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Eureka: Journal of Educational Research
Published by CV. Samuel Manurung and Co
ISSN : -     EISSN : 29625548     DOI : https://doi.org/10.56773/ejer
Core Subject : Education, Social,
Education Social Sciences
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
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 60 Documents
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Catalysing innovation: Infusing entrepreneurial skills into science learning in Eswatini’s selected secondary schools Pazvakavambwa, Tabetha N.; Chikuvadze, Pinias; Makuvire, Claretah; Mudavanhu, Young
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.92

Abstract

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.
Exploration of students’ errors in solving PISA problems on the uncertainty and data content Turnip, Mario David; Pasaribu, Feri Tiona; Nusantara, Duano Sapta
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.93

Abstract

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.
Teachers’ perspectives on the absence of gender-diverse voices in South African literature Ndabeni, Nontsikelelo Gabrielis
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.95

Abstract

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.80

Abstract

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.
Assessing teachers’ capacity in reading instruction: Evidence from Laparay Elementary School Ignacio, Mark Anthony
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.83

Abstract

This qualitative case study examined the reading instruction capacity of six teachers at Laparay Elementary School, a remote and resource-constrained public school in Talusan District, Philippines. Data were collected through semi-structured interviews and analyzed using thematic analysis informed by an inductive approach. Findings revealed that teachers demonstrated strengths in fostering engaging and supportive reading environments through phonics instruction, fluency practice, comprehension strategies, and the use of culturally relevant texts. However, teachers also faced persistent challenges related to diverse learner reading levels, limited attention spans, gaps in foundational skills, scarcity of instructional materials, and insufficient home literacy support. Teachers addressed these challenges by applying developmentally appropriate strategies, differentiated instruction, and assessment-driven instructional adjustments. The study highlights the need for targeted professional development, adequate instructional resources, and community-based literacy initiatives to strengthen teacher capacity and improve reading outcomes in rural elementary 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.88

Abstract

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): -
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.91

Abstract

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.
Lived experiences of ICT use in teaching and learning of history in one selected school of Chris Hani West District Mbenyana, Amahle; Madalambana, Owen
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): -
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.103

Abstract

The integration of Information and Communication Technology (ICT) is pivotal in modern education, enhancing teaching and enabling interactive, enquiry-based learning in History. Despite its benefits, integrating ICT in educational institutions remains challenging, particularly in schools located in rural and semi-urban areas. This qualitative study explored the lived experiences of teachers and learners in the use of ICT in the teaching and learning of History in one selected school within the Chris Hani West District in Eastern Cape Province of South Africa Guided by the Constructivist Learning Theory and the SAMR Model the research examined how ICT influences pedagogical practices, learner engagement, and classroom interaction. Thematic analysis of participants' experiences showed that although ICT enhances student participation, creativity, and inquiry, its use remains inconsistent due to challenges like time constraints, lack of training, and limited access to digital tools. Teachers who practiced collaborative and incremental ICT adoption seemed to develop a growing sense of confidence and pedagogical innovation. The study concludes that continuous professional development, supportive leadership, and context-sensitive implementation strategies are necessary for effective and sustainable integration of ICT. This study contributes to a very small, yet emerging, knowledge base on Technology-Integrated Education in History in under-resourced settings through a theoretically and practically grounded conception of the experiences within this sector. This study, theoretically and practically, offers a framework for incorporating ICT in a pedagogic and contextually appropriate manner within History Education in a South African setting.
Boosting science mastery in rural classrooms: The power of the 5E inquiry model for secondary school students Bodiongan, Grace A.; Albezo, Krizel Lourine B.; Pangasian, Merry Ann D.
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): -
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.105

Abstract

This action research examined the impact of inquiry-based learning (IBL) through the 5E (Engage, Explore, Explain, Elaborate, Evaluate) model on Grade 8 students' science achievement, with 42 students selected purposively from Laureano Salusod National High School (LSNHS), a government school in a remote area, Philippines, using a one-group pretest-posttest design. The 8-week intervention, using the 5E phases, targeted the fourth-quarter topics (Force, Motion, and Energy) in accordance with the MATATAG curriculum. It used a 40-item, teacher-made, validated test (Cronbach’s α=0.87) containing 20 conceptual, 10 problem-solving, and 10 application test items that assess performance in the following dimensions. For the quantitative results, mean percentage scores increased by 27.62 points from pretest (M=48.57; SD=9.23; Below Proficient) to posttest (M=76.19; SD=7.45; Proficient). The paired-samples t-test was statistically significant, t(41)=14.67, p-value<0.001, affirmed by the very large Cohen’s d effect size of 3.41. For the domains, application was highest at +31.4 points; problem-solving followed at +28.9 points; and conceptual was approximately +25.0 points. The reasoning showed the greatest improvement by honing the higher-order skills. In the features, the qualitative data showed that students were more engaged, more responsive, and more confident in conducting scientific inquiry, even though they were from a resource-limited school and had a language barrier. Therefore, the findings support the proposition of using localization and low-cost 5E-based IBL in improve science teaching and combat low performance in Philippine high schools with limited resources. Furthermore, the recommended action is the nationwide DepEd teacher training on IBL and its scaffolding strategies in multilingual forms.
Contextualizing DepEd AI guidelines in early childhood education practice: Understanding the distinctive context of kindergarten Tataan, Hidaya Ampaso; Dimalna, Juhani M.; Gorrero, Ma. Janice R.; Lacongan, Nabila P.; Sabanal, Twenlie F.
Eureka: Journal of Educational Research Vol. 4 No. 2 (2026): -
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i2.108

Abstract

The Foundational Guidelines on Artificial Intelligence in Basic Education of the Philippine Department of Education (DepEd Order No. 003, s. 2026) is a comprehensive policy framework for the K-12 program. However, the policy recognizes that this policy is “more of a framework and that specific operational and technical guidelines shall be issued separately” (Sections II and V of the policy document). Hence, this study seeks to present some relevant considerations and contextualization that may help in the development of operational guidelines within the realm of early education. It is the contention of the researchers that early childhood education has a unique place in the context of basic education. Using a qualitative descriptive method, which integrates document analysis with a synthesis of previous research studies on the application of AI in early childhood education, the researchers found the following key characteristics of early education that should be noted in the direction of AI policies and trainings: (1) AI use in kindergarten is teacher-mediated rather than learner-driven; (2) developmental appropriateness requires specialized teacher literacy; (3) teacher AI literacy serves as the critical infrastructure for ethical AI integration; (4) cultural and linguistic relevance demands culturally responsive AI competencies; and (5) child data privacy necessitates heightened, practical safeguards. The study concludes with six practical considerations for developing complementary AI guidance tailored to early childhood education, emphasizing teacher capacity, specialized literacy training, culturally relevant resources, simplified data privacy protocols, communities of practice, and accountability aligned with professional growth.

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