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All Journal Educare : Jurnal Ilmu Pendidikan Educazione: Journal of Education and Learning Journal of Social Studies and Education
Uthman Shehu Lawal
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Religion Humanities Education Social Sciences Other

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Navigating The Obstacles and Complexities of ICT Integration in Pakistan's Education Sector Uthman Shehu Lawal; Zohaib Hassan Sain
Journal of Social Studies and Education Vol. 2 No. 1 (2024): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v2i1.350

Abstract

This research focuses on the main challenges and barriers to adopting information and communication technology (ICT) in educational institutions in Lahore, Pakistan. The research mainly focused on limited resources, outdated curriculum, and technophobia among educators. Using qualitative methods and a case study approach, the research collected data from various educational institutions through in-depth interviews, observations, and document analysis. A total of 15 interviewees, including teachers, school administrators, and technical staff, were purposively selected to provide deep insights into the issues studied. Data were analyzed using reduction, presentation, and verification techniques to identify key patterns. The results showed that resource limitations, such as lack of ICT devices and minimal budget, are the main barriers to technology integration. In addition, a curriculum that is irrelevant to the demands of the digital era slows the adoption of ICT in the learning process. Technophobia among teachers was also identified as a significant factor, with many educators feeling insecure about using technology due to a lack of relevant training and adequate technical support. The findings imply the need for a holistic strategy that includes providing adequate resources, curriculum reform, and continuous training for educators to support more effective technology integration. This research contributes significantly to understanding the challenges of ICT adoption in developing countries, particularly in Lahore. The results provide important insights for policymakers to design more inclusive and effective technology-based education policies while filling the literature gap in the context of ICT adoption in the education sector.
Understanding Learning Strategies: A Comparison Between Contextual Learning and Problem-Based Learning Muhammad Syauqi Jonnata Maftuh; Uthman Shehu Lawal; Moses Ade; Alma Vorfi Lama; Afa Fauzul Adzim
Educazione: Journal of Education and Learning Vol. 1 No. 1 (2023): Educational Innovation and Development
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v1i1.496

Abstract

This study focused on comparing problem-based learning (PBL) and contextual learning (CL) strategies based on findings generated from literature analysis. This study aims to identify essential differences between the two learning approaches and uncover the advantages and limitations of each in an educational context. This research uses a qualitative approach using the library research type—data collection techniques using primary and secondary data sources. The data analysis technique used in this study is descriptive analysis. PBL helps students understand concepts and improve problem-solving and collaboration skills. Meanwhile, contextual learning emphasizes applying knowledge in students' real lives, deepening their understanding. Both of these methods have their advantages. PBL focuses on problem-solving, while Contextual Learning links learning to everyday situations. The best choice depends on the learning context and goals of the student, both of which offer learning experiences relevant to the real world. This research implies the importance of considering and integrating Problem-Based Learning (PBL) and Contextual Learning in student learning experiences.
Artificial Intelligence-Based Learning and Its Impact on Educational Policy and School Management Izzatul Munawwaroh; Rizkiyah Hasanah; Uthman Shehu Lawal
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 2 (2024): July
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i2.38

Abstract

This research aims to examine the impact of Artificial Intelligence-based learning on education policy and school management, with a focus on how schools adapt to technological disruption. The research method uses a qualitative approach with case studies. Data was collected through semi-structured interviews, participant observation, and document analysis, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research results show that Artificial Intelligence-based learning requires transformative policy changes in three main aspects: data use policies, continuous training for teachers, and personalized learning approaches. Effective data management policies are critical to protecting student privacy and supporting adaptive learning based on real-time analytics. Continuous professional development enables teachers to utilize Artificial Intelligence tools effectively, while personalized learning strategies increase student engagement and motivation through an individualized approach. The implications of this research emphasize that the integration of Artificial Intelligence in education must be accompanied by ethical, inclusive and planned policies. The contribution of this research is both theoretical and practical, providing a framework for policy makers to design strategic leadership, stakeholder engagement, and a culture of innovation to realize the maximum potential of Artificial Intelligence in education..
Revitalization of Islamic Story Learning in Islamic Religious Education through the Development of Mind Mapping-Based Teaching Materials Masrurih; Uthman Shehu Lawal
EDUCARE: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2025): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v4i1.90

Abstract

This study aims to develop Islamic Religious Education (PAI) teaching materials based on Islamic stories with a mind-mapping approach to improve elementary school students’ understanding of religious values . The background of this study is based on the lack of innovative and contextual learning media in PAI learning, especially in Islamic story material. This study uses the Borg and Gall Research and Development (R&D) model, which is simplified into five stages: preliminary study, product design, expert validation, limited trials, and field trials. Data collection techniques include interviews, observations, documentation, and written tests. The results of the study showed that the teaching materials developed were considered very valid by the Material Teacher (score 92%) and Media Teacher (score 88%) and were stated as very practical by teachers (score 91%) and students (score 89%). The effectiveness test showed an increase in the average score from the pretest 65.2 to the posttest 84.7, with the results of the paired sample t-test of Sig. (2-tailed) = 0.000. This study has implications for strengthening Islamic Religious Education learning in line with the principles of the Independent Curriculum, namely active, reflective, and meaningful learning.
Co-Authors Afa Fauzul Adzim Alma Vorfi Lama Izzatul Munawwaroh Masrurih Moses Ade Muhammad Syauqi Jonnata Maftuh Rizkiyah Hasanah Zohaib Hassan Sain