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Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Published by Budapest International Research and Critics University Journal
ISSN : 26552647     EISSN : 26551470     DOI : DOI: https://doi.org/10.33258/birle
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Budapest International Research and Critics in Linguistics and Education (BirLE-Journal) is a peer reviewed journal published in February, May, August, November welcome research paper in language, linguistics, oral tradition, literature, arts, education and other related fields which is published in both online and printed versions.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 712 Documents
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Bridging the Divide: Unpacking the Perception-Practice Gap in Blended Learning Implementation among Natural Science Educators in Ethiopian Applied Universities Belay Sitotaw Goshu; Muhammad Ridwan
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 9, No 2 (2026): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v9i2.8240

Abstract

Blended learning has emerged as a transformative pedagogical approach in higher education, offering potential solutions to resource constraints and enhancing educational quality. Ethiopia's higher education sector has witnessed significant policy developments, including the e-Learning for Strengthening Higher Education (e-SHE) program and the National e-Learning Policy, aimed at integrating blended learning across all public universities. However, despite policy support and positive educator perceptions, implementation remains inconsistent, revealing a perception-practice gap that is poorly understood, particularly in natural science education within applied universities. This study examined the perception-practice gap in blended learning implementation among natural science educators in Ethiopian applied universities, investigating educators' perceptions, current practices, contributing factors to the gap, and strategies for bridging it. A convergent mixed-methods design was employed, integrating quantitative survey data from 387 natural science educators across four Ethiopian applied universities and qualitative data from 48 semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis following Braun and Clarke's six-phase framework. Findings revealed a substantial perception-practice gap, with educators holding strongly positive perceptions of blended learning (perception means ranging from 3.91 to 4.21) yet actual practices remaining restricted to basic functions such as material sharing and communication (practice means ranging from 1.76 to 3.87). The largest gap was observed in laboratory instruction (mean difference = 1.79, d = 1.56). Multiple barriers contributed to this gap: infrastructural (unreliable internet connectivity, M = 4.56), institutional (insufficient training, M = 4.45), pedagogical (weak conceptual clarity, M = 4.02), and individual (workload concerns, M = 4.15). The applied university context presented both unique challenges and opportunities for blended learning implementation. The perception-practice gap is a systemic phenomenon requiring coordinated intervention across policy, institutional, and individual levels. Bridging this gap requires prioritization of infrastructural investment, sustained professional development, policy implementation, and institutional support mechanisms. Recommendations include accelerating infrastructural investment, strengthening policy enforcement, developing incentive structures, establishing quality assurance frameworks, prioritizing blended learning institutionalization, creating communities of practice, and conducting longitudinal and intervention studies to track implementation and evaluate effectiveness.
Gravity, Balance, and Sacred Cosmology: Enriching Physics Education through the Religious and Scientific Heritage of Al-Khazini's Theory of Gravitation Belay Sitotaw Goshu; Muhammad Ridwan
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 9, No 2 (2026): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v9i2.8235

Abstract

Physics education remains dominated by a Eurocentric narrative that overlooks foundational contributions from non-Western traditions, particularly from the Islamic Golden Age. This omission impoverishes students' understanding of the nature of science and alienates learners from diverse backgrounds. This paper recovers the 12th century gravitational theory of Abu al Fath al Khazini, as presented in his Kitab Mizan al Hikmah, and demonstrates how his sacred cosmology of tawhid (divine unity) and mizan (balance) can enrich modern physics instruction. Through historical philosophical analysis and pedagogical synthesis, we examine al Khazini's core propositions: distance dependent gravity, the distinction between mass and weight, and his empirical specific gravity tables. We then translate these insights into three actionable enrichments for the classroom. Al Khazini's work offers (1) conceptual clarity for teaching gravitational potential energy, (2) robust Nature of Science lessons on cumulativity, cultural embeddedness, and empirical objectivity, and (3) an ethical spiritual framework that reframes precision measurement as a virtue grounded in the Quranic command for justice. Integrating al Khazini's heritage transforms physics education from a narrow, Western-centric narrative into a globally inclusive, epistemically richer, and morally attentive enterprise. Recommendation: Curricula should incorporate Islamic Golden Age mechanics alongside Greek and European contributions, using al Khazini's balance as both a historical instrument and a metaphor for scientific integrity.

Page 72 of 72 | Total Record : 712

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