Research Journal of Education, Teaching and Curriculum Studies
The Research Journal of Education, Teaching and Curriculum Studies is a high-quality open-access, peer-reviewed and refereed multidisciplinary research journal, dedicated to serving society by the global dissemination of information through an unparalleled commitment to quality, reliability, and innovation research work. Research Journal of Education, Teaching and Curriculum Studies welcomes and acknowledges high quality theoretical and empirical original research papers, case studies, review papers, literature reviews and conceptual frameworks from researchers, academicians, professionals, practitioners and students from all over the world. Research Journal of Education, Teaching and Curriculum Studies engages its noble efforts for the development and endeavours to give you the best.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
University-community-government Engagement: Insights from the Funda Ujabule Teaching School in South Africa
Community engagement has become an essential component of university partnerships aimed at improving education and promoting social development. This paper explores how community engagement is implemented in the collaboration between the University of Johannesburg (UJ) and Funda UJabule Teaching School in Soweto. The Funda Ujabule is a unique model in South Africa, as it is both a foundation school and a teaching school, located on the university campus in a largely working-class area of Soweto, Johannesburg. Academics who were part of its conceptualization and execution have evaluated the school. However, this article is an outsider's examination of the school and its practices, using the triple helix framework. The research draws on qualitative data obtained through interviews with 3 Faculty members involved in CE initiatives at UJ, two School Management Team (SMT) members, two Educators working in the Foundation Phase, two community members (1 food handler and 1 School Governing Body (SGB) member), and one fourth-year student. The findings indicate that the collaboration promotes community engagement through service-learning projects, literacy initiatives, parental workshops, and outreach programmes that foster a reading culture and support community development. In addition, the data demonstrates that the university maintains active engagement with both the school and the broader community. The findings are interpreted through our Triple Helix framework, which conceptualizes collaboration among universities, government, and community to address complex social challenges.
Copyright (c) 2026 https://creativecommons.org/licenses/by-nc-sa/4.0
Foundations of Justice: A Scoping Review of Catholic Social Teaching in Formation and Practice
This scoping review maps how Catholic Social Teaching (CST) has been conceptualised, taught, and applied as an introductory, foundational discipline within theological, pastoral, and social-transformation formation. Following PRISMA-ScR guidance and the Arksey and O'Malley framework as refined by Levac and colleagues, a search of five databases on 8 July 2026 identified 391 records; 51 underwent full-text screening, and 14 met the inclusion criteria, with 37 excluded primarily for engaging CST's doctrinal content without addressing how it is taught, curricularised, or applied pedagogically. Inclusion instead required explicit engagement with CST’s pedagogical application, formation methodology, or empirical student outcomes. Included sources span Catholic formation contexts in the United States, Nigeria, Hungary, Poland, Kenya, the Philippines, and East Africa, and comprise peer-reviewed articles, a dissertation, and a course guide. Thematic synthesis aga-inst six anticipated clusters yielded six findings of markedly varying strength: curriculum design and institutional embedding (13 of 14 sources); core principles and their pedagogical framing (12); regional and institutional variation (12); integration with practical theology, service-learning, and advocacy formation (11); key encyclicals and documents (11); and, weaker than the rest, reception and comprehension among learners (5). Introduction to CST emerges as widely and formally embedded and richly documented in curricular design and content selection, but thinly evidenced in what learners actually understand, retain, or subsequently act upon. A conceptual account of the discipline as canonically mandated, curricularly embedded, and locally adapted is proposed, foregrounding curriculum design as the field’s evidentiary strength and learner reception as its central weakness, alongside gaps including scarce measurement of comprehension, no controlled or comparative evaluation designs, weak longitudinal evidence, and continuing Anglophone concentration. Screening and eligibility decisions were made by a single reviewer, without independent duplicate screening, a limitation borne in mind throughout.
Leadership Practices by Heads of Institution of Empowering Teachers on Competence-Based Education Sustainability in Public Junior School: A Case of Kisii County, Kenya
This study aimed at investigating Leadership Practices by Heads of Institution of Empowering Teachers on Competence-Based Education (CBE) Sustainability in Public Junior School. Curriculum reform is vital in ensuring that education system meets societal demands. The study adopted a census technique for the Sub-County Quality Assurance and Standards Officers (SCQASOs), involving all 11 officers since the population was small, accessible, and suitable for eliminating sampling error while achieving the desired level of precision. The Yamane (1967) simplified formula for finite populations was used to determine the sample sizes for Heads of Institutions (HOIs) and JS Teachers at a 7% precision level. Yamane (1967) simplified formula was used because the population was known. For HOIs, with a total population of 686, the sample size was calculated as n = 157 distributed proportionately to all sub-counties. As for JS teachers, with a total population of 1,925, the sample size was calculated as n = 185 and the sample were proportionally distributed across the sub-counties. Overly, the sample comprised of 11 (SCQASOs), 157 HOIs and 185 Junior School teachers, hence, a total sample of 353. The study employed a mixed-methods research design, which integrates both quantitative and qualitative approaches to provide a more comprehensive understanding of the research problem. Results showed high mean scores for teacher empowerment (M = 4.10, Std.Dev. = 0.54). The study therefore, recommends continuous empowerment of teachers and learners to enhance sustained CBE implementation.
Copyright (c) 2026 Rosalia Bosibori Nyamwamu, Justina S. Ndaita, Benard Omenge Nyatuka https://creativecommons.org/licenses/by-nc-sa/4.0
The Influence of Anxiety on Academic Outcomes among Students in Public Secondary Schools in Nakuru North Sub-County, Kenya
Anxiety is one of the major psychological factors influencing students' academic functioning and educational success. Public secondary schools in Nakuru North Sub-County continue to experience relatively low academic outcomes, despite national policy initiatives aimed at improving students' mental health and educational achievement. The present study investigated the influence of anxiety on academic outcomes among students in public secondary schools in Nakuru North Sub-County, Kenya in order to provide empirical evidence that has been lacking on how anxiety influence academic outcomes in the sub – County. The study adopted a pragmatic research paradigm and employed a convergent parallel mixed-methods design. The target population of the study was 27,920 students, 82 Class teachers, and 82 school counsellors in 82 public secondary schools and population sample size was 390 students from the sample of 13 public secondary schools, 13 class teachers and 13 school counsellors. Quantitative data were collected using structured questionnaires administered to students, while qualitative data were gathered through interview schedules with class teachers and school counsellors. Quantitative data were analysed using descriptive statistics, simple linear regression, and regression coefficient analysis whereas qualitative data were analysed thematically. The findings revealed a strong negative relationship between anxiety and academic outcomes (r = –0.737, p < .001). Regression analysis further showed that anxiety significantly predicted students' academic outcomes (B = –0.127, p < .001), indicating that higher anxiety levels were associated with poorer academic outcomes. Qualitative interviews with class teachers and school counsellors underscored these findings, emphasising the negative influence of anxiety on secondary school students’ academic outcomes. The study concludes that anxiety significantly undermines students' academic outcomes. It recommends strengthening school-based mental health programmes, enhancing counselling services, and equipping teachers with skills to identify and support students experiencing anxiety.
Copyright (c) 2026 Peter Kisa Maina, Kennedy Bota, Joel Ogutu https://creativecommons.org/licenses/by-nc-sa/4.0
Punishment and Academic Self-Concept Among Low-Achieving Secondary School Students in Trans-Nzoia County, Kenya
This study examined the association between low-achieving secondary school students exposure to non-physical punitive discipline and their academic self-concept in Trans-Nzoia County, Kenya, where punishment remains a routine response to poor performance despite a thin local evidence base. Framed by self-determination theory and Shavelson model of academic self-concept, the study used a cross-sectional, convergent parallel mixed-methods design; because it delivered no treatment and no repeated measurement, it reports associations rather than effects. From a population of 25,075 low-achieving students, 964 class teachers and 241 deputy principals, 384 students completed a five-point Likert questionnaire and 68 teachers and 34 deputy principals were interviewed. Quantitative data were analysed using descriptive statistics and bivariate regression; interview data using reflexive thematic analysis. A statistically significant but weak positive association emerged between reported punishment and academic self-concept (β = 0.311, R² = 0.097), explaining under 10 per cent of the variance and running counter to the international literature; it is attributed mainly to a belief item carried in the predictor and to learners reading structured attention as care. The interview strand, in which teachers doubted the value of punishment, diverged from the survey and is treated as a substantive finding. The cross-sectional, unadjusted design and an unvalidated punishment measure preclude causal or directional claims. Schools should replace punitive responses to academic failure with private, behaviour-specific corrective feedback supported by school counselling.
Community Perception of Inclusive Education and Rehabilitation for Street Children in Mumias West Sub-County, Kenya
Street children’s prevalence varies globally even among high”income countries. This prevalence reflects a difference in the social, welfare, and health care factors that influence street children’s holistic development. Studies on the Sustainable Development Goal (SDG) agenda on universal education seem elusive to this category of population. Kenya’s current competency-based curriculum of education defines a pathway for every Kenyan child yet prevalence of street children out of school including Mumias Sub- County continues to grow. Successful rehabilitation and re-integration of street children requires active participation and sustained support from communities in which they live. Researchers examined potential of inclusive education as a strategy for the rehabilitation of street children. Grounded in the Person-Environment (P-E)-Fit theory and the Social Exclusion Theory, this qualitative study explored the paradox of rehabilitating street children through inclusive education in Mumias West Sub-County Kenya amid negative community perceptions. Based on data drawn from 33 sampled street children and 11 key informants, researchers examined community attitudes, stigmatisation, parental involvement, and systemic barriers. Study findings reveal existence of negative community perception at 66.7%, stigmatization prevalence at 66.6%, negative attitude towards re-integration at 72.7%, and lack of direct parental involvement at 72.7%. Focused group discussions and interviews reveal limited community support, participation, and collaboration. This undermines rehabilitation and re-integration efforts for street children. The study recommends establishment and strengthening of multi-sector collaboration frameworks that consist of community leaders, governments, non-governmental organisations, schools and private institutions to create a supportive environment that promotes acceptance and provides psychosocial support for street children.
Copyright (c) 2026 Janet Nabiswa, Elizabeth Mabele https://creativecommons.org/licenses/by-nc-sa/4.0
The Mismatch Between Higher Education Outcomes and Labour Market Needs Among Young Graduates in Tanzania: A Systematic Review of Secondary Data
This study examines the growing mismatch between higher education outcomes and labour market requirements among young graduates in Tanzania, a challenge that continues to contribute to graduate unemployment and underemployment despite the rapid expansion of higher learning institutions. The purpose of the study was to explore the key factors contributing to this mismatch and identify strategies for improving graduate employability. The study employed a qualitative systematic review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Data were gathered from multiple academic data bases and search engines such as Google scholar, Scopus, Web of Science, ERIC and AJOL A total of 150 publications published between 2010 and 2025 were identified, of which 20 met the inclusion criteria and were analysed qualitatively. The findings indicate that the mismatch is largely driven by outdated curricula, limited practical and industrial training, weak collaboration between universities and industries, and inadequate soft skills among graduates. Employers consistently highlighted deficiencies in communication, teamwork, critical thinking, and problem-solving skills. The study is limited by its reliance on secondary data and the availability of published literature within the selected period. Nevertheless, the review provides valuable insights into graduate employability challenges in Tanzania. The study recommends strengthening curriculum reforms, improving internship and practical training opportunities, promoting entrepreneurship education, and fostering stronger partnerships between higher learning institutions and industry to better align graduates’ skills with labour market demands.
Copyright (c) 2026 Steward Ngagard Lulamye https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Media Fluency and Innovative Content Creation Among Mass Communication Students at Kabarak University, Nakuru, Kenya
As the global and Kenyan media industries rapidly transition to digital-first, multi-platform storytelling, Mass Communication students are increasingly required to possess advanced technical skills. However, a critical skills gap persists within Kenyan higher education: despite significant investments in digital laboratories, students at institutions like Kabarak University frequently exhibit high technical proficiency but paradoxically fail to translate these skills into innovative journalistic content, often defaulting to derivative projects to secure passing grades. This study fills this empirical gap by investigating the underlying psychological mechanisms. Nevertheless, the process of converting the simple software skill into real creative innovation is under-researched in the context of higher education in East Africa. This research is based on a theoretical synthesis of the Cognitive Load Theory of John Sweller and the Social Cognitive Theory of Albert Bandura and explores the psychological intervening variable between technical proficiency and creative performance. A structured instrument was used to gather primary data through the use of an exploratory, qualitative-dominant mixed-methods research design (concurrent triangulation) among undergraduate students of Mass Communication at Kabarak University, Kenya (N=30). The instrument combined quantitative Likert scales with qualitative open-ended questions to create a descriptive floor of cognitive load and the lived technical experiences of students, respectively. The combined results indicate that there is an Academic Risk Aversion Paradox in which the local infrastructural friction serves as an extreme extraneous cognitive burden that makes students give up creative aspiration and pursue mechanical recreation. Finally, this paper will claim that technical fluency is only one of the minimum qualifications; university programs need to actively offset infrastructural shortcomings to create the creative self-efficacy needed to drive the multi-skilled digital reporters that modern newsrooms demand. To dismantle this Academic Risk Aversion Paradox, the study concludes that institutional solutions must extend beyond simple hardware acquisition. Specifically, based on the localized friction experienced by the cohort, media departments must fundamentally revise their practical grading rubrics. By explicitly rewarding creative risk-taking, experimental ambition, and iterative failure rather than demanding error-free mechanical replication, educators can artificially lower performance-related cognitive load and actively rebuild the creative self-efficacy required for genuine digital innovation.
Transformational Leadership Practices and Facilitators Commitment in Implementing Competency-Based Education in Public Junior Secondary Schools in Kisii County
Since its inception, the new curriculum has faced numerous challenges in its implementation within Junior Secondary Schools. Ineffective leadership has been identified as a key contributor to these challenges. This study examined the influence of transformational leadership practices on facilitators commitment to implementing Competency-Based Education (CBE) in Kisii County. A descriptive survey design employing a mixed-methods strategy was adopted. Stratified random sampling was used to select participants, while Sub-County Quality Assurance Officers were included through a census. The sample comprised 230 heads of institutions, 299 facilitators, and 11 Sub-County Officers. Data were collected using interviews for heads of institutions and Sub-County officers, and questionnaires for facilitators. Data analysis combined qualitative and quantitative approaches, including Chi-square tests, Spearman correlation, multivariate regression, and structural equation modelling. Ethical considerations were observed throughout. Findings confirmed a significant positive relationship between transformational leadership and facilitators commitment. Multivariate tests revealed a strong overall leadership effect (Wilks, p < .001). Follow-up regression analyses identified Idealised Influence (.30, p < .001) and Intellectual Stimulation (.25, p < .01) as the strongest predictors of facilitators commitment. The results indicate that leaders who act with professional integrity, articulate a clear vision, and foster innovation significantly enhance facilitators commitment to CBE implementation. The study recommends continuous professional development initiatives to strengthen transformational leadership competencies, particularly intellectual stimulation, inspirational motivation, and individualised consideration, while emphasising dimensions most strongly supported by the data. These findings contribute to policy development on leadership and curriculum delivery in junior secondary CBE implementation.
Copyright (c) 2026 Fred Mogaka Orego, George Ngwacho Areba, Eliud Nyakundi https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers Perceptions of CBE Curriculum and Their Psychological Well-Being among Junior School Teachers in Nakuru County, Kenya
Educational reforms are a key driver of national development, reflecting the social, economic, and political priorities of a country. In Kenya, the Competency-Based Education (CBE) curriculum represents a major shift in teaching and learning, placing new demands on teachers who are central to successful implementation. Although the implementation of the Competency-Based Education (CBE) curriculum in Kenya has largely emphasised learner outcomes and instructional reforms, limited attention has been given to teachers psychological well-being. Consequently, the relationship between teachers perceptions of CBE and their psychological well-being remains under-explored, particularly within the Kenyan context. This study examined the impact of teachers perceptions of CBE on their psychological well-being among junior school teachers in Nakuru County. The study was based on the Self-Efficacy Theory by Bandura. The target population was 320 respondents, of whom seven respondents were used in the qualitative data. The mixed methods design was applied, and both the quantitative survey and the qualitative semi-structured interviews were combined. Findings indicated that teachers had moderate positive attitudes towards CBE, but the following factors were reported to be of concern: workload, insufficient resources, and lack of role clarity. There was a statistically significant correlation between the perception of teachers of CBE and their psychological well-being. The results of the Pearson correlation coefficient indicated that there was a strong positive correlation (r =.737, p =.000, N = 293). The study concludes that the attitude of the teachers towards reforms in education has a statistical impact on their psychological well-being. The research proposes practical teacher training on the CBE curriculum, supply of sufficient teaching materials, and institutional psychosocial support programs to improve adjustment to CBE curriculum implementation.
Copyright (c) 2026 Joseph Ngigi Ndungu, Margaret Gitumu, Jared Motanya https://creativecommons.org/licenses/by-nc-sa/4.0
Mentor Teachers Perceptions of their Level of Preparedness to Implement Teaching Practice 1 in Junior Secondary Schools, Kenya
Teaching Practice 1(TP1), a core component of pre-service teacher education, is intended to bridge university-based theory and school-based practice. TP1 has recently been introduced as a mandatory requirement for pre-service teacher training in Kenya. Implementation by teacher educators, especially universities, has progressed more rapidly than systematic documentation regarding the preparedness of mentor teachers, who play a central role in mentoring student teachers. This study examined mentor teachers perceptions of their preparedness to implement TP1 in junior secondary schools during the early phase of this reform. A concurrent mixed-method design was employed, targeting mentor teachers across designated teaching practice zones, drawing a sample of 217 from an accessible population of 325 using a stratified simple random sampling technique. Data was collected using a Mentor Teachers Questionnaire (MTQ) and an interview guide (MTIG). Content validity was established through expert review, and the MTQ demonstrated high internal consistency (Cronbach alpha = 0.93). Quantitative data were analysed descriptively using SPSS (Version 24), while qualitative data were analysed thematically using Nvivo. Findings indicated that mentor teachers generally perceived themselves as well prepared to implement TP1. However, interview data revealed significant gaps in preparedness, including misalignment between university expectations and school-based mentoring practices. The findings highlight misalignment between university expectations and school-based mentoring practices as one of the challenges associated with early-stage policy implementation and mentor teachers capacity development. Hence, the establishment of a structured orientation and professional learning programme for mentor teachers to support coherent implementation of TP1 is recommended. The study offers insights into mentor teachers capacity, role ambiguity, and inclusivity within competency-based education.
Copyright (c) 2026 Grace C. Wanja Ndeke, Anne Barmao, Nancy W. Mungai https://creativecommons.org/licenses/by-nc-sa/4.0
Reconceptualising Moral Character Education in Kenya's Primary School Teacher Education: Shulman's Knowledge Base, the Integrative Ethical Education Model, and a Backward Design Proposal
Primary school teachers in Kenya are widely expected to foster the moral development of their pupils; however, the primary school teacher education programme systematically neglects training in this aspect of their professional role. This conceptual and pedagogical-proposal study examines how Kenya's Primary Teacher Education (PTE) curriculum can be rethought to equip student teachers with the knowledge, skills, and dispositions necessary for effective moral character education. Drawing on three theoretically complementary frameworks, Shulman's model of teacher knowledge base, Narvaez's Integrative Ethical Education (IEE) model, and Wiggins and McTighe's backward design model, the study contends that moral character education is not an optional add-on to teacher preparation but a core element of the teaching profession. Through critical analysis of national policy documents and extensive review of scholarly literature in teacher education, moral development, and curriculum design, the study identifies three structural gaps that have characterised not only the now-phased-out two-year P1 Certificate but also persist, unremedied, in its successor programmes, namely the 2016 Diploma in Primary Teacher Education (DPTE) and the 2024 Diploma in Teacher Education-Pre-Primary and Primary (DTE-PP&P): the lack of a dedicated moral character course, an assessment culture that values propositional knowledge over professional development, and curriculum overload that marginalises reflective and relational pedagogy. A five-outcome course framework is proposed, covering: the dual intellectual-moral nature of teaching; knowledge of children's moral development; the moral aspects of classroom practice; the four components of ethical expertise (ethical sensitivity, ethical judgement, ethical motivation, and ethical action); and Pedagogical Content Knowledge for moral character education. Assessment strategies and learning experiences aligned to each outcome are detailed. Implications for teacher education policy, Kenya's transition to the Competency-Based Curriculum, and future empirical research are discussed.
Copyright (c) 2026 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
Inclusion as Innovation: Disability Justice, Digital Transformation, and the Capability to Be an Academic in African Higher Education
Digital transformation now shapes how students and staff access teaching, assessment, library systems, and academic work in universities. Yet accessibility is still often treated as an after-the-fact accommodation rather than as a design and quality principle. This article offers a critical narrative synthesis of recent literature on disability inclusion and digital accessibility in higher education, with a particular focus on African higher education and clear relevance to East Africa. The main review corpus comprised 23 sources published between 2021 and 2026, supplemented by three foundational texts used for conceptual framing. We define the capability to be an academic as the substantive freedom to access, produce, communicate, and have one's academic work recognised within teaching, learning, research, and institutional life. Framed in this way, the concept is not a relabelling of inclusion. It links disability justice's concern with power, collective access, and disabled leadership to the capability approach's concern with whether resources become real opportunities. Five recurring mechanisms emerged from the synthesis: structurally inaccessible digital ecosystems; staff capability gaps in producing accessible educational materials; governance and quality assurance arrangements that treat accessibility as peripheral; compliance-driven accommodation processes that reproduce dependency and academic ableism; and institution-level practices that recast inclusion as innovation through disability-led governance, universal design, and coordinated accessibility workflows. The discussion shows that it is not the presence of a platform, but the outcome of increased access to real opportunities by universities to permit disabled students and personnel to become full-functioning academics that should measure digital transformation. The article ends with some implications on the procurement, staff development, quality assurance, and disability led institutional governance in African universities.
Copyright (c) 2026 Nomanesi Madikizela-Madiya, John Nyangaresi https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers Lived Experiences and Intervention Strategies in Managing Substance Abuse among Rural Secondary School Learners in South Africa
Substance abuse among secondary school learners has emerged as a critical challenge confronting educators in rural South African contexts, yet the voices and experiences of teachers navigating this complex phenomenon remain underexplored in scholarly literature. This qualitative study investigates the multifaceted challenges teachers encounter when working with learners who abuse substances at School A Secondary School in Thohoyandou (pseudonym), Limpopo Province. Through semi-structured interviews with five educators, the research reveals a disturbing landscape characterised by classroom disruptions, aggressive learner behaviour, emotional exhaustion among teaching staff, and systemic gaps in professional support structures. The findings illuminate how substances such as cannabis, chove, nyaupe, and alcohol, among others, profoundly compromise the teaching-learning environment, whilst teachers themselves, lacking specialised training in addiction counselling, struggle to balance disciplinary responsibilities with pastoral care obligations. Peer pressure, familial dysfunction, and easy accessibility to drugs near school premises emerged as primary drivers of substance abuse, compounded by parental denial and weak community oversight. The study underscores the urgent need for comprehensive intervention frameworks that incorporate professional counsellors, law enforcement collaboration, parental engagement programmes, and sustained teacher capacity-building initiatives. By foregrounding teachers' authentic narratives, this research contributes empirically grounded insights that challenge current educational policies whilst offering practical recommendations for creating safer, more supportive learning environments in resource-constrained rural contexts.
Navigating Motherhood and Education: A qualitative exploration of the Challenges Experienced by School-Going Mothers in Hurungwe District of Zimbabwe
In many societies, school-going mothers typically bear the most significant burden after giving birth. Previous research studies have confirmed that school-going mothers face various challenges. This study examined the challenges faced by school-going mothers in Hurungwe, utilising Bronfenbrenner’s Ecological Systems theory. Qualitative interviews were conducted with a purposive sample of fifteen school-going mothers in three selected secondary schools in Hurungwe District. Data were collected through semi-structured interviews with the research participants. Data collected was analysed thematically. Key findings identified several challenges experienced by school-going mothers, including educational challenges, financial constraints, stigmatisation, isolation, and an unsupportive school environment. The results include poor academic performance and a failure to balance the dual roles of motherhood and learning. Additionally, the research study recommends that schools ensure teachers and other staff are trained, and that the Ministry of Primary and Secondary Education create a national data collection system to inform policy decisions. This system would analyse enrollment and retention statistics, as well as the challenges experienced by school-going mothers.
Academic Field Trip as a Tool for Developing Cultural Competence in Musical and Performing Arts Education
Studies have highlighted the importance of cultural competence in higher education musical and performing arts education. While there are various strategies for incorporating culturally relevant experiences in musical and performing arts education, academic field trips stand out as one such strategy. They allow students to engage with aspects of cultures relevant to their studies and post-study life that are often not covered in the classroom. Although previous studies have examined various aspects of culturally relevant education, little has been done on the significance of academic field trips to students’ academic experience in African tertiary education contexts. This study, therefore, examined students’ perception of the significance of academic field trips to cultural relevance in performing arts education, using an academic field trip at Kabarak University as a case study. Drawing on the pragmatic research paradigm, the study employed a mix of quantitative and qualitative designs anchored on Kolb’s Experiential Learning Theory. Findings revealed that academic trips enriched students’ appreciation of indigenous performances and enhanced reflective learning. An overwhelming majority of participants (92%) agreed that the academic field trip provided them a unique learning opportunity that could not be replicated within the classroom. In addition, 88% affirmed that it helped them to bridge the gap between theory and real-world artistic practice. There is a need for academic trips and other immersive, real-world learning experiences to be formally embedded in music and performing arts education curricula to enhance the cultural competence of students in these fields.
Relationship Between Students Perceptions of Doctoral Value and Satisfaction with University Services in Kenyan Universities in the Post-COVID-19 Era
This study investigates the relationship between doctoral students perceptions of the value of their programmes and their satisfaction with university services in selected Kenyan universities in the post-COVID-19 era. Employing a descriptive survey design, data were collected from 63 doctoral students using a structured questionnaire. Perceived doctoral value was measured using a modified multidimensional value scale, while satisfaction with university services was assessed using the SERVPERF instrument. Data were analysed using descriptive and inferential statistics, including Pearson product moment correlation and Kendall tau-b correlation. The findings revealed a positive and statistically significant relationship between perceived doctoral value and satisfaction with university services (r = .264, p < .05). Kendall tau-b analysis further confirmed a moderate positive association (b = .21, p < .05). Students who perceived greater value in their doctoral programmes reported higher satisfaction with the quality, reliability, and responsiveness of university services. The results underscore the importance of strengthening functional, social, and emotional value dimensions within doctoral education to enhance institutional effectiveness and student experience in the post-COVID-19 context.
From Internship to Impact: Tackling Challenges of Writing Pedagogy in Ghanaian English Language Classrooms
Although writing remains essential for effective English language instruction, many teacher interns in Ghanaian tertiary institutions struggle with resource constraints, learner diversity, and pedagogical limitations. Guided by this concern, this study examined the key challenges teacher interns face and the strategies they employ in English language writing within the Ghanaian tertiary setting. A descriptive survey design grounded in a positivist orientation was adopted, and data were gathered from 286 teacher interns at the University of Education, Winneba. Data were collected using a closed-ended questionnaire with a Cronbach’s Alpha of 0.78 and analysed using descriptive statistics. The findings indicate that heterogeneous student proficiency levels and adequate teaching and learning resources remain persistent barriers to effective writing instruction. At the same time, scaffolded approaches such as mentor feedback, structured task sequencing, and collaborative writing enhance pedagogical effectiveness and support interns’ confidence as writers and teachers. Drawing on Vygotsky’s socio-cultural theory, particularly the notion of Zone of Proximal Development, the study illustrates how mentorship and collaboration mediate learning and professional growth among teacher interns. The study contributes to teacher education discourse by situating scaffolding and mediation within a resource-constrained context and suggesting practical strategies for improving writing instruction during teaching internships.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-sa/4.0
Parent-Teacher Synergy and Learner Success: Insights for Competency-Based Education in Kenya
This study explores the impact of parent-teacher collaboration on learner achievement within Kenya’s Competency-Based Curriculum (CBC). Framed in both global and local contexts, it draws on current literature and original research conducted in Kenyan primary schools. A mixed-methods design was employed, integrating surveys and follow-up interviews. Quantitative data were analysed using descriptive statistics, while qualitative findings underwent thematic analysis. Methodological rigour was ensured through the use of a validated family–school relationship scale, internal consistency checks, triangulation, and member-checking. Findings highlight that active parental involvement is crucial to academic and social development. While many parents showed strong commitment, challenges such as limited curriculum familiarity, demanding work schedules, poor communication with schools, and negative past experiences inhibited full engagement. Notably, mothers made up two-thirds of participants, reflecting a gendered pattern in educational involvement. Despite high aspirations for their children, parents often felt unprepared to support CBC learning and deferred responsibility to teachers. The study connects these insights to broader frameworks, including Sustainable Development Goal 4 and Kenya’s Vision 2030, emphasizing that reinforcing parent-teacher partnerships is vital to achieving inclusive, equitable, and quality education. The paper concludes with actionable recommendations for stakeholders to embed effective family–school collaboration into CBC implementation, addressing digital learning, community-based education, and support for learners with special needs.
Copyright (c) 2025 Research Journal of Education, Teaching and Curriculum Studies https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Artificial Intelligence in Education: A Systematic Review of Literature
This study investigates the ethical integration of Artificial Intelligence (AI) in academic settings, focusing on its implementation in education and its subsequent impact on learning experiences. Employing a systematic scoping review methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, the research synthesises existing literature to identify critical factors influencing AI adoption. These factors include cost, data privacy, algorithmic bias, job displacement, and safety concerns. The study further explores effective strategies for mitigating these challenges, such as developing institutional policies, utilising plagiarism detection tools, providing comprehensive training for students and staff, fostering critical thinking, and conducting ethical AI workshops. Relevant literature was sourced from scholarly databases, including Google Scholar, Emerald Insights, Research4Life, and EBSCOhost, using Boolean operators (AND, OR) to refine the search. The findings underscore the necessity of continuous monitoring and evaluation of AI systems in educational environments to ensure their responsible and productive use. The study concludes that while there is a pressing need to integrate AI to enhance educational processes, it is imperative to proactively address associated ethical issues to harness the AI technology's benefits responsibly and equitably.
The Significance of Text-based Approach in Teaching Writing to ESL/EFL Learners: A Systematic Review
This paper presents a systematic review of the Text-based approach in teaching writing skills to ESL/EFL Learners. Using the Systemic Functional Linguistics theory and concepts drawn from the Social Cultural Theory, specifically Zone of Proximal Development (ZPD) and Language Acquisition Support System (LASS), the study analyses how the theory and concepts shaped the application of the approach in diverse international, regional and local language education settings. This systematic review presents a clear analysis of the approach, citing previous studies. It highlights the results from previous studies on the effectiveness of the approach, showing how it contributed to the development of writing skills. The reviewed literature revealed that text-based instruction is effective in developing ESL/EFL students’ writing skills if it is enhanced with peer review and student self-assessment. This study would add to the pedagogical and theoretical understanding of the use of text-based instruction and promote additional studies in under-resourced ESL/ EFL settings.
Pedagogy, Creativity, and Technology in Safeguarding Musical Traditions: Insights from Arab and African Contexts
Music traditions in Arab and African societies have long relied on oral transmission, apprenticeship, and communal participation to ensure continuity across generations. However, globalisation, rapid technological change, and shifting cultural dynamics have increasingly disrupted these traditional systems of knowledge transfer. At the same time, new digital and communication technologies present both opportunities and challenges for preserving, transforming, and reimagining these repertoires in contemporary contexts. This study investigates the intersection of pedagogy, creativity, and technology in safeguarding these traditions. It explores how digital and communication technologies reshape teaching, learning, and cultural transmission, simultaneously preserving and transforming practices. Using a qualitative, multi-method design, the research integrates theoretical analysis, documentary review, and illustrative case studies drawn from Egypt, Lebanon, Zanzibar, Senegal, Benin, and Ghana. Contemporary perspectives in digital ethnomusicology frame the analysis within both classical and modern approaches. Findings reveal that social media, streaming services, and interactive tools expand access to repertoires, foster intercultural dialogue, and enable new forms of collective creativity and virtual community. However, challenges remain, including unequal access to resources, contested questions of ownership and authenticity, and ethical concerns regarding cultural sensitivity. Two limitations are acknowledged: the case studies cannot capture the full diversity of Arab and African contexts, and the rapid pace of technological change may constrain the long-term applicability of the conclusions. The study contributes to academic and practical debates by showing how pedagogy and creativity are redefined in digital spaces. It argues for balanced approaches that respect tradition while embracing the transformative potential of technology to safeguard heritage and foster sustainable innovation.
Impact of learning-centred leadership practices on quality instruction of public primary schools in Gasabo District, Rwanda: A scoping review
School leadership plays a crucial role in shaping quality teaching and learning globally, with growing emphasis on models that go beyond administration to actively promote instructional excellence. Learning-centred leadership, which prioritises student learning, teacher development, and supportive school environments, is a key focus in Rwanda Education Sector Strategic Plan (ESSP 2018; 2024). This scoping review applied Arksey and Malley's framework alongside PRISMA-ScR guidelines to analyse literature from 2017 to 2025, examining how learning-centred leadership affects quality instruction in public primary schools in Gasabo District, Rwanda, with studies screened for relevance and rigour. Findings indicate that learning-centred leadership significantly enhances instructional quality. Effective instructional supervision strongly correlates with improved teacher performance, and targeted professional development fosters both teacher growth and student achievement. Transformational and democratic leadership styles were identified as most effective in promoting teacher commitment and positive school outcomes. Furthermore, a positive school culture and collaborative learning environments contribute substantially to academic success. However, systemic challenges such as limited school leader training, administrative burdens, resource constraints, and inconsistent supervision impede these leadership benefits. The review concludes that addressing these barriers through focused professional development, resource investment, and streamlined administrative demands is essential for sustained instructional improvement. These insights offer valuable guidance for Rwanda educational reforms aimed at empowering school leaders to enhance teaching quality in public primary schools.
School Community Perceptions Shaping Girls Participation in STEM Education: Empirical Evidence from Nyagatare District, Rwanda
Persistent gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education continue to limit girls full participation, particularly in rural and under-resourced contexts. In Rwanda Nyagatare District, these inequities are amplified by deep-rooted socio-cultural norms, institutional stereotypes, and a lack of gender-responsive support systems. Although national enrolment of girls in basic education has improved, their transition and completion rates in upper secondary STEM pathways remain significantly lower, reflecting a broader pattern of gendered attrition. This study investigates the interrelationship between Gender Biases and Stereotypes (GBS), School Community Perceptions (SCP), and their influence on Girls Participation in STEM (GWP). It also evaluates the role of Evidence-Based Interventions (EBI) in challenging structural and normative barriers. Grounded in Critical Feminist Theory, Social Cognitive Theory, and Social Constructivist Theory, the study adopts a convergent mixed-methods approach. Quantitative data were collected from 431 students and teachers, while qualitative insights were drawn from 34 key informants, including school leaders, parents, and education officials. Findings reveal that both descriptive (e.g., boys are better at STEM) and injunctive (e.g., girls should pursue caregiving careers norms shape aspirations and identity. Chi-square and Phi analyses confirmed gender as a significant factor in stereotype reinforcement. However, inclusive interventions such as career counselling, community awareness, and visible female role models help counteract these biases. The study proposes the Gender-Responsive STEM Equity Model (GRSEM) to guide transformative, inclusive STEM education reform in Rwanda and similar settings.
Administrative Strategies for Implementing 100% Transition in Nyandarua County Secondary Schools, Kenya
While progress has been made in achieving 100% transition across all levels of education in Kenya, schools have experienced an influx of students. Various challenges have been encountered, including infrastructure gaps, teachers shortage, and congestion. The purpose of the study was to assess the administrative strategies for implementing 100% transition in Nyandarua County secondary schools, Kenya. The study's objectives were to examine the level of expansion space and determine administrative coping mechanisms for handling large enrollment. Open system theory was employed. A descriptive research design was used to guide this research. The target population was 150 principals and seven Curriculum Support Officers (CSOs). Simple random sampling using 30% of the target population was used to get a sample size of 45 principals. Seven CSOs were purposively sampled. A structured questionnaire and interview guide were collected data from principals and CSOs, respectively. Data was analysed using descriptive statistics and content analysis. Results revealed that 50.3% of respondents disagreed, 44.5% agreed, and 5.2% were unsure if they had adopted viable strategies. One notable tactic was that the majority of respondents, at 71% agreed that they had increased staff workload. The study concluded that coping mechanisms were temporary fixes meant to mitigate the effects of overcapacity, which could lower educational standards in crowded classrooms. The study recommended the use of lecture chairs that occupy less space and the adoption of collaborative leadership. Findings would be helpful to education stakeholders at present and in the future.
Family-Child Literacy Practices and Early English Literacy Skills in Pre-Primary Grade One Children in Gasabo District, Rwanda
Rwandan children come from their homes to nursery schools with oral skills in Kinyarwanda, but most children come without any skills in the English language. Moreover, English is taught in pre-primary schools. This study aimed to examine the impact of family-child literacy practices on Early English Literacy Skills development in pre-primary grade one children in Gasabo district. A descriptive survey design was used to collect qualitative and quantitative data. The sample size was 380 respondents (teachers, children, and their caregivers). Stratified random sampling and purposive sampling techniques were employed. Close-ended questionnaires, an interview guide, and a tool for children’s dynamic indicators of Early English Literacy Skills were used. Secondary data was obtained through document analysis. The qualitative data from the teachers’ interview was recorded using a computer tablet, responses were cleaned, different responses were classified by identifying major responses for different themes, the record was transcribed and patterns emerging from major responses were identified. Interviews and narratives were also reported verbatim in the form of extracts. Quantitative analysis began with data entry, cleaning, analysis, and interpretation. Results from teachers showed high participation of caregivers mostly from urban families towards supporting their children in early literacy activities. Still, data from caregivers’ involvement in different literacy practices was also more evident in urban families than in rural families. Conclusively, it is clear that the origin of grade one pre-primary children's early literacy development differences originates from their families and hence the need to remove all barriers in the children’s family environment that hinder their early literacy development.
Assessment of Board of Management Facility Maintenance Practices on Effective Governance of Public Primary Schools in Nyeri County, Kenya
Providing successful educational programmes requires effective governance in the provision and maintenance of facilities. Although public primary schools have Boards of Management (BOM) that act as supervisors, their effectiveness needs to be ascertained. The purpose of this study was to assess the BOM facility maintenance practices concerning the effective governance of public primary schools in Nyeri County, Kenya. The study was grounded in Agency Theory and adopted a descriptive research design. The target population consisted of 352 public primary schools and 352 chairpersons of the Board of Management. Using the Yamane Table (1967), a sample size of 78 BOM chairpersons was selected. A questionnaire containing both closed-ended and open-ended items was used to collect data from the BOM chairpersons. Descriptive analyses were performed on the quantitative data, while content analysis was applied to the qualitative data. The study revealed that 76.2% of respondents agreed, while 23.8% disagreed that the Board of Management had significantly contributed to the provision and maintenance of school facilities. However, there was a notable gap in the availability and maintenance of modern technological infrastructure, where only 56.4% agreed, highlighting the need for strategic investment in digital learning tools. The study concluded that the physical environment is an essential aspect of creating a conducive learning atmosphere, and its maintenance plays a pivotal role in supporting effective school governance. The study recommends prioritising targeted investment in technological infrastructure to bridge the gap between traditional and modern resources. This study will be significant to education stakeholders as it provides useful information on effective governance.
Challenges Encountered by Secondary School Principals and Their Impact on Teacher Job Performance in Kieni West Sub-County Nyeri, Kenya
High school principals face numerous challenges in their endeavors to enhance teacher performance. These challenges range from supervision to organizational issues. The purpose of this study was to assess the challenges encountered by secondary school principals and their impact on teacher job performance in Kieni West Sub-County Nyeri, Kenya. Specifically, the study aimed to: examine the supervision challenges; determine the managerial challenges, and determine the probable solutions to mitigate the challenges. The research was directed by Path Goal theory in 1971. The target population was 262 schools with 262 principals. Simple random sampling was employed using 30% of the target population to get a sample of 79 principals. A structured questionnaire was utilized to collect data which was analyzed using descriptive and inferential statistics. The results revealed that 56% of principals faced supervision challenges which were mainly; teachers’ laxity in the supervision of students’ academic work at 72% followed by teachers’ slackness in controlling students’ discipline at 63.3%. The managerial challenges included financial constraints at 78% followed by uncooperative parents at 48%. The study concluded that the above-identified challenges may have an impact on leadership outcomes by school heads and eventually teacher performance. The study recommended close monitoring of teachers and the use of collaborative leadership to improve teachers’ performance and cooperation. Consequently, this may lead to improvement in students’ performance.
Assessing the Impact of Primary Pedagogical Education on Pupils’ Home-Based Practical Skills in Kigamboni District, Tanzania
Acquiring practical skills through primary education is crucial for fostering personal development, self-reliance, and socio-economic progress. Despite policy efforts in Tanzania to reform curricula and integrate vocational and practical competencies, the implementation of such skills remains limited in effectiveness. This study examines the extent to which pupils in Kigamboni District, Dar es Salaam, apply school-acquired practical skills in their home environments. The study is grounded in the Humanist Learning Theory, which emphasises experiential learning and learner-centred development. This qualitative research employed content analysis of interviews conducted with 20 households selected from public schools in Kibada Ward. Findings revealed a significant disconnect between theoretical knowledge imparted in school and its practical application at home. Pupils demonstrated limited engagement in key areas such as hygiene, cookery, environmental care, and clay modeling, largely due to insufficient instructional resources, exam-oriented teaching, rigid gender roles, and inadequate parental support. While some pupils showed initiative in practising skills like embroidery through parental modeling, overall participation in household tasks remained inconsistent. Influenced by socio-economic factors and family dynamics, the home learning environment emerged as a critical factor in shaping pupils’ ability to transfer learned competencies to real-life scenarios. The study underscores the need for a more inclusive and hands-on approach to practical skill instruction that aligns with curricular goals and pupils’ lived experiences. By embracing humanistic principles, Tanzanian primary education can better prepare learners to meet the practical demands of their families and communities.
Influence of Mobile Social Media on Students Learning Activities in Public Day Secondary Schools in Nyeri County, Kenya
Learning activities are significant undertakings in shaping the overall performance of the students. Students engagement in learning activities requires a seamless flow of interaction from inside and outside the classroom. The continued dismal performance in students assessments raises questions about what hinders the effective interface of learning activities. This study aimed to assess the influence of mobile social media on students learning activities in public day secondary schools in Nyeri County, Kenya. The specific objectives were; to determine the effect of frequent use of mobile social media on participation in outdoor play; and to evaluate the impact of social media use on learning. The study was guided by the social cognitive theory proposed by Albert Bandura in 1977. The descriptive research design was adopted. A target population of 160 public day secondary schools in Nyeri County with 5400 form two students was taken. A simple random sampling was applied to get a sample size of 48 principals and 48 guidance and counseling teachers (30%). Krejcie and Morgan 1970 table was used to get 358 students sample population. Questionnaires were reliably used to collect data from students and guidance and counseling teachers. Principals were taken through the interview. The collected quantitative and qualitative data was analysed using descriptive statistics and thematic analysis respectively. Research results indicated that the majority of students, 76.2%, access social media sites distracting learning activities. This study will empower education stakeholders to put control mechanisms on excessive social media use which deters students performance.