Department of Education

The study examines how entrepreneurship education (EE) offered in undergraduate teacher training programmes (TTPs) addresses student–teachers’ needs for innovative pedagogy and creativity. The study used the case study design to generate data through interviews and documentary analysis. Findings revealed that the EE course objectives and content were less tailored to address student–teachers’ needs for innovative pedagogy and creativity in teaching. Furthermore, EE was generally downplayed in undergraduate TTPs, as it was offered mainly as a module and an elective to many teacher trainees. Where compulsory, it was limited to specific teacher-training degree programmes. These findings illuminate how EE addresses the needs of student–teachers for innovative pedagogy and creativity in selected Tanzanian universities. The study recommends that the undergraduate EE curriculum for student–teachers should be reviewed to enhance their innovative pedagogy and creativity. The need to emphasise compulsory EE courses for all undergraduate teacher-trainees is also worth reconsidering.

Emotional competence is essential for personal and social development. This study evaluated the impact of a programme aimed at enhancing emotional competencies among primary education pupils and teachers in Spain. The programme comprised 25 activities per academic year, targeting emotional awareness, regulation, autonomy, social competence, and life and well-being competences. It also incorporated the educational video game Happy 8–12 aimed at pupils from Years 3 to 6. A total of 1442 pupils and 134 teachers participated, divided into experimental and control groups across three primary education cycles. A sequential explanatory mixed-methods design was employed, combining pre-test/post-test quantitative analysis with qualitative data from an ad hoc questionnaire. Instruments included the Emotional Competencies Observation Scale, Emotional Development Questionnaires, and a teacher evaluation questionnaire. Results indicated significant improvements in pupils' emotional competencies across all cycles, with gains in emotional awareness, social competence, and life and well-being competences. First-cycle pupils (ages 6–8) showed gains in emotional autonomy, while second-cycle pupils (ages 8–10) also improved in emotional regulation. Third-cycle pupils (ages 10–12) demonstrated overall emotional growth. Teachers in the first cycle improved in emotional awareness and life and well-being competences; however, no significant changes were observed among teachers in later cycles, highlighting the need for differentiated training. Qualitative findings revealed perceived benefits including improved teacher–pupil relationships and conflict resolution, although time constraints and challenges in curricular integration were noted. These findings support the implementation of structured emotional education programmes to foster well-being and socio-emotional development. • Intervention boosts emotional competences in Primary Education students. • Early exposure improves students' emotional awareness and autonomy. • First cycle teachers improved in emotional awareness and life and well-being skills. • Programme enhances classroom climate and conflict resolution.

This study was conducted to find out role of peer teaching in enhancing academic performance of secondary school students. The objectives of the study were: i) To identify the practices of peer teaching at secondary school level, ii) To assess the academic performance of students at secondary school level & iii) To examine the role of peer teaching in enhancing academic performance of secondary school students. The population of the study consisted of (513) secondary school Students of tehsil Kotli. The simple random sampling technique was used for the selection of the sample of Students (220). The study was descriptive in nature and survey method used to collect the data from the respondents. The researcher developed a five-point Likert scale questionnaire for collection of data. The present study holds great significance as it explores a student-centered teaching strategy that has the potential to transform traditional learning practices. In many educational contexts, teacher centered methods dominate the classroom, often resulting in limited student engagement and uneven academic achievement. By focusing on peer teaching, this study highlights an alternative approach that can foster active participation, mutual support, and a deeper understanding of academic content. For students, the study is valuable because it demonstrates how peer interactions can enhance learning outcomes, improve communication and problem-solving skills, and build confidence in a less intimidating environment. For teacher, it provides evidence of an effective supplementary method that not only increases student involvement but also help in identifying learning gaps more efficiently. At the institutional level, the study is significant as it suggests a cost effective, practical, and sustainable approach that can be adopted even in resource constrained schools. Furthermore, for policymakers and curriculum designers, it offers meaningful insights into the importance of integrating collaborative learning strategies into mainstream education, ensuring that learners are equipped with essential 21st century skills such as teamwork, leadership, and critical thinking. Finally, for future researchers, the study lays a foundation for further exploration of peer assisted learning across different contexts, subjects, and educational levels, thereby contributing to the broader body of knowledge in the field of pedagogy and academic development.

Because organic chemistry asks students to use visual and spatial thinking skills (e.g., three-dimensional structures of molecules) and comprehend various chemical reactions and mechanisms, it naturally needs pedagogical innovations involving technology to result in better academic performance. However, none of the previous studies has investigated the extent to which these pedagogical innovations are effective in improving students’ academic performance of organic chemistry education. This study aims to meta-analytically assess the effectiveness of the pedagogical innovations involving technology in organic chemistry education in developing students’ academic performance. The current meta-analysis handled 26 studies as the corpus of the data retrieved from the database and manual search. The authors initially coded the studies via a template form and inserted all statistical data from a Microsoft Excel sheet into Comprehensive Meta-Analysis (CMA V2) statistics software to calculate Hedges’ g for the corpus data. The findings pointed to the large effect for the overall effect size (g = 0.973). Also, it was found that only subgroups for the use of technological tools within the moderator variable “type of pedagogical innovations involving technology” played a significant role at predicting the students’ academic performance as a result of the treatments. In light of the findings, it can be inferred that the pedagogical innovations involving technology in organic chemistry education are more effective and fruitful in developing the students’ academic performance than nontechnology-based control groups. Further, the current meta-analysis study concludes that high school (for educational level), flipped classroom (for the pedagogical models including technology), digital media (for the use of technological tools), and short-term treatment (for implementation duration) act as the most effective variables to learn organic chemistry via the pedagogical innovations. Future research should focus on other individual and moderator variables to offer more adaptive alternatives for the use of chemistry teachers and lecturers.

The results of the 2024 Philippine Informal Reading Inventory (Phil-IRI) revealed that 80% of the grade 6 learners at a Public Elementary School have weak reading comprehension skills. This study aimed to improve it through Text Trek, a game-based reading intervention. Specifically, it sought to determine learners’ comprehension levels before and after the intervention. It also aimed to identify if there was a significant difference in performance. A quasi-experimental study design was employed, involving 58 purposely selected Grade 6 learners who scored low on the pre-test of the Phil-IRI. The experimental group utilized Text Trek, while the control group continued with traditional methods. This intervention featured contextualized reading passages organized by difficulty level, presented in a Bingo-inspired format to promote learner engagement. Pre- and post-tests were administered to both groups, and data were analyzed using descriptive statistics and an independent-samples t-test. Results revealed that both groups improved in their post-test scores; the experimental group that used Text Trek showed significantly higher gains, with a mean difference of 6.62. The computed t-value of -7.90 exceeded the critical t-value at a 0.05 level of significance, confirming significant improvement in comprehension skills. These findings indicate that structured and culturally responsive reading interventions can effectively enhance learners’ comprehension. This concluded that Text Trek is a practical and engaging tool for improving literacy skills. Thus, it recommends integrating it into regular reading programs, providing teacher training for effective implementation, and expanding it to other schools within the division.

Background Out-of-Hospital Cardiac Arrest (OHCA) is a significant global public health concern, with survival rates ranging from 2% to 11%. Bystander Cardiopulmonary Resuscitation (CPR) is crucial for improving survival rates. However, public willingness to perform CPR varies widely because of many determinants. This study aims to systematically synthesize qualitative evidence on the determinants of public participation in Out-of-Hospital Cardiopulmonary Resuscitation (OHCPR). It provides insights for enhancing public engagement in emergency response. Methods Following the Joanna Briggs Institute (JBI) methodology for qualitative systematic reviews, a comprehensive search was conducted across six electronic databases (PubMed, Web of Science, Embase, CINAHL, ProQuest, and The Cochrane Library) for studies published up to February 2025. Data extraction and thematic analysis were conducted to identify themes and sub-themes. This study is registered with PROSPERO (CRD42024593820). Results The analysis identified 10 categories and synthesized into 3 themes: (1) The Situational Web, which includes patient characteristics and need for assistance; (2) Knowledge, skills and training, highlighting the impact of first aid knowledge and training on willingness to act; and (3) Inner Self, focusing on intrinsic drive and·psychological distress. These themes collectively shape public decision-making in emergency situations. Conclusions Public participation in OHCPR is determined by a complex interplay of the situational web, knowledge, skills and training, and inner self. Enhancing public training programs, providing clear guidance, and addressing psychological barriers are crucial for improving the willingness of bystander intervention. Future research should focus on optimizing training effectiveness and addressing cultural and regional differences to further enhance public participation in CPR.

The number of non-traditional students (NTS) has increased in recent decades because of the opening of universities. During their studies, they are often confronted with different challenges than those faced by traditional students. To examine how NTS can be supported on their way to a successful degree, it is important to identify factors that promote and inhibit academic success. Three NTS were interviewed at the beginning of their studies and after two semesters. The interviews were then analysed using thematic analysis. To identify factors contributing to academic success at an individual and more objective level, deductive and inductive approaches were combined. The results indicated that NTS had to make their learning as profitable as possible to be successful in their studies. This is particularly manageable if the study requirements are sufficiently known, learning objectives are defined and appropriate learning strategies are used. Although the sample size was small, we included two measurement points; therefore, we could describe the development of NTS in higher education settings. The importance of clear goals and application of learning strategies can inform further (quantitative) studies.

ABSTRACTObjectiveThis systematic review and meta‐analysis assessed the Friends and Family Interview (FFI) as a tool for measuring attachment in middle childhood and adolescence.MethodsA comprehensive search was conducted following PRISMA guidelines across Scopus, Web of Sciences, PsycINFO and PubMed, covering literature from 2004 to 2024. Out of 3000 screened records, 52 studies were selected for narrative synthesis and 32 for meta‐analysis. Data extraction used a structured coding protocol and quality was assessed with the Newcastle‐Ottawa Scale.ResultsThe meta‐analysis included 2867 participants, revealing significant study heterogeneity. At‐risk samples (k = 13, n = 598) had a higher prevalence of insecure attachment compared to community samples (k = 11, n = 1080). Clinical samples (three, all with anxiety disorders) mostly showed secure classifications. Cultural differences in attachment were observed between European and Northern American or Latin samples. Attachment disorganization scores correlated positively and significantly with internalizing and thought symptoms, while scores for Security, Insecure‐Dismissing, Coherence, Secure Base/Safe Haven mother and father scores were associated to verbal IQ, with moderating effects of (older) age, (female) gender and sample risk.ConclusionsThe FFI shows potential as an attachment assessment tool, but issues like study heterogeneity and cultural bias require further research to improve its applicability across diverse populations.

Binnadang is an Indigenous communal practice deeply embedded in the everyday life of Kankanaey communities, reflecting shared labor, moral responsibility, and collective identity. This qualitative study explored how community members experience and sustain Binnadang in one of the Kankanaey Indigenous Community focusing on motivations for participation, contemporary challenges, contributions to community unity, and strategies that help sustain the practice. Guided by a phenomenological–thematic approach, the study involved in depth, face to face interviews with ten adult and elder community members who have actively participated in Binnadang. Data were collected using a semi structured interview guide, transcribed verbatim from Kankanaey, translated into English, and analyzed thematically through a Colaizzi informed process emphasizing participants lived meanings.