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Journal of Education and Teacher Training Innovation (JETTI)
Published by PT. Pusmedia Group Indonesia
ISSN : -     EISSN : 30253500     DOI : 10.61227
Core Subject : Education,
Education
The Education and Teacher Training Innovation Journal specifically publishes journal articles in the field of education which include: character building multicultural education nature based education Islamic education Innovative pedagogy Learning model Learning analytics Service learning Active learning Impact of the use of technology related to education Collaborative technology is applied to education or teaching Lifelong education Distance education and MOOC Online system in support of education Educational simulation and game Virtual and augmented reality systems Mobile learning Interface and interaction design for instructions Multimedia in education Digital learning objects Evaluation system Social media for learning Educational Method Innovation Educational Technology Innovation
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Correlation Between Postgraduate Students’ Computer Literacy, Information Retrieval Skills, and Use of Electronic Resources in South East Nigeria Chinemerem, Chika Jacinta; Okeke, Ifeka Ejikeme
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.215

Abstract

The rapid expansion of digital technologies in Nigerian university libraries has created increased opportunities for postgraduate students to access electronic information resources. However, effective use of these resources depends largely on students’ digital competencies, particularly their computer literacy and information retrieval skills. Despite significant investments in digital infrastructure across South East Nigeria, concerns persist regarding whether postgraduate students possess the skills required to maximize these resources for academic research. The study adopted a correlational design to examine how postgraduate students’ digital skills relate to their use of electronic information resources in university libraries across South East Nigeria. The study involved all 172 Library and Information Science postgraduate students in five universities, using a census approach. Data were collected through a validated researcher-designed test and questionnaire. Trained research assistants supported data administration. Pearson correlation and regression analyses were used to determine the strength and predictive power of relationships among variables, with hypotheses tested at a 0.05 significance level using SPSS version 24. The findings show a strong positive correlation (r = 0.81) between postgraduate students’ basic computer literacy skills and their use of electronic information resources. Regression results also confirmed a significant relationship, with 65.9% of the variation in electronic resource use explained by computer skills, leading to rejection of the null hypothesis. In contrast, information retrieval skills showed a weak correlation (r = 0.16) with electronic resource use, and regression analysis revealed no significant relationship. Only 2.66% of the variation could be attributed to information retrieval skills, resulting in acceptance of the null hypothesis for this variable. Findings revealed a strong and significant relationship between basic computer literacy and electronic resource use, while information retrieval skills showed a weak and non-significant correlation. The study concludes that although computer literacy plays a major role in resource utilization, more attention is needed in strengthening students’ retrieval competencies. It recommends targeted digital literacy programmes to enhance research productivity and effective use of electronic resources.
Integration of Artificial Intelligence in Inclusive Education: Comparative Analysis of Uzbekistan, CIS Countries, and International Practices Khimmataliev, Dustnazar Omonovich; Omonova, Nilufar Parda Qizi
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.242

Abstract

This comprehensive systematic review utilized the PRISMA methodology to examine 45 peer-reviewed scholarly articles meeting specific criteria: (1) published during 2021-2024, (2) concentrated on AI implementation within inclusive educational contexts, (3) comprised empirical investigations or review analyses, and (4) accessible in English language. The analysis categorizes AI implementations into three primary domains: (1) supportive technologies for accessibility (representing 40% of examined studies), (2) individualized instructional systems (accounting for 35%), and (3) administrative automation tools (comprising 25%). Artificial Intelligence represents a transformative instrument within inclusive educational frameworks, facilitating customized learning experiences and enhancing educational access for learners with diverse abilities. This investigation delivers an in-depth and methodical examination of AI's influence on inclusive pedagogy, analyzing scholarly works published from 2021 through 2024 across major academic databases including Scopus, Web of Science, and ScienceDirect. The findings demonstrate that AI strengthens accessibility via adaptive resources, including visual content interpretation for students with sight impairments and audio-textual materials for learners with auditory challenges. Furthermore, it diminishes educators' clerical burden, enabling greater dedication to instructional mentorship. Concurrently, multiple obstacles persist, encompassing limited AI competency training, infrastructural deficiencies, disparate technological access, and privacy-related ethical concerns. Ultimately, AI presents considerable opportunities for advancing inclusive education and broadening access. Nevertheless, successful implementation necessitates addressing these substantial challenges. The research presents an integrated scholarly perspective on the merits, obstacles, and future possibilities of incorporating AI within inclusive educational settings.
Bridging Policy and Practice: ICT Tools and Instructor Support in Adult Education Centers in Coastal Tanzania Kivaria, Binuru; Mwila, Prospery Mwansa
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.243

Abstract

The integration of Information and Communication Technology (ICT) in adult education is widely recognized as a critical driver of inclusive learning, instructional effectiveness, and lifelong skills development. Despite supportive national policies in Tanzania, evidence suggests that the translation of these policy intentions into practice within adult education centers remains uneven. This study examined the availability of ICT tools and the nature of instructor support services in adult education centers in the Coastal Region of Tanzania, with the aim of understanding how policy commitments are reflected at the implementation level. A mixed-methods approach within a cross-sectional research design was employed. Quantitative data were collected through structured questionnaires administered to 40 adult learners and 16 instructors, while qualitative data were obtained through semi-structured interviews with 4 adult education center coordinators and direct observations using checklists. Descriptive statistical analysis was conducted using IBM SPSS, while qualitative data were analyzed thematically. The findings indicate that while basic infrastructure such as electricity and limited internet connectivity is generally available, critical ICT tools including computers, projectors, and printing equipment are insufficient and unevenly distributed across centers. Both instructors and learners demonstrated positive perceptions of the usefulness of ICT in teaching and learning; however, actual integration of ICT into instructional practices was irregular. Instructor support services, particularly training, mentoring, and technical assistance, were found to be inconsistent and largely inadequate. These gaps contribute to a disconnect between ICT policy aspirations and classroom realities. The study underscores the need for targeted investment in ICT infrastructure, sustained professional development for instructors, and strengthened institutional support mechanisms to enhance effective ICT integration in adult education settings
Enhancing Chemistry Learning through Digital Platforms: Teachers’ Practices and Students’ Engagement in Morogoro Secondary Schools, Tanzania Willy, Faraja; Mwila, Prospery Mwansa
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.244

Abstract

The study examined the influence of digital learning platforms on students’ understanding and application of Chemistry concepts in public secondary schools in Morogoro, Tanzania. It aimed to explore the types of digital platforms employed by teachers, assess the extent of their classroom integration, and evaluate their effects on students’ learning outcomes. A mixed-methods approach was used, combining questionnaires, interviews, lesson plan analysis, and classroom observations. Data were collected from 52 students, 10 Chemistry teachers, and school administrators across selected schools. Findings revealed that while teachers demonstrated high awareness of digital learning platforms and frequently used them during lesson preparation, classroom integration remained inconsistent. Students reported partial exposure, with only 52% observing the use of digital tools during lessons. Teachers predominantly relied on user-friendly resources such as YouTube educational channels and national online platforms (Shule Direct, TIE, Mwalimu Plus), whereas sophisticated Learning Management Systems were minimally utilized. Observations and student feedback highlighted positive effects of digital platforms on conceptual understanding, problem-solving, visualization of abstract concepts, engagement, motivation, and collaborative learning. Challenges included limited infrastructure, unreliable internet, inadequate technical support, and underutilization of advanced digital tools. These findings align with the Technology Acceptance Model (TAM) and TPACK framework, emphasizing the need for both perceived usefulness and ease of use, along with pedagogical integration, to optimize digital learning. The study recommends enhancing infrastructure, providing continuous professional development, promoting LMS adoption, and fostering institutional policies that support systematic digital integration in Chemistry instruction to maximize learning outcomes.
Barriers to Effective Implementation of Inclusive Education Curriculum in Selected Public Primary Schools in Temeke Municipality Nuru, Jamila H.; Mhagama, Michaela; Mwamakula, Frank
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.245

Abstract

Despite national and global policy frameworks, including Tanzania's Education and Training Policy (2014), the implementation of inclusive education remains constrained in resource-limited contexts. This study explored the challenges of implementing inclusive education in public primary schools in Temeke Municipality, Tanzania. Using a mixed-methods descriptive design, data were collected from 111 participants, including teachers, students, head teachers, and parents, through questionnaires, interviews, and document review. Findings reveal a significant gap between policy and practice, driven largely by limited teacher capacity, with over 55 per cent lacking formal training in inclusive education and half reporting inadequate preparedness for inclusive teaching. These challenges are compounded by shortages of teaching and learning resources, inconsistent application of inclusive strategies, and the absence of structured support systems. The study concludes that systemic barriers including insufficient professional development, inadequate resources, and weak support structures hinder effective implementation of inclusive education. It recommends mandatory and continuous teacher training, increased investment in adapted materials and infrastructure, establishment of collaborative support mechanisms, and strengthened monitoring and evaluation frameworks to promote equitable and quality education for all learners.
The Role of School Leadership in Mitigating Undesirable Behavioral Changes Caused by The Use of social media Among Students in Public Secondary Schools Moshi, Jeniva Israel; Mugisha, Georgina; Ndomba, Raymond
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.246

Abstract

This study explored the role of school leadership in mitigating undesirable behavioural changes caused by students’ use of social media in public secondary schools in Ubungo Municipality, Dar es Salaam. Guided by Bandura’s Social Learning Theory, the study employed a qualitative research approach and a case study design involving 72 participants, including heads of schools, teachers, and students. Data were collected through semi-structured interviews and focus group discussions and analysed thematically. The findings revealed that excessive and unregulated use of platforms such as WhatsApp, TikTok, and Instagram contributed to behavioural challenges such as cyberbullying, academic distraction, inappropriate content sharing, and poor time management among students. School leaders mitigated these challenges through several strategies: counselling and psychosocial support, digital literacy and awareness campaigns, teachers’ involvement and monitoring, parental engagement, reinforcement of positive behaviour, capacity building for teachers, and development and enforcement of digital behaviour policies. These interventions promoted responsible digital engagement, strengthened online self-regulation, and enhanced students’ emotional and social well-being. The study concludes that effective and proactive school leadership is crucial in guiding students toward ethical and productive social media use. It recommends strengthening leadership capacity, digital citizenship education, parental-school collaboration, and continuous monitoring to foster safer and more responsible digital environments in Tanzanian secondary schools.
Towards a Pan-African Kiswahili: Strategies for Linguistic Expansion and Continental Integration Kalume, Victor Mpoyo; Mwila, Prospery Mwansa
Journal of Education and Teacher Training Innovation Vol. 3 No. 2 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i2.247

Abstract

Kiswahili is one of Africa’s most widely spoken indigenous languages and holds growing significance as a symbol and instrument of Pan-African integration. Spoken by more than 200 million people and recently recognized as a Continental Working Language of the African Union, Kiswahili possesses unique potential to facilitate political cooperation, socio-economic development, and cultural unity across Africa. This study examines evidence-based strategies for the sustainable expansion of Kiswahili beyond its traditional East African stronghold to the wider continent. Employing a qualitative systematic literature review guided by the PRISMA framework, the paper synthesizes scholarly research, language policy documents, and regional integration frameworks related to language planning, education, digital media, and Pan-Africanism. The findings identify six interconnected pillars essential for Kiswahili’s continental growth: legal and policy recognition, education and teacher training, curriculum harmonization, media and digital dissemination, cultural diplomacy, and economic integration. While East Africa demonstrates high levels of institutionalization and everyday use, Central and Southern Africa show growing adoption through education and media, and West and North Africa remain in early stages of engagement. Persistent challenges include the dominance of colonial languages, shortages of trained teachers, uneven digital infrastructure, and concerns over linguistic diversity. The study argues that Kiswahili should be promoted as a complementary African lingua franca rather than a replacement for indigenous languages. The paper concludes that coordinated political commitment, sustained investment, and Pan-African institutional collaboration are necessary to position Kiswahili as a functional, modern, and unifying language capable of advancing Africa’s integration agenda and cultural renaissance.
Philosophy in Context: Learning Experiences of Language and Translation Students in Libya Barkah, Sami; Aladi, Salem
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/bep21583

Abstract

This study examines the students’ experiences, expectations, and perceptions of philosophy courses which is taught in non-philosophy major programs at the Faculty of Languages and Translation, University of Zawia, Libya. By using a mixed-methods research design, quantitative data were collected through a structured questionnaire administered to 250 undergraduate students from departments of English, French, Arabic and Italian languages. Qualitative insights were obtained from semi-structured interviews with 20 participants. The questionnaire was analyzed using descriptive statistics (frequencies, percentages, means, and standard deviations), while interview transcripts were examined through thematic analysis to generate and triangulate key themes. The findings show that although students recognize philosophy as intellectually and ethically valuable, they consistently perceive it as abstract, demanding, and insufficiently connected to their academic specialization in language and translation studies. A notable gap emerges between students’ high expectations, particularly regarding critical thinking, ethical awareness, and practical relevance, and their actual learning experiences. Challenges related to conceptual complexity, philosophical language, teaching pace, and assessment methods were prominently reported. However, qualitative evidence indicates that students stay positively disposed toward philosophy and express strong willingness to engage with the subject when instructional barriers are reduced. The study argues that these challenges came primarily from pedagogical and curricular disintegration rather than from students’ rejection of philosophy itself. The paper concludes by offering context-sensitive pedagogical implications for teaching philosophy to non-specialists in Libyan higher education, emphasizing the need for applied, student-centered, and interdisciplinary approaches. These findings imply that philosophy courses for non-specialists in Libyan higher education should be redesigned through stronger curriculum integration with language and translation programs, student-centered instruction, and assessment formats that emphasize applied reasoning rather than memorization.
Transforming History Teaching with Tablets: Teacher Preparedness and Student Engagement in Bagamoyo District, Tanzania Kiimbe, Adam; Mwila , Prospery M.
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/r7kg6m48

Abstract

The integration of educational tablets in secondary school classrooms has emerged as a key strategy for transforming history teaching and learning in Tanzania. This study explored how tablets influence instructional techniques, teacher preparedness, and student engagement among history teachers in public secondary schools in Bagamoyo District. A mixed-methods approach employing a convergent parallel design was adopted, combining quantitative questionnaires and qualitative interviews with 30 teachers, including both history specialists and general academic staff. Findings indicate that tablets enhance lesson planning by providing access to multimedia resources, digital notes, interactive materials, and structured learning paths, allowing teachers to design more adaptive and student-centered lessons. Tablets also strengthen teacher preparedness by supporting historical research, collaborative lesson development, formative assessment, and classroom management, while fostering pedagogical innovation and confidence in content delivery. In addition, tablet-based tools such as digital exhibitions, interactive timelines, and multimedia presentations facilitate teachers’ engagement with history content, improving comprehension, critical thinking, and instructional effectiveness. Challenges identified include limited device availability, inconsistent internet connectivity, insufficient training, and unclear policy guidance, which constrain optimal tablet utilization. Addressing these barriers requires investment in infrastructure, professional development, policy frameworks, and localized, curriculum-aligned digital resources. By enabling interactive, participatory, and inquiry-driven learning, tablets contribute to transforming traditional history classrooms into dynamic environments that support 21st-century educational goals. The study highlights the potential of technology to enhance teacher competence, instructional quality, and student learning outcomes when integrated thoughtfully within pedagogical practices.
Effectiveness of School Administrators in Promoting Professionalism in Public Secondary Schools in Mkuranga, Coast Region, Tanzania John, Gwamaka; Onyango, Daniel; Mwamakula, Mwamakula
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/30stej27

Abstract

This study examined the effectiveness of school administrators in promoting professionalism among teachers in public secondary schools in Mkuranga District, Tanzania. The study was guided by three specific objectives: to examine the influence of administrative training on promoting professionalism, to assess the role of career development opportunities provided by school administrators in enhancing professionalism, and to evaluate how administrative accountability contributes to integrity, respect, and stewardship among staff. The study employed ‘Transformational Leadership Theory’ emphasizes on leaders’ ability to inspire and influence followers to achieve professional behavior. The study adopted a mixed-methods research approach. It involved both quantitative and qualitative data collection and analysis techniques. Research designed of the study followed a structured approach whereby stratified random sampling and purposive sampling procedures were used to collect data. The study used statistical software (SPSS) for data analysis. The 100 participants were involved in the study. The 93 teachers, four heads of schools, two Ward Education Officers, and one Teachers Service Commission officer. The results revealed that administrative training improves integrity, ethical conduct, and respect within schools, although regular training opportunities were limited. The study concluded that school administrators play a vital role in promoting professionalism through training, career support, and accountability, but their effectiveness is constrained by structural and cultural challenges. The study recommends that the Ministry of Education and Teachers Service Commission strengthen leadership training for school administrators, provide adequate resources, and support career development initiatives in regarding the promotion of teacher professionalism.

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