Language barrier remains a critical challenge affecting students’ academic performance in higher learning institutions in Rwanda, where English is the primary medium of instruction. This study examined the relationship between language proficiency and academic achievement among undergraduate students at the University of Rwanda College of Education. Using a quantitative research approach with a descriptive-correlational design, data were collected from 339 students across arts and science faculties. Descriptive statistics measured the level of perceived language barriers, while Pearson correlation analyzed the relationship between language proficiency and academic performance. Findings revealed a significant negative relationship between language barriers and students’ academic outcomes, indicating that limited English proficiency hinders comprehension, participation, and overall performance. The study recommended targeted interventions, including supplementary language courses, enhanced pedagogical strategies, and supportive academic resources to mitigate language challenges. Addressing these barriers is crucial to improve students’ academic success and prepare graduates for competitive employment in Rwanda’s socio-economic context. Keywords: Language barriers; English language proficiency; Academic performance; Higher learning institutions; Medium of instruction

This study aims to determine the effect of the Cone Drills training model on dribbling skills in futsal extracurricular students of SMAN 2 Seluma. The type of research used in this study is quantitative with experimental methods. The type of experimental research used in this study is Pre-Experimental Design with the One-Group Pretest-Posttest type. This research was conducted at SMAN 2 Seluma in futsal extracurricular students with a population of 15 students. Furthermore, the data analysis technique used in this study is quantitative data analysis. The results of this study obtained the results of the pretest data obtained the fastest or very good dribbling time is 12.09 seconds. and then a posttest test has been carried out which gets the fastest dribbling time or the very good category is 09.11 seconds, also the slowest time or the very bad category when the pretest is 20.25 seconds and the posttest is 20.09 seconds. can be seen from the results of the hypothesis t test above after the t test is carried out. Calculate the hypothesis gets a value of t = 0.03 and t. Table = 2, so the hypothesis is accepted. Therefore, it can be concluded that the cone drills training model has an effect on dribbling skills in futsal extracurricular students at SMAN 2 Seluma.

This study aims to explore pre-service biology teachers’ perceptions of digital game integration within inquiry-based learning environment. Twenty participants engaged in a 7-hr learning intervention that combined a digital game with hands-on inquiry laboratory activities. Pre- and post-intervention drawings were analyzed to assess shifts in their perceptions. Results indicated a conceptual shift toward viewing game and laboratory learning as complementary, with high-motivation, high-attitude participants showing greater integration. Differences emerged in perceptions of participants, settings, tools, activities, and game–laboratory integration. These findings indicate perceived increases in engagement through game-transformed inquiry intervention and highlight motivation’s role in shaping instructional approaches.

This paper explores a teacher educator's research journey to enhance digital literacy in a Bachelor of Education (BEd) programme at Stellenbosch University, using a qualitative action research approach. In response to increasing digitalisation, particularly in the post-COVID-19 era, the university implemented the Augmented Remote Teaching, Learning and Assessment (ARTLA) model in 2020, which blends online and in-person learning. Grounded in a critical emancipatory framework, the research investigates the teacher educator's engagement with digital knowledge and skills in order to improve teaching and learning. Central to this inquiry is the question: "How did I, as a teacher educator, set out to improve my teaching and learning through digital literacy in my BEd undergraduate classroom?" Data were collected through field notes, questionnaires, semi-structured interviews, and a focus group. Findings indicate that online teaching and learning fosters student engagement, although access disparities remain a challenge. Despite these barriers, the project improved learning outcomes and highlighted the value of collaboration, reflection, and professional development in advancing digital pedagogy.

Global educational ministries stress the importance of teaching coding and robotics because they have profoundly influenced children's mathematical computational thinking and problem-solving skills. In addition, play-based approaches in the Foundation Phase are significant because they develop children's holistic development skills. The Department of Basic Education recently integrated coding and robotics into the Foundation Phase curriculum in South Africa. Consequently, there is a shortage of skilled teachers equipped to meet the curriculum demands in the phase. Thus, this problem threatens technological and national development due to the connection between coding, robotics, and curriculum transformation. Piaget's constructivism theory underpinned this study because it supports play-based approaches and hands-on experience in childhood education. An interpretive case study design within qualitative research explored Foundation Phase teachers' perceptions of integrating play-based approaches in coding and robotics to enhance early mathematics learning within curriculum transformation. Semi-structured interviews were conducted to elicit teachers' voices on teaching coding and robotics to develop learners' mathematics skills. Twelve teachers from three primary schools in Limpopo were selected through homogeneous purposive sampling. Thematic data analysis was used to analyse the collected data. The findings revealed that teachers rely on unplugged or non-digital robots to teach mathematics in the Foundation Phase due to a lack of access to technological tools. Their voices highlight the need for additional skills to adapt to this curriculum transformation effectively. This paper introduces a novel contribution to global efforts by exploring innovative ways of using Lego bricks to teach coding and robotics to enhance early mathematics learning in the Foundation Phase.

To move with the technologically advancing times, the Government of Zimbabwe in 2016 proposed an information and communication technology (ICT) policy for implementation in educational institutions. This policy demanded that ICTs be integrated into teaching and learning for a higher quality of education. However, a noteworthy point is that this policy is largely a theoretical document with no clear indications of how the mandate could be put into practice, especially in secondary schools located in rural areas where ICT infrastructure limitation is a real challenge. That this policy applies a blanket ICT integration ideology that fails to consider disparities in advantage between rural and urban schools creates a fundamental problem about the extent to which the policy can achieve holistic success. In this article, extracted from a doctoral study, we question the extent of the success of the ICT policy implementation in rural secondary schools in Zimbabwe, particularly with reference to English second language (ESL) teaching and learning. Drawing on findings from a multiple case study research project that utilised interviews and focus group discussions to collect qualitative data, we argue that there are salient discrepancies between the ideologies that the Zimbabwean national ICT policy panders and the realities that ESL teachers and learners face on the ground about ICT usage.

This scoping review aims to identify what is known about the barriers to and facilitators of inclusive physical education for Canadian elementary and middle school students. Six electronic databases were searched to identify Canadian articles published between 2000 and 2022. Overall, 38 studies were included and after summarizing their results, four categories of barriers and facilitators were identified: disabilities, cultural diversity, gender binary, and teacher related factors. Within each, seven themes were identified. The review also revealed limited exploration of disabled students’ first-hand perspectives, ethnically diverse groups, gender diverse youth, intersectionality, and inclusion training within physical education teacher education programs.

In response to rising antisemitism, many organizations are calling for improved Holocaust education. To accomplish this goal, teachers must be appropriately educated to teach the topic to their students. In the current study, we investigated the experiences of preservice teachers related to their preparation. Using a phenomenological research design, we surveyed approximately 200 preservice teachers and conducted 25 interviews to determine their perceptions of their readiness to teach the Holocaust. Findings suggest that teacher educators should provide pedagogical strategies to teach difficult histories, particularly in states which have competing mandates to both prevent antisemitism and avoid divisive concepts.

This research evaluates the teaching methods, assessment systems, assistive tools, and infrastructural facilities in terms of their inclusiveness towards teaching disabled students in one of the purposely selected integrated public junior mixed secondary schools in Nairobi County, Kenya. The researcher focuses on how these aspects align with the principles of inclusive education, employing a qualitative instrumental case study research method. Semi-structured interviews, classroom observations and document analysis were used to collect data. Results indicate that, although the school has tried to ensure that students with physical disabilities are accommodated, issues of teacher preparedness, resource availability, and physical accessibility of the school environment are still challenging. At the end of the study, recommendations for enhancing disability inclusiveness in the CBC implementation are also provided. Keywords: Inclusive Education, Competency-Based Curriculum, Physical Disabilities, Kenya, Case Study