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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’ Experiences in Higher Education through Their Narratives 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 eight refugee students’ experiences in higher education, more specifically, in a private American College in Greece. The qualitative methodology was followed by using narratives based on the students’ personal stories and in-depth semi-structured interviews. Using a thematic analysis, main themes are identified and discussed in the findings, such as stability and citizenship, financial and language barriers, racism, biases and discrimination, and sense of belonging or exclusion. Thus, this study focuses not only on the difficult route towards a better life and the struggles of their individual unique stories to give another perspective and challenge existing stereotypes that apply to refugees, focusing more on their remarkable resilience to learn and evolve and setting them as an example of strength.
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