Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Indonesian Journal of Education Research (IJoER) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Nawastheen, Fareed Mohamed
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Role of School Principals in Integrating Technology into the Teaching–Learning Process Sisindra, K S P; Nawastheen, Fareed Mohamed
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 6 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i6.2177

Abstract

Purpose of the study: The present study explored the role of Sri Lankan school principals in integrating technology into the teaching–learning process across diverse educational contexts. It examined how principals provide leadership, support, and direction for technology use in schools, while also identifying the challenges they face and the factors that influence their efforts. Methodology: A qualitative research design was adopted, using semi-structured interviews with ten school principals from Sinhala, Tamil, and English medium schools across four districts in Sri Lanka. Data were analyzed using thematic analysis Main Findings: The findings reveal that principals play multiple roles as facilitators, enablers, and advocates of technology integration. They support initiatives such as STEM education and encourage teachers’ use of digital tools; however, their leadership is often constrained by the absence of a clear technological vision, limited resources, inadequate infrastructure, teacher resistance, and insufficient awareness of technology-related policies. These challenges vary between urban and rural schools and across different language-medium contexts Novelty/Originality of this study: This study contributes to the understanding of school principals’ roles in leading technology integration in Sri Lankan schools. It highlights both leadership practices and contextual constraints and offers practical insights to strengthen principals’ capacity to support effective and equitable technology-enhanced teaching and learning.
Academics’ Experiences of Integrating Open Educational Resources into Study Guides in Sri Lankan Distance Education Fernando, W.M.A.P. Sandamini; Nawastheen, Fareed Mohamed
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 10
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Open educational resources (OER) can provide additional learning materials for distance education students. However, limited research has examined academics’ experiences of using OER in distance teacher education study guides. This study examined academics’ perceptions and experiences of integrating OER into the study guides of the Postgraduate Diploma in Education programme at a university offering open and distance education in Sri Lanka. The study used a survey design with 30 purposively selected academics involved in developing courses for the programme. Data were collected through a questionnaire containing 25 items rated on a five-point scale and three open-ended questions. The responses were analysed using descriptive statistics and thematic analysis. Academics expressed positive views about the benefits of OER (M = 4.11), with 90.0% agreeing that they improve access to learning materials. However, their experiences of integrating OER varied (M = 3.54, SD = 1.05). Only 43.3% agreed that relevant resources were easy to find. Academics also reported challenges in integrating OER (M = 3.96), particularly adapting resources for Sinhala- and Tamil-medium study guides (83.3%) and finding sufficient time (80.0%). Open-ended responses highlighted a lack of local-language resources, insufficient recognition of the workload involved, and the need for practical training and a repository aligned with the curriculum. The findings suggest that academics recognise the benefits of OER but need local-language materials, recognition of the time required, and practical institutional support to integrate them into study guides.
Co-Authors Fernando, W.M.A.P. Sandamini Sisindra, K S P