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Journal of Research in Education and Pedagogy
Published by Scientia Publica Media
ISSN : 30476410     EISSN : 30477131     DOI : https://doi.org/10.70232/jrep.v1i2
Core Subject : Education, Social,
Education Social Sciences
The Journal of Research in Education and Pedagogy (JREP) is an international, double-blind peer-reviewed, open-access journal published by Scientia Publica Media. The journal is published four times a year in February, May, August, and November. It publishes original papers, reviews, and case studies that reflect the latest research and developments in both theoretical and practical aspects of education and pedagogy. JREP covers all levels of education, from early childhood to higher and vocational education, as well as formal, informal, and non-formal education. The journal also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. It strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. JREP serves as an invaluable resource for educators, supervisors, curriculum planners, counselors, administrators, and educational researchers, offering insights to inform the design of future curricula.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 92 Documents
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Students’ Perspectives on Integrating Generative AI Tools into Teaching, Learning, and Assessment in Higher Education: A Case of the Royal University of Bhutan Tamang, Tshering Om; Daker, Sonam; Gurung, Bhupen; Dorji, Ugyen
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.153

Abstract

This study explored students’ perspectives on the benefits and challenges of integrating Generative AI (GenAI) tools in teaching, learning, and assessment within five colleges under the Royal University of Bhutan (RUB). The study is timely and relevant as educators and students in Bhutan increasingly adopt GenAI tools, reflecting a broader global trend. The study outlines three primary objectives. First, it seeks students’ perspectives regarding the integration of GenAI tools in teaching, learning, and assessment in higher education, highlighting the GenAI tools used, the benefits they offer, and the challenges they may impose. Second, the study aspires to provide practical recommendations for educators and academics in higher education institutions for the effective integration of GenAI tools. Finally, the study aims to provide recommendations to relevant stakeholders and policymakers for the adoption or expansion of AI initiatives within the precincts of RUB colleges. This study employed a qualitative approach as qualitative research allows for a deeper understanding of human behaviour and experiences. A purposive sampling technique was used to ensure that participants were selected based on their potential to provide valuable insights relevant to the research objectives. Data were collected through semi-structured focus group interviews, with each group comprising six members (three male and three female). A total of 180 students participated across 30 focus group interviews conducted in five colleges, with six focus group interviews in each college. The data collected were transcribed, coded, and categorised into themes for analysis. To maintain confidentiality, the researchers used a systematic labelling system for both focus groups and individual students during the data analysis process, enabling a comprehensive and structured interpretation of the findings. The findings revealed key benefits of GenAI, such as providing quick and accessible information, fostering personalised learning, and offering emotional support. However, the findings also revealed challenges in terms of the reliability of AI-generated content, the potential hindrance to creativity and critical thinking, and the risk of social and emotional disconnect between students and their learning communities due to overreliance on GenAI. The study therefore recommends raising awareness and improving understanding of GenAI tools among students and establishing comprehensive policy frameworks to promote their ethical use across RUB colleges while upholding high standards of academic quality.
Teaching English to Learners with Dyslexia: Challenges, Strategies and Implications Mrissa, Brahim
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.155

Abstract

This paper explores the challenges and prospects of teaching English to learners with dyslexic brains, with particular attention to how dyslexia influences language acquisition and classroom performance. Dyslexia poses specific difficulties in reading, spelling, and phonological processing, which can hinder progress in English as a foreign language if not appropriately addressed. The study aims to inform teachers and educational practitioners about effective, inclusive teaching practices that can be tailored to the needs of dyslexic learners, and provide insights for textbook designers and curriculum developers to consider learning difficulties when designing English language materials. To achieve these objectives, the study adopts a quantitative research approach. A structured questionnaire was administered to English language teachers to investigate their experiences, perceptions, and classroom practices when teaching students with dyslexia. The findings reveal that multisensory instructional techniques, differentiated instruction, and individualized support strategies significantly enhance learner engagement and language outcomes. Additionally, results indicate that teachers’ professional experience and prior training in learning difficulties strongly influence their confidence and perceived effectiveness when working with dyslexic students. Despite these positive practices, challenges persist, including large class sizes, limited resources, insufficient training opportunities, and the continued stigma surrounding learning difficulties. These obstacles often prevent teachers from fully meeting the individual needs of dyslexic learners. Overall, the study highlights the critical role of teacher training, inclusive classroom adaptations, and informed material design in supporting dyslexic students. The findings offer practical implications for educators, school administrators, and textbook designers, emphasizing the need for collaborative efforts to create more inclusive and accessible English language learning environments.
A Review of Cultural Literacy Within Course Outlines at an Australian University: An Innovative Use of Generative AI (ChatGPT) to Develop a Framework to Evaluate and Critique University Course Outlines Lee, Daniel; Nguyen, Tin
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.157

Abstract

This study explores the integration of artificial intelligence (AI), specifically large language models (LLMs) like ChatGPT, in evaluating cultural literacy within higher education (HE) curricula. Recognizing the increasing importance of cultural literacy in preparing globally competent graduates, the research investigates the extent to which university course outlines incorporate these competencies across disciplines. The primary objectives are to develop an effective framework for assessing cultural literacy levels in course content and to evaluate the utility of ChatGPT as an analytical tool in this process. Using a mixed-methods approach, the study first employed ChatGPT to generate a four-level classification framework for cultural literacy, which distinguishes between courses with no evidence, potential for embedding, implicit presence, and explicit integration of cultural literacy. Subsequently, a dataset of 584 publicly available course outlines from a university’s website was analyzed. ChatGPT applied the framework to categorize each course, with human coders independently validating a subset of the assessments to ensure reliability. Inter-rater reliability metrics confirmed high agreement between AI-generated and human evaluations, underscoring the robustness of the methodology. The findings reveal that many courses, especially in disciplines with high international student populations such as Technology, Engineering, and Health, lack explicit cultural literacy content. However, the framework demonstrated effectiveness in systematically assessing these competencies and offered actionable insights for curriculum development. The study concludes that AI-powered tools like ChatGPT present a promising, efficient means for continuous curriculum auditing and enhancement to foster inclusive and globally aware graduates. It also highlights the potential for broader application across institutions and disciplines, emphasizing the importance of transparent validation processes to ensure the credibility and reproducibility of AI-driven assessments in higher education.
Physics Practical Performance Through Differentiated Instruction: Insight into Senior High School Physics Practical Instruction in Ghana Issahaku, Mustapha; Oduro-Okyireh, George; Owusu-Mensah, Isaac
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.160

Abstract

Recurring challenges in the physics practical performance of Ghanaian Senior High School (SHS) students, particularly in basic experiments like the simple pendulum, warrant fresh pedagogical approaches. Differentiated Instruction (DI), which tailors instruction to different learner needs, is a promising yet unexplored strategy in this context. This study aimed to establish the learning needs of selected SHS students in performing the simple pendulum experiment and pinpoint some DI strategies that enhance their practical performance. A quasi-experimental design was employed involving 160 Form 2 physics students (97 males and 63 females) drawn from two intact classes in two senior high schools in Ghana. A structured questionnaire manifested significant learning issues: 78.7% of the students lacked a clear conceptualisation of the relationship between pendulum length and period, with recording time (28.8%), graphing results (24.4%), and period calculation (23.8%) being primary issues. Furthermore, 53.1% felt uneasy with mathematical equations, and 79.4% lacked confidence to conduct the experiment individually. The experimental group (n=80) received a four-week DI intervention. Regression analysis of post-intervention data indicated five DI strategies that predicted improved performance: hands-on experimentation (β = 0.449, p < .000), teacher modification of learning styles (β = 0.192, p = .018), decreased complexity of lessons (β = 0.175, p = .022), students feeling comfortable demonstrating knowledge via experiments (β = 0.157, p = .025), and offering choices for assignments (β = 0.177, p = .016). A Mann–Whitney U test revealed that the DI group achieved significantly higher post-test scores compared to the control group (U = 3193.50, Z = –0.023, p = .982), with a medium-to-large effect size (r = .41). The study concludes that senior high school students exhibit diverse learning needs in physics practicals, which can be effectively addressed through adaptable and flexible differentiated instructional approaches. It recommends integrating these evidence-based interventions into teacher education and curriculum design to improve physics practical performance.
Implementing AI in Preschool Education: Pedagogical, Ethical, and Cultural Dimensions in the Cyclades, Greece Apostolou, Zoi; Psarra, Irini
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.163

Abstract

The accelerating integration of Artificial Intelligence (AI) into contemporary education has generated both opportunities and challenges across all educational levels, including early childhood education. This study investigates the perceptions, attitudes, and practices of kindergarten teachers in the Cyclades regarding the incorporation of AI into their pedagogical work. It aims to identify the perceived benefits and limitations of AI applications in early learning environments, as well as the extent to which prior professional training influences teachers’ readiness to adopt such technologies. An anonymous structured online questionnaire (five-point Likert scale) was employed to collect data on teachers’ knowledge, attitudes, and classroom practices related to AI. The findings reveal that participants generally acknowledge the pedagogical potential of AI to support creativity, individualized learning, and instructional efficiency. Nonetheless, significant concerns persist regarding data privacy, algorithmic bias, and the possible erosion of the interpersonal dimension that characterizes early childhood education. Statistical analysis (SPSS v.29) further indicates that teachers who have participated in AI-related training programs exhibit more favorable attitudes and a higher level of self-efficacy in implementing innovative digital tools. Overall, the results suggest that kindergarten educators in the Cyclades possess a basic conceptual understanding of AI and already apply its elements in practice, albeit cautiously and selectively. The study underscores the need for systematic and ethically informed teacher training programs that emphasize the critical use of AI as a supportive—not substitutive—agent in early education. Such an approach aligns with a pedagogical vision where technological innovation remains firmly grounded in human values and educational purpose.
Between Policy Silence and Classroom Reality: Assessing Social and Emotional Learning in Public Secondary Schools in Nyamagana District, Tanzania Paschal, Mahona Joseph; Ngoboka, Kasara Belias; Joel, Night
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.164

Abstract

It was a general consensus that the function of the Education systems in the twenty-first century was not only to improve the learning achievements of students, but also to nurture their social and emotional growth. However, the current situation in Tanzania regarding students’ assessment is based on examinations and content knowledge. While Social and Emotional Learning (SEL) is widely acknowledged as having significant importance for students’ learning achievement and citizenship development, there is no knowledge regarding students’ SEL assessment in public secondary schools in Tanzania. This study set out to in order to find out the constraints encountered by teachers when evaluating students’ SEL in Tanzania, specifically in the Nyamagana district. The study was based on Social Cognitive Theory. In addition, this study was based on qualitative research using a descriptive design. Data collection was carried out using 55 teachers from five public secondary schools in Tanzania, using the interview and focus group discussion techniques. The findings of the study revealed some of the challenges that affect the effectiveness of SEL assessment. Among the key issues identified were the training of the teachers, the lack of standardized tools, the nature of the curriculum, the number of students, and the financial aspect. It was noted that because of these challenges, this situation complicates teachers’ efforts to meaningfully evaluate students’ SEL. Notwithstanding these constraints, the teachers have used other methods like observation, peer assessment, and role plays to monitor the students’ development of SEL. The conclusion of the study shows that despite the importance of the students’ SEL, there are certain policy issues that have made it difficult for teachers to assess the students’ SEL. The study recommends that the curriculum include students’ SEL in secondary schools in Tanzania. This is because the students’ SEL remains central to improving the well-being of the students and teachers.
Subject Content of Competency-Based Curriculum and English Language Teachers’ Attitudes Towards Teaching Reading Skills in Secondary Schools in Mpigi District, Uganda Rachel, Wasagali; Sulaiman, Isa Muhammad; John, Kintu
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.166

Abstract

Teacher attitudes toward subject content in Competency-Based Curriculum (CBC) are generally recognized as a decisive factor in the success of any educational reform. It is against this background that the objective of the study is to examine how the subject content in CBC influences the attitudes of English language teachers on teaching the reading skill in secondary schools in Mpigi District, Uganda. The study used a mixed-methods research design that combined both quantitative and qualitative methods, in which 148 respondents (English language teachers and Heads of English Department) were involved in completing structured questionnaires and interviews. The study population consisted of the English language teachers and their Heads of Department from 50 secondary schools available in Mpigi District, comprising 16 public-government-aided secondary schools and 34 private schools. The findings of the study reveal that positive attitudes of English language teachers about CBC content (relevance, clarity, potential for critical thinking) translate unevenly in practice. Teachers value the design and goals of the CBC reading content, but persistent implementation barriers, scope, and time, unclear teacher guidance, hidden preparatory workload, and lack of leveled materials constrain the curriculum’s full classroom realities and impact. The study concluded that while the CBC reading content is strong conceptually, practical implementation is constrained by limited scope, progression gaps, and a lack of leveled support materials. The study recommends a review and refinement of CBC reading content to balance breadth with classroom time realities, and greater contextual adaptation should be provided so that the reading materials reflect both urban and rural realities, thereby improving learner engagement across diverse school settings.
Key Success Factors in Faculty Professional Development Programs Uzorka, Afam; Makumbi, David
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.169

Abstract

Faculty Professional Development (FPD) plays a critical role in enhancing teaching effectiveness, strengthening academic capacity, and fostering a culture of continuous learning in higher education institutions. However, across many African university contexts, FPD initiatives remain fragmented, under-resourced, and weakly aligned with faculty needs and institutional priorities. This study examined the key success factors that enable effective and sustainable faculty professional development programs within Ugandan universities. Using a qualitative descriptive research design, data were collected through semi-structured interviews with fifty-six participants, comprising faculty members and administrators drawn from ten public and private universities across four regions of Uganda. The data were analyzed using thematic analysis supported by NVivo 12 software. The findings revealed seven interrelated success factors underpinning effective FPD programs: institutional commitment and support; relevance and customization of program content; continuous and comprehensive learning opportunities; active learning and participant engagement; peer collaboration and professional networking; integration of technology; and systematic evaluation for continuous improvement. These factors explain how institutional alignment, participatory program design, and sustained support mechanisms enhance faculty motivation, skill acquisition, and long-term professional growth. The findings were synthesized into a context-sensitive conceptual framework grounded in adult learning theory and organizational support theory, illustrating interactions between institutional structures and individual learning processes. This study contributes original empirical evidence to the literature on faculty professional development in African higher education. It offers practical implications for university leaders and policymakers seeking to design responsive, inclusive, and sustainable professional development systems. Although situated in Uganda, the findings provide transferable insights to comparable resource-constrained contexts.
Exploring the Integration of Socio-Emotional Learning Elements in Mother-Tongue Textbooks for Grades I–V in North Macedonia Zenki-Dalipi, Arbresha; Ramadani Rasimi, Teuta; Adili, Bujar
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.170

Abstract

Social and emotional learning (SEL) represents a fundamental dimension of holistic education, fostering students’ emotional literacy, empathy, and interpersonal competence as essential outcomes of schooling. The study employed a quantitative content analysis to examine the extent to which elements of SEL were represented in selected Albanian language textbooks used in the first, second, third, fourth, and fifth grades of basic education. The analysis focused on identifying explicit and implicit SEL components within textual and visual content, drawing upon the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020) framework as the analytical lens. A total of five textbooks approved by the Ministry of Education and Science were purposively selected based on their mandatory use in public schools during the 2021–2025 academic period. The units of analysis consisted of all lessons, reading texts, and accompanying illustrations. Each content item was examined for the presence of at least one of the five core SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The identification process followed a structured coding protocol developed for this study, and all data were entered into Excel and analyzed using descriptive statistics (frequencies and percentages) to determine the proportion of SEL elements across grade levels and literary genres. This methodological approach ensured both descriptive and interpretative validity, providing insights into how SEL competencies were integrated into language learning materials and to what extent they reflected the principles of holistic education. The findings revealed a moderate presence of SEL elements, with social awareness and relationship skills more prominent, suggesting the need for a more balanced integration of all competencies in future textbook revisions.
Unveiling Smartphone Addiction Among Secondary School Students in an Emerging Country Rahman, Arifur; Akter, Tangina; Nahar, Nurun; Rahman, Md. Mahbubur
Journal of Research in Education and Pedagogy Vol. 3 No. 2 (2026): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v3i2.182

Abstract

This study aims to investigate smartphone addiction among secondary school students in Bangladesh, along with its causes, effects, and potential preventive interventions within the socio-cultural context. The present study employed a mixed-methods approach. The Smartphone Addiction Scale Short Version (SAS-SV) was administered in eight schools from four districts, considering urban and rural schools. Then, students’ data were collected randomly from each school. After that, twelve students who scored top on that scale were selected for in-depth interviews, along with twelve parents and twelve class teachers, who were chosen purposively. In addition, an educationist and a psychologist were purposively selected for the interviews. This study found that the percentage of high, moderate, and low-risk students was 23%, 22.3%, and 54.8%, respectively. The prevalence of moderate and high risk of smartphone addiction is greater among male students (57.3% and 63%, respectively) than among female students (42.7% and 37%). Besides, urban students exhibited higher percentages in the moderate (56.2%) and high-risk (68.5%) categories compared to rural students, who had lower percentages (43.8% and 31.5%, respectively). This study finds some factors, such as personal, parental, social, academic, and resource-related factors, that contribute to smartphone addiction among secondary school students. Moreover, this study finds that smartphone addiction has a detrimental effect on students’ personal, social, and academic well-being. This study proposes several preventive measures, including enhancing self-esteem and determination, raising awareness among all relevant stakeholders, implementing effective parental mediation, providing teacher training and engaging them in anti-addiction activities, establishing rules and regulations, and maintaining ongoing monitoring and supervision.

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