cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Ridwan
Contact Email
bukharyahmedal@gmail.com
Phone
+6281375313465
Journal Mail Official
biolaejournal@gmail.com
Editorial Address
Komplek Jasari Muslim Jl. Perjuangan, Bandar Klippa, Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20371, Indonesia
Location
Kab. deli serdang,
Sumatera utara
INDONESIA
Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal)
Published by BIAR Publisher
ISSN : 26854805     EISSN : 26854813     DOI : https://doi.org/10.33258/biolae
Core Subject : Education, Art,
Arts Education Languange, Linguistic, Communication & Media Other
Britain International of Linguistics, Arts and Education Journal is a peer-reviewed journal published in March, July and November by BIAR Publisher. BIoLAE Journal welcomes 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 : Umum - Umum
Articles 233 Documents
 20   21   22   23   24 
Innovative Physics Education in Low-Resource Settings: A Review of Context Based, Low Cost, and Technology Enhanced Strategies in Ethiopia Belay Sitotaw Goshu; Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 2 (2026): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Physics education in Ethiopia faces persistent challenges including inadequate laboratories, theory‑heavy instruction, teacher shortages, and low student motivation, constraints shared across many low‑resource settings in Sub‑Saharan Africa and South Asia. This review synthesises peer‑reviewed evidence on three innovative strategies, context‑based teaching, low‑cost DIY experiments, and technology‑enhanced learning that aim to improve physics education outcomes in resource‑limited Ethiopian schools. A systematic search of Scopus, ERIC, Google Scholar, and African Journals Online was conducted for studies published between 2010 and 2026. Inclusion criteria required peer‑reviewed empirical research focused on Ethiopia or analogous low‑resource contexts. Thematic synthesis was used to extract and integrate findings. Findings: Context‑based instruction (e.g., Cambridge‑Bahir Dar collaboration) increases relevance and engagement. Low‑cost DIY kits (e.g., WS2 initiative) reached over 8,100 students across eastern Africa, with 62% girls and high enjoyment ratings (4.81/5). PhET simulation studies in Ethiopia consistently show significant conceptual gains. Blended virtual‑physical labs produce the most balanced improvements across learning outcomes. Teacher professional development is most effective when paired with student workbooks and sustained follow‑up. Low‑resource settings need not emulate Western laboratory models; locally‑grounded, affordable, and technology‑enhanced innovations can effectively address systemic barriers. Different learning outcomes develop independently, requiring explicit instructional design. Ethiopia’s Ministry of Education should integrate low‑cost experiment construction into the curriculum, establish regional maker hubs, invest in sustained teacher training, and revise assessment to include practical skills.
Exploring the impact of parental communication on the academic achievement of children studying in non-formal primary schools in Bangladesh Md. Aktaruzzaman Khan; Yakin Afrin; Muhammad Lutful Hasan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 2 (2026): Britain International of Linguistics, Arts and Education - July
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to identify the influence of parental communication on their children's academic achievement in non-formal primary schools in Bangladesh. Numerous studies have investigated the relationship between parents' active participation and their children's academic achievement in formal education settings. There is limited research on how parental communication influences their children’s academic performance studying in non-formal schools, focusing on schools in underserved areas. Using a qualitative approach, data were collected from 20 students, 20 parents, and two grade four teachers from two non-formal schools in two districts of Bangladesh, Dhaka and Chattogram. Semi-structured interview questionnaires are used to collect in-depth data from the participants. However, a small amount of quantitative data has also been collected and analyzed to meet the requirements of the study. Thematic data was used to analyze and present the data. The study found a positive correlation between parental communication and their children's academic achievement. Notably, the study found that even parents with low income and less educational degrees who maintain regular communication with school and teachers significantly enhance their children's motivation and academic activities. The research also uncovers barriers such as parental time constraints and a lack of awareness about educational support strategies. Furthermore, the study recommends policy interventions and community-based initiatives to increase and emphasize parental communication in improving academic achievement in underserved communities. By understanding the role of parental communication in promoting children's academic success in non-formal settings, the study can provide insights into the design and implementation of effective educational programs and policies for this population.
Bridging Education for Sustainable Development and Climate Change Education in Africa: A Bibliometric Analysis of Research Trends, Gaps, and Emerging Frontiers Belay Sitotaw Goshu; Muhammad Ridwan
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 8 No 3 (2026): Britain International of Linguistics, Arts and Education - November
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Climate change poses an existential threat to Africa, yet the continent’s education systems remain under resourced to deliver effective Education for Sustainable Development (ESD) and Climate Change Education (CCE). No comprehensive mapping of ESD–CCE research in Africa exists. This study provides the first continent wide bibliometric analysis of ESD–CCE research in Africa (2015–2025), mapping publication trends, geographic and institutional productivity, collaboration networks, dominant and emerging themes, and research gaps. A systematic search of the Scopus database retrieved 312 peer reviewed documents. Bibliometric analysis was performed using Bibliometrix (R) and VOSviewer, including descriptive statistics, co authorship network analysis, keyword co occurrence mapping, and thematic evolution over two time periods (2015–2020; 2021–2025). Publications grew from 4 in 2015 to 90 in 2025, accelerating sharply after 2020. Research is highly concentrated: South Africa (33.3%), Nigeria (19.9%), and Kenya (12.2%) produce two thirds of output. Intra African collaboration is extremely weak (5.8% of documents). Dominant themes are sustainability, climate adaptation, and teacher training and curriculum integration. Emerging frontiers (transformative learning, indigenous knowledge) appear but remain underoperationalized. Eco anxiety is almost absent from the literature (3 documents), despite high climate vulnerability. Conclusion: African ESD–CCE research is growing but remains geographically skewed, poorly connected regionally, and neglects critical frontiers such as eco-anxiety, early childhood education, and longitudinal impact studies. We recommend establishing an African ESD–CCE research observatory, integrating indigenous knowledge into transformative learning frameworks, and developing validated instruments to measure eco anxiety in African youth.

Page 24 of 24 | Total Record : 233

 20   21   22   23   24 

Filter by Year

2009 2026


Reset
Filter By Issues
All Issue Vol 8 No 3 (2026): Britain International of Linguistics, Arts and Education - November Vol 8 No 2 (2026): Britain International of Linguistics, Arts and Education - July Vol 8 No 1 (2026): Britain International of Linguistics, Arts and Education - March Vol 7 No 3 (2025): Britain International of Linguistics, Arts and Education - November Vol 7 No 2 (2025): Britain International of Linguistics, Arts and Education - July Vol 7 No 1 (2025): Britain International of Linguistics, Arts and Education - March Vol 6 No 3 (2024): Britain International of Linguistics, Arts and Education - November Vol 6 No 2 (2024): Britain International of Linguistics, Arts and Education - July Vol 6 No 1 (2024): Britain International of Linguistics, Arts and Education - March Vol 5 No 3 (2023): Britain International of Linguistics, Arts and Education - November Vol 5 No 2 (2023): Britain International of Linguistics, Arts and Education - July Vol 5 No 1 (2023): Britain International of Linguistics, Arts and Education - March Vol 4 No 3 (2022): Britain International of Linguistics, Arts and Education - November Vol 4 No 2 (2022): Britain International of Linguistics, Arts and Education - July Vol 4 No 1 (2022): Britain International of Linguistics, Arts and Education - March Vol 3 No 3 (2021): Britain International of Linguistics, Arts and Education - November Vol 3 No 2 (2021): Britain International of Linguistics, Arts and Education - July Vol 3 No 1 (2021): Britain International of Linguistics, Arts and Education - March Vol 2 No 3 (2020): Britain International of Linguistics, Arts and Education - November Vol 2 No 2 (2020): Britain International of Linguistics, Arts and Education - July Vol 2 No 1 (2020): Britain International of Linguistics, Arts and Education - March Vol 1 No 2 (2019): Britain International of Linguistics, Arts and Education - November Vol 1 No 1 (2019): Britain International of Linguistics, Arts and Education - July Vol 1 No 1 (2015): Britain International of Linguistics, Arts and Education - March Vol 1 No 1 (2010): Britain International of Linguistics, Arts and Education - March Vol 1 No 1 (2009): Britain International of Linguistics, Arts and Education - March More Issue