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Tamanna Quraishi
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Journal : Education Specialist

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Integration of Mobile Learning Technologies in Afghanistan Universities: Opportunities and Challenges Tamanna Quraishi; Bayani, Bibi Marwa; Samira Yashar; Mehriya Daudzai; Rohina Salamzada; Masooma Amini; Musawer Hakimi
Education Specialist Vol. 2 No. 1 (2024): January-June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v2i1.227

Abstract

This study investigates the adoption and integration of mobile learning technologies in Afghanistan universities, aiming to assess the current status, challenges, opportunities, and perceptions surrounding mobile learning initiatives in these institutions. The research employed a quantitative approach, utilizing surveys distributed via Google Forms to gather data from stakeholders. A sample size of 200 students and educators across various disciplines and geographical locations within Afghanistan universities was utilized. The results section presents various findings, including gender distribution among students, reliability and validity measures of study aspects, adoption rates of mobile learning technologies, perception of infrastructure availability, extent of existing initiatives, integration into the curriculum, satisfaction with accessibility, and perception of effectiveness and accessibility. Noteworthy results include equitable gender representation in enrollment, robust reliability and validity measures, higher adoption rates of mobile learning technologies among female respondents, positive perceptions of infrastructure availability and existing initiatives, moderate integration into the curriculum, and generally satisfactory accessibility. However, disparities exist in the perception of effectiveness and accessibility between genders, highlighting areas for improvement. In conclusion, the study provides valuable insights into the current landscape of mobile learning in Afghan public universities, underscoring the importance of addressing gender disparities and technological barriers to further enhance educational outcomes. Recommendations for future research and implications for stakeholders are discussed, emphasizing the need for gender-sensitive approaches and targeted interventions to maximize the potential of mobile learning technologies in advancing higher education in Afghanistan.
The Role of Perceived Social Support on Self-Regulated Learning of High School Students at Islamic Boarding Schools Agistni Sarah Sakinah; Tamanna Quraishi; Tang Eng Loong
Education Specialist Vol. 3 No. 1 (2025): January-June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v3i1.424

Abstract

Education plays a fundamental role in improving the quality of life. It enables individuals to develop themselves intellectually, socially, and morally. In the context of Islamic boarding schools, education not only focuses on the acquisition of knowledge and skills, but also emphasizes the cultivation of values, ethics, and religious commitment. The goal is to shape Muslim individuals who are faithful, pious, possess good character, contribute positively to society, and uphold the values of Islam. One key factor that influences students’ learning behavior is perceived social support. This study aims to examine the role of perceived social support in fostering self-regulated learning among high school students in Islamic boarding schools. This research adopts a quantitative approach using correlational methods to assess the relationship between variables. Data were collected through the distribution of a transadapted perceived social support scale among high school students enrolled in Islamic boarding schools. The results revealed a statistically significant relationship, with a p-value of 0.000 (p < 0.05), a correlation coefficient (R) of 0.430, and a coefficient of determination (R²) of 0.185. This indicates that perceived social support contributes 18.5% to students’ self-regulated learning. Further analysis of sub-scales showed the following contributions: teachers (11.1%), friends (9.5%), people at school (9.2%), classmates (8.9%), and parents (6.1%). In conclusion, perceived social support plays a significant role in enhancing students’ self-regulated learning in Islamic boarding schools. These findings underscore the importance of fostering supportive environments, especially from educators and peers, to improve students' independent learning capabilities.
Co-Authors Agistni Sarah Sakinah Asemah Hasab Asiya Jalali Barge Gul Khalili Bayani, Bibi Marwa Behnaz Rahimi Binazir Mubariz Diba Sadat Dina Khalil Falaknaz Asadi FarhDiba Nabezada Farkhunda Khodayar Fatana Dayan Fatima Naimi Fazila AKRAMI Freshtah Fazel Hadia khodayar Kefayatullah Khairkhah Khatera AKRAMI Lima Ahmadi Madina Ahmadi Maleena Safi Manila Hakimi Manizha Sharifi Marzia Ebrahimi Masooma Amini Mehriya Daudzai Mursal AKRAMI Musawer HAKIMI Nadi Saydi Nafisa Wafa Nahid Amiri Nargis Hakimi Nazbu Azamy Qadria Jan Akhundzada Rabia Ghory Rana Rahman Rohina Salamzada Roqia Sadat Sabrina Karimi Sadaf Khalil Sahar Fazil Sajeda Mohammad Sama Nasrati Samira Yashar Sara Afif SAHEL Shafiqa Popalzay Shakiba Mosazada Sheeba Raufi Somaya Azimi Sonia Arsalan Sweeta Khuram Tang Eng Loong Zahra Nejrabi Zai, Mohammad Nadim Yosouf Zainab Bahaduri Zia Ur Rahman Zia