPSS was used to show the statistical differences in burnout regarding aspects of experience, sector, position, age, university, and gender. The results displayed moderate levels of occupational exhaustion (mean score = 20.37) and depersonalization (mean score = 9.92). The evaluation presented that decreased levels of personal accomplishment were found in lecturers with a mean of 30.70. Acknowledging and managing burnout instigators is necessary for preserving the well-being of educators and educational quality. Thus, institutions applying specific approaches or providing services can ensure that burnout is prevented or contained.
Burnout, Educators, University, Maslach Burnout Inventory, Prevalence
Leveraging Teacher Educators' Pedagogical Approaches for Biology Terminology Instruction: A South African Case Study
Abstract: Biology education in South Africa faces challenges, as matric students continue to underperform. Diagnostic reports attribute this issue not only to teacher knowledge but also to students' limited comprehension of biology terminology. This study aimed to investigate the pedagogical approaches used by biology teacher educators in addressing terminology during their content module lectures and to suggest ways to enhance the development of pedagogical scientific language knowledge among pre-service and in-service biology teachers. Four biology teacher educators were observed teaching various topics in their content modules. These observations were transformed into vignettes and analysed inductively to uncover different methods of addressing biology terminology. The findings revealed that educators utilized diverse pedagogical approaches, such as representations, to address terminology effectively. This study emphasizes how these pedagogical approaches in initial teacher education programs can be optimized, offering recommendations for equipping both pre-service and in-service teachers with essential pedagogical scientific language knowledge.
pedagogical scientific language knowledge
Perceived Foreign Language Anxiety in Online EFL Classes During the Pandemic Era: A Contemporary Analysis
Online education can be challenging for inexperienced learners. Through the appearance of the COVID-19 ‎pandemic, education temporarily shifted from traditional classes to online classes causing numerous ‎challenges encountered by learners. The condition drastically popularized online education which ‎ultimately drew researchers’ attention to study the alternative learning pathway. The research targeted to ‎primarily investigate the prevalence and the underlying reasons of foreign language classroom anxiety (FLCA) among English as a foreign language (EFL) learners throughout the ‎COVID-19 pandemic in the context of online education. A survey using convenience sampling was conducted to collect data from 233 EFL learners in KRI. The findings highlight that various forms of anxiety are prevalent but the intensity from one aspect to another is different; communication anxiety and fear of evaluation remained critical while test anxiety and general foreign language anxiety were relatively moderate. Educators are recommended to tailor classes to help students mitigate any form of anxiety and ultimately succeed in their language-learning endeavours.
Strategies Utilized to Mitigate Gaps in Differentiated Unit Cost Funding and their Relationship with Implementation of the Core Mandates of Public Universities in Kenya
The purpose of this study was to establish strategies utilized to mitigate gaps in Differentiated Unit Cost (DUC) funding in public universities in Kenya. Cross- Section research design and concurrent mixed methods approach were adopted. The target population was three hundred and sixty from which a sample of 108 was selected. Stratified random sampling was used to pick nine universities of study. Questionnaire reliability was determined using Cronbach’s alpha index. Questionnaire’s data were analysed using Pearson r, while, Interview data were analysed thematically. The results indicated a weak, negative correlation between the two variables, (r (68) = -.01, p = .951), which implied that, the relationship between strategies utilized to alleviate gaps in DUC funding and implementation of the core mandates of public universities in Kenya was not significant, thereby retaining the null hypothesis. The study recommended that public universities be allowed to charge tuition fees that reflect the reality on the ground.
Truancy among Public Secondary School Students in Ede North Local Government Area: The Role of Parents and Society
The study assesses the role of parents and society in tackling truancy among secondary school students in Ede North Local Government Area in Osun State, Nigeria. The study also examines parental involvement in monitoring and supporting their children's school attendance. It assesses the impact of societal support and engagement in combating truancy and investigates the barriers and challenges faced by parents and society in addressing truancy. The study employs a descriptive survey design. The population of the study comprises all public secondary school students in the study area. All six public secondary schools were selected for study using the total enumeration sampling technique. A sample of 420 students was randomly selected. A self-designed questionnaire was used for data collection. The collected data were analysed using descriptive statistics. The findings show that 45.47% of parents monitored their children’s attendance. The study therefore concludes that parents and society-wide education programmes are needed to reduce truancy among secondary school students.
Translanguaging as The Resource for Constructing Offenders’ Language Identities in A Correctional Centre Mathematics Classroom
The translanguaging strategy, although initially coined from the Welsh bilingual classroom contexts, has extended across different learning and social contexts, particularly because of the expansion of multilingualism. Defined and conceptualized as the purposeful and cross curricular strategy for the planned and systematic use of two or more languages, translanguaging has been perceived, in different scholarly works, both as a communication and a pedagogical approach. Furthermore, since its emergence, scholars have debated the applicability of translanguaging across the curriculum. As a result, researchers working in multilingual classrooms conceptualized translanguaging as the multilingual oral interaction and fluidity in language use across the curriculum. While different scholarly works have discussed translanguaging within the context of various learning areas, the scholarship that discusses translanguaging chiefly within the context of mathematics learning in correctional center classrooms is still arguably limited. This paper sought to explore the role of educationists’ and adult offenders’ use translanguaging in constructing and in conceptualizing adult offenders’ language identities within a correctional centre mathematics classroom. From the interpretivist epistemological stance, qualitative data were collected through semi-structured interviews with three purposively sampled educationists and two purposively sampled adult offenders, to address the following research question, which animate the study: What are the offenders’ language identities discernible through the use of translanguaging strategy in a mathematics correctional centre classroom? Framed within the case study research design, through the lens of Vygotsky’s (1978a) Socio-Cultural Learning Theoretical perspective, the qualitative data were analyzed using thematic analysis. The findings indicate that translanguaging and an inquiry-based approach help in conceptualizing offenders' sabela language and communicative repertoires. These findings have practical implications for both educationists’ andragogical practices and adult offenders’ learning. The study recommends using translanguaging and inquiry-based problem solving to help construct offenders' language identities.
Correctional Centre Mathematics Classroom
Inquiry-Based Mathematics Problem Solving