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
Articles
53 Documents
<![CDATA[Catalysing innovation: Infusing entrepreneurial skills into science learning in Eswatini’s selected secondary schools ]]>
<![CDATA[Pazvakavambwa, Tabetha N.]]>;
<![CDATA[Chikuvadze, Pinias]]>;
<![CDATA[Makuvire, Claretah]]>;
<![CDATA[Mudavanhu, Young]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v4i1.92
<![CDATA[Despite increasing global stress on education that nurtures innovation and empowerment, Science, Technology, Engineering, and Mathematics (STEM) curricula remain largely disengaged from entrepreneurial settings. This study explores the infusion of entrepreneurial skills into science learning to catalyse innovation in Eswatini’s selected secondary schools. Anchored in a mixed-methods approach, this study collected data through questionnaires, interviews, and literature methods. Through the use of a comparative matrix, results from the reviewed literature were triangulated with questionnaire data and qualitative responses by aligning developing themes. The stratified random sampling technique was used to select 30 respondents. Quantitative data were analysed using descriptive statistics, qualitative responses underwent thematic analysis, and literature data were analysed through systematic content analysis. Results revealed a high level of awareness among teachers regarding the importance of entrepreneurial skills in science learning. Additionally, respondents reported employing innovative pedagogical strategies, including inquiry-based and project-based learning, to promote entrepreneurship-oriented instruction. The study highlighted the necessity for strategic policy reforms and sustained professional development to equip science teachers with the requisite skills and support. It advocates for the creation of collaborative, interdisciplinary learning environments that nurture both scientific inquiry and entrepreneurial thinking. Ultimately, the research concludes that entrepreneurial skills are being infused into science learning to a considerable extent to catalyse innovation. This study advances STEM education reform by integrating entrepreneurial skills into Eswatini’s science curriculum. The results offer valuable insights for policymakers, teachers, and curriculum developers seeking to align science learning with the national innovation and economic development agenda.]]>
<![CDATA[Exploration of students’ errors in solving PISA problems on the uncertainty and data content ]]>
<![CDATA[Turnip, Mario David]]>;
<![CDATA[Pasaribu, Feri Tiona]]>;
<![CDATA[Nusantara, Duano Sapta]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v4i1.93
<![CDATA[Indonesian students’ relatively low performance in PISA has been closely linked to their difficulties in applying mathematical knowledge to real-world contexts, which often led to errors. The main objective of this study was to explore the types of mistakes students made when solving PISA-type questions within the content area of uncertainty and data. This research was qualitative descriptive in nature. The research subjects consisted of five ninth-grade students from a junior high school in Jambi Province, selected based on teacher recommendations. Data were collected through tests and interviews. The results of the study showed that students frequently made mistakes at the stage of writing the final answer, primarily due to difficulties in interpreting the given information and focusing too heavily on calculation procedures while overlooking what the problem was actually asking. These findings provide a basis for further research on analyzing students’ mathematical literacy skills in solving PISA questions, particularly within the domain of uncertainty and data.]]>
<![CDATA[Teachers’ perspectives on the absence of gender-diverse voices in South African literature ]]>
<![CDATA[Ndabeni, Nontsikelelo Gabrielis]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): In Progress ]]>
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DOI: 10.56773/ejer.v4i1.95
<![CDATA[In South African classrooms, literature plays a crucial role in shaping students' identities, yet the literary canon often reflects Eurocentric perspectives that marginalize gender-diverse voices. This paper examined the implications of such exclusions through teachers’ perspectives. Guided by Rosenblatt’s Reader-Response Theory, which viewed meaning as co-constructed by readers’ lived experiences, and Freire's Critical Pedagogy, which framed education as a vehicle for social reform, the study also drew on Sedgwick’s Queer Theory, which interrogated heteronormativity and binary gender constructs while advocating for the disruption of rigid categories to validate diverse identities. Using a qualitative case study design, six purposely selected English teachers from three high schools in the OR Tambo District, Eastern Cape Province, were interviewed. Outcomes revealed that when students do not see their gender identities reflected in texts, they often disengage, affecting their academic performance and sense of belonging. Teachers observed that this exclusion particularly impacted students with nonconforming gender identities, who experienced feelings of invisibility and diminished self-worth. The author recommends a shift to curricula that incorporate both dominant and marginalised gender perspectives, enabling more inclusive and gender-sensitive classrooms. It is believed that inclusive literary practices can affirm diverse subjectivities and foster equitable learning environments that reflect contemporary South African society.]]>
