Eureka: Journal of Educational Research
Eureka: Journal of Educational Research provides a platform for research on the future challenges and developments that education will face. Eureka: Journal of Educational Research is an international, peer-reviewed open access journal that publishes original work in all areas of education, serving the community as a broad-scope journal for academic trends and future developments in the field. The journal publishes a broad range of article types and formats, and there are no limitations in theoretical, empirical or methodological content. Eureka: Journal of Educational Research particularly welcomes research with the potential for global impact, especially about perspective, and work on achieving the United Nations Sustainable Development Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Eureka: Journal of Educational Research covers a broad range of areas related to education in schools, universities, vocational institutions, early childhood settings and the community. It will be concerned with formal and informal education in multiple contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Eureka: Journal of Educational Research will be eclectic, which will support a full range of research methods that address critical and significant issues. Specific topics include (but are not limited to): science education, digital education, STEM education, engineering education, alternative education, art education, bilingual education, cooperative learning, critical pedagogy, distance education, educational leadership, educational philosophy, educational psychology, civic education, educational technology, primary education, secondary education, higher education, language education, mathematics education, teaching and learning in medical education, special education, childhood education, physical education
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Reading development among elementary pupils at Payag Elementary School: Complexities and instructional implications
Omongos, Shandylou B.;
Taplac, Cathy S.
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): -
Publisher : S&Co Publishing
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DOI: 10.56773/ejer.v4i2.80
This qualitative case study explored the complexities of reading development among elementary pupils at Payag Elementary School, a resource-constrained rural public school in Zamboanga del Sur, Philippines. Using semi-structured interviews with six reading teachers, the study examined factors influencing pupils’ reading development, teachers’ instructional responses, and potential strategies for improvement. Inductive thematic analysis revealed three major constraints affecting reading development: learner-related difficulties, socio-cultural factors, and resource limitations. Teachers responded through developmentally appropriate instruction, differentiated teaching strategies, and varied assessment practices. Findings further indicate the need for targeted professional development, improved instructional resources, and strengthened home–school collaboration. The study underscores the importance of context-sensitive, teacher-informed approaches to literacy development in rural Philippine schools.
Inclusive education for deaf and hard-of-hearing learners in Zambia: An appraisal of the 2023 curriculum framework
Chomba, Rachel Muuma
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): -
Publisher : S&Co Publishing
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DOI: 10.56773/ejer.v4i2.88
This study examines Zambia's 2023 Education Curriculum Framework in relation to inclusive education, with a focus on learners who are deaf or hard of hearing. Drawing on policy documents, recent academic literature, and the 2025 National Disability Policy, this study explores whether inclusive education for learners who are deaf or hard of hearing in Zambia is a policy reality or remains a distant aspiration. The findings indicate that while the 2023 Curriculum Framework promotes inclusive education at a conceptual and policy level, its provisions for learners with hearing impairments remain largely rhetorical, lacking enforceable mechanisms for linguistic accessibility, curriculum adaptation, and institutional accountability. While the curriculum and associated reforms show commitment to inclusion, gaps in implementation, teacher training, curriculum differentiation, and accessibility continue to hinder full participation for these learners. Recommendations for strengthening inclusive practices, particularly for learners who are deaf or hard of hearing, are presented.
Towards inclusion? Adaptation in teaching and learning strategies to students with hearing impairments in inclusive classrooms in universities
Kaingo, Richard Maarifa
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): -
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DOI: 10.56773/ejer.v4i2.91
This research was motivated by key issues surrounding the integration of students with hearing challenges, prompting an investigation with targeted goals. Thematic analysis within a qualitative framework was employed. The research engaged 22 individuals, comprising 10 faculty members (ranging from tutorial assistants to senior lecturers), 10 students experiencing hearing difficulties (including those who are deaf or hard of hearing), and 2 specialists in educational support. These participants were drawn from both a public and a private university. Results indicated that many faculty held unfavorable views toward instructing students with hearing challenges. Additionally, there was limited application of modified instructional methods tailored for these students in mixed classroom environments. Furthermore, the study highlighted that institutions lacked sufficient readiness for enrolling such students, particularly regarding the suboptimal deployment of supportive devices for those with hearing difficulties. In conclusion, the results suggest a general lack of knowledge about utilizing supportive tools to aid these learners. Faculty often overlooked or minimally addressed the educational requirements of this smaller group during lessons. Moreover, faculty viewed interactions with these students as an additional challenge.