Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Elementaria: Journal of Educational Research Amandemen: Journal of Learning, Teaching and Educational Studies
Amber Mbotho
Unknown Affiliation
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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

Found 2 Documents
Search

 1 
Enhancing Engagement And Relevance In Introductory Ict Courses For Non-Technical Students In Higher Education Alton Mabina; Amber Mbotho
Elementaria: Journal of Educational Research Vol. 3 No. 1 (2025): Advancements in Educational Technology Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i1.84

Abstract

This study investigates the challenges of engagement and relevance in introductory ICT courses for non-technical students, focusing on factors that contribute to student disengagement and strategies to enhance learning outcomes. The research objectives include examining the causes of negative attitudes toward ICT, analysing the disconnect between course content and students’ academic and career needs, and evaluating interdisciplinary teaching approaches that improve engagement. The study employs a mixed-methods approach, incorporating surveys and qualitative analysis of student experiences to assess existing pedagogical challenges. Findings indicate that rigid curricula, theoretical-heavy instruction, and a lack of application-based learning contribute to disengagement. Moreover, the study highlights the effectiveness of practical, interdisciplinary teaching strategies, such as project-based learning, gamification, and adaptive learning technologies, in fostering student interest and participation. The research concludes that aligning ICT education with real-world applications and diverse career pathways enhances student motivation, digital literacy, and employability. The study’s findings provide valuable insights for educators, curriculum developers, and policymakers to design more inclusive and effective ICT courses, ensuring that all students, regardless of their field, acquire essential digital competencies necessary for academic and professional success.
Enhancing Engagement and Relevance in Introductory Ict Courses for Non-Technical Students in Higher Education Alton Mabina; Amber Mbotho
Amandemen: Journal of Learning, Teaching and Educational Studies Vol. 3 No. 2 (2025): Educational and Learning Innovation
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/amd.v3i2.91

Abstract

This study investigates the challenges of engagement and relevance in introductory ICT courses for non-technical students, focusing on factors that contribute to student disengagement and strategies to enhance learning outcomes. The research objectives include examining the causes of negative attitudes toward ICT, analysing the disconnect between course content and students’ academic and career needs, and evaluating interdisciplinary teaching approaches that improve engagement. The study employs a mixed-methods approach, incorporating surveys and qualitative analysis of student experiences to assess existing pedagogical challenges. Findings indicate that rigid curricula, theoretical-heavy instruction, and a lack of application-based learning contribute to disengagement. Moreover, the study highlights the effectiveness of practical, interdisciplinary teaching strategies, such as project-based learning, gamification, and adaptive learning technologies, in fostering student interest and participation. The research concludes that aligning ICT education with real-world applications and diverse career pathways enhances student motivation, digital literacy, and employability. The study’s findings provide valuable insights for educators, curriculum developers, and policymakers to design more inclusive and effective ICT courses, ensuring that all students, regardless of their field, acquire essential digital competencies necessary for academic and professional success.
Co-Authors Alton Mabina