International Journal of Education, Technology and Science

AN OVERVIEW OF THE CONTRIBUTION OF SECONDARY SCHOOL AGRICULTURE CURRICULUM AND THE YFCK ACTIVITIES TOWARDS PROMOTING STUDENTS’ PARTICIPATION IN SUSTAINABLE FARMING PRACTICES IN KENYA

Robert Recha — 2025-03-04

The need to produce sufficient food to sustain the exponentially growing human population is plunging most nations globally into an inextricable snare of environmental degradation mainly due to the adoption of poor farming techniques coupled with the increasing use of agro-chemicals. One of the general objectives of the secondary school Agriculture curriculum is to promote farming activities which enhance environmental conservation and for this reason, concepts on environmental education have been incorporated in the secondary school Agriculture curriculum. This study aimed at establishing the contribution of school Agriculture curriculum and the Young Farmers Club of Kenya (YFCK) activities towards promoting students’ participation in sustainable farming practices (SFP). 150 form three Agriculture students from 15 schools were involved in the study. Descriptive survey research design was employed. Data analysis was done using SPSS version 26. T-test was used to analytically compare the responses from the respondents involved in YFC activities and those not involved. The study established that secondary school agriculture curriculum has a wide coverage of SFP which learners should be engaged in during the learning process. In addition, the study established that there is significant relationship between YFCK activities and learner’s involvement in sustainable farming practices (SFP). The study therefore recommended secondary school agriculture teachers to actively engage learners in carrying out agriculture syllabus and YFC activities which enhance learner’s involvement in SFP.

ELEMENTARY PRACTICE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE ON REPRODUCTIVE HEALTH EDUCATION: A MIXED METHODS ANALYSIS

Ritchelee Alugar — 2025-03-04

Reproductive Health Education (RHE) has long been recognized as a vital component of school curricula and has a crucial role in promoting sexual health and well-being. Elementary educators stand at the forefront of introducing RH concepts to young learners. Hence, Elementary Practice Teachers must be developed with adequate competencies to perform such a sensitive role. This study investigated the levels of Technological, Pedagogical, and Technological Knowledge on Reproductive Health Education among 94 Elementary Practice Teachers of 4 sampled Teacher Education Institutions. Quantitative and qualitative data collection and analysis were conducted independently yet concurrently using convergent parallel mixed methods design. A researcher-made survey questionnaire was used for quantitative collection, while interview guides were used for the qualitative components. Results showed an adequate level of knowledge in the TPACK domains of RHE, with no statistically significant difference across the four institutions. Key themes included the PT's recognition of its importance, the challenge of addressing stigmas and prejudices, the need for more structured and targeted training, and more technological enhancement.

PERCEPTIONS OF SAUDI UNDERGRADUATE STUDENTS’ EXPERIENCES TOWARD ONLINE AND TRADITIONAL LEARNING: MIXED METHOD STUDY

Burhan Özfidan — 2025-03-04

This study delves into the perceptions of Saudi undergraduate students regarding the expeditious transition to online learning necessitated by the COVID-19 pandemic. Employing a mixed methods approach, it scrutinizes the experiences of students in both online and traditional learning modalities. The findings unveil nuanced strengths and weaknesses inherent in each approach. Online learning exhibits cost-effectiveness, flexibility, accessibility, and heightened time management acumen, albeit at the expense of diminished interactivity, motivation, discipline, and academic attainment. Conversely, traditional learning environments foster interactive pedagogical atmospheres, bolstered motivation, social engagement, superior feedback mechanisms, and enhanced academic rigor and achievement. Nevertheless, traditional learning is encumbered by inflexibility, resource constraints, and challenges in time management. Participants express a penchant for the motivational dynamics inherent in traditional learning, underscored by meaningful interactions with instructors and peers, juxtaposed against the rigidity of prescribed temporal parameters. They perceive this temporal rigidity as encumbering their ability to juggle concurrent commitments effectively.

EVALUATING EMPLOYMENT OUTCOMES AND PROGRAM RELEVANCE: A TRACER STUDY OF LAGUNA UNIVERSITY’S COLLEGE OF EDUCATION GRADUATES (2021-2024)

Jovelle Reyes — 2025-03-04

Higher education institutions aim to produce graduates who are competitive and those who excel in their fields of specialization. A key measure of this success is graduate employability. In the Philippines, however, unemployment and underemployment remain critical concerns, with college graduates disproportionately affected. Despite employers’ preference for hiring graduates, many struggle to secure roles aligned with their education, highlighting the need for better alignment between academic preparation and labor market demands. This study evaluates the employability of Laguna University’s College of Education graduates, focusing on the alignment between their education and employment outcomes. Through a tracer study, this research assesses the employment profiles of graduates from Bachelor of Elementary Education (BEED) and Bachelor of Secondary Education (BSED) programs in terms of employment status, alignment of job roles with their field of study, and graduation year. The study is based on Investment Theory and Human Capital Theory, which underscore education as a valuable investment for both individuals and society. Using a quantitative descriptive design and a survey adapted from the Commission on Higher Education, the study analyzes data from 2021 to 2024 graduates. The findings reveal that a significant proportion of BEED and BSED graduates are employed, with most working with teaching roles. However, a small percentage remain in non-teaching positions, indicating a potential misalignment between their education and job market needs. This research provides valuable insights into the effectiveness of the College of Education’s programs and offers recommendations for curricular improvements to enhance the employability of future graduates.

EXPLORING POSTGRADUATE STUDENTS' PERSPECTIVES ON THE USE OF DIGITAL TOOLS AND ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING AND RESEARCH: TRENDS, CHALLENGES, AND FUTURE PROSPECTS

Sevcan Bayraktar Çepni — 2025-03-04

This study investigated the experiences and perceptions of MA and Ph.D. students majoring in English Language Teaching regarding the use of digital tools and AI in teaching English skills and their inclination to use technology in their research studies. The students were asked open-ended questions through Google Forms at the beginning of a four-day training project that was supported by TUBITAK (The Scientific and Technological Research Council of Türkiye). The training was designed to inform the participants about current digital technologies and AI research trends in ELT research. Fifty-three participants who voluntarily participated in the training were asked to respond to a series of questions regarding the use of technology and AI in their classes and research studies. The research employed a qualitative design to analyze the content of questionnaire replies. The study gathered participants' feedback regarding their sense of adequacy in their prior training. The objective was to ascertain which language skills—speaking, listening, reading, and writing—are prioritized in their instruction and research. The study attempted to clarify the rationale behind these preferences and determine potential trends in applying and investigating these skills for academic and professional advancement. Finally, the study examined the perceived problems associated with digital and AI research in language instruction and acquisition.

THE CHALLENGES AND SOLUTION PROPOSALS FOR TEACHERS FROM NON-SPECIAL EDUCATION FIELDS WORKING WITH INTELLECTUALLY DISABLED STUDENTS

Yusuf Ziya Tavil — 2025-03-04

This study aims to determine the experiences, challenges, and solution proposals of teachers from non-special education fields who work with intellectually disabled students. The research was conducted with 10 teachers employed at two different private special education institutions serving intellectually disabled children on the European side of Istanbul. Semi-structured interviews were carried out to achieve the study's objective. Content analysis was employed to analyze the data obtained from these interviews. The findings revealed various issues, such as insufficient training background, feelings of professional inadequacy, lack of institutional support, and insufficient collaboration between families and experts. Proposed solutions included increasing in-service training opportunities, enhancing inter-institutional communication and coordination, and improving effective collaboration processes with families.