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All Journal Emerging Science Journal DINAMIKA ILMU: Jurnal Pendidikan
Karanikola, Zoe
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Religion Humanities Education Environmental Science Social Sciences

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From the Camps to the Campus: Refugees’ Narratives of Resilience and Multicultural Inclusion in Higher Education Karanikola, Zoe; Daratzi, Foteini
Dinamika Ilmu Vol 24 No 2 (2024): Dinamika Ilmu, 24(2), December 2024
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v24i2.9168

Abstract

This study explores the experiences of eight refugee students in higher education, specifically in a private American college in Greece. A qualitative narrative approach was used to understand the students’ personal stories through in-depth semi-structured interviews. The data were examined through thematic analysis, which generated several central themes, including stability and citizenship, financial and language barriers, racism, bias and discrimination, and feelings of belonging or exclusion. The findings show that refugee students’ participation in higher education was shaped by legal uncertainty, limited financial resources, language demands, missing academic documents, and the emotional burden of displacement. At the same time, their narratives revealed strong resilience, self-determination, and hope, as higher education helped them rebuild a sense of identity, imagine better futures, and position themselves as potential contributors to their families and communities. Therefore, this study does not only highlight the difficult route from forced migration to academic participation, but also challenges deficit views of refugees by showing their agency, strength, and capacity to learn, adapt, and transform their lives through education.
Teacher Attitudes and Barriers to GeoGebra Adoption in Secondary Mathematics Education Vlachoni, Georgia; Antonopoulou, Hera; Karanikola, Zoe; Halkiopoulos, Constantinos
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-028

Abstract

Objectives: This study investigates GeoGebra implementation patterns and identifies facilitators and barriers to adoption among Greek secondary mathematics teachers using the Technology Acceptance Model (TAM) framework. Methods: A cross-sectional survey of 82 secondary mathematics teachers in Western Greece was conducted during June-July 2023 (87.7% response rate), using a validated questionnaire to assess actual usage, perceived usefulness, ease of use, and attitudes toward implementation across four mathematical domains. Findings: Results revealed an implementation paradox: low actual usage (M = 2.21) despite positive attitudes (M = 3.53) and recognized usefulness (M = 3.42). Domain-specific variation showed moderate Geometry implementation (M = 2.77) versus very low Statistics adoption (M = 1.77). Regression analysis explained 40.1% of the variance in usage through Ease of Use (β = 0.360) and Attitude (β = 0.281). B2-level ICT certification emerged as a critical threshold for implementation success. Novelty: This study introduces the Contextual Implementation Cascade Framework (CICF), which explains multi-level barriers to educational technology adoption and demonstrates that positive attitudes cannot overcome systemic infrastructural and institutional barriers without comprehensive professional development.
Co-Authors Antonopoulou, Hera Daratzi, Foteini Halkiopoulos, Constantinos Vlachoni, Georgia