https://ijets.org/index.php/IJETS <p>The <em>IJETS</em> is a quarterly peer-reviewed international journal aiming to set up a highly qualified international academic platform for both experienced and novice education professionals, researchers, librarians in academic, corporate, and government work settings; and those involved in education and teaching practices all over the world. The IJETS issues are released four times a year; in <strong>March, June, September</strong>, and <strong>December</strong>.</p> <p>The purpose of the <em>IJETS</em> is to foster critical debate about education and teaching globally. The <em>IJETS</em> seeks both to develop new theoretical insights into the education and teaching, and new understandings of the extent and nature of contemporary educational practices in diverse settings. It underlines the significance of discovering and reflecting the interplay of local, regional, national and global contexts and dynamics in shaping education technology and science internationally.</p> <p>The <em>IJETS </em>is concerned with education in its broadest sense, including formal, informal and non-formal modes, as well as cognitive and metacognitive skills development. <em>IJETS</em> is primarily interested in studies that look at the relationship between education and teaching in different contexts globally.</p> <p>The <em>IJETS </em>welcomes papers from all prospective authors and especially from scholars who study education and teaching both theoretically and in practice all over the world. </p> Semra Mirici en-US International Journal of Education, Technology and Science 2757-9514 https://ijets.org/index.php/IJETS/article/view/373 <p>The Ethiopian Technical and Vocational Education Training (TVET) curriculum has been transformed significantly in the past few decades from being a largely theoretical to being a competency-based, employer-led system. This transformation is anchored on national reforms in education subsequent to the 1994 Education and Training Policy and reaffirmed by the National TVET Strategy of 2008. Models internationally, particularly the German dual system, have had a direct influence on shaping the curriculum that has been pushed for by agencies such as GIZ, UNESCO, and the World Bank. The heart of the new policy is National Occupational Standards (NOS), which ensure connection with the needs of the labor market. Active engagement of the private sector and continuous reorientation to economic imperatives under pin the curriculum's effectiveness and effectiveness. This study explains the historical evolution, international inspiration, and institutional change of Ethiopia's TVET curriculum, highlighting its role in national development and employability.</p> Geleta Buraka Teferi Qiaolun Gu Zhen Wu Copyright (c) 2025 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2025-09-01 2025-09-01 5 3 262 270 https://ijets.org/index.php/IJETS/article/view/366 <p>This methodological paper presents the best strategies for arranging, categorizing, and displaying qualitative data. Although more sophisticated tools are available in specialized qualitative analysis programs such as NVivo, ATLAS.ti, and MAXQDA, Excel offers researchers a more accessible, adaptable, and user-friendly option. This paper shows how systematic coding, data management, and visual aids in Excel can handle and evaluate qualitative data efficiently. The results demonstrate Excel's usefulness in qualitative research, especially for those seeking an affordable and comfortable platform without sacrificing analytical rigor. This paper provides insights by explaining the benefits and drawbacks of using Excel for qualitative data analysis.</p> Issa Ndungo Sudi Balimuttajjo Edwin Akugizibwe Copyright (c) 2025 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2025-09-01 2025-09-01 5 3 271 288 https://ijets.org/index.php/IJETS/article/view/390 <p style="font-weight: 400;">The aim of this study is to examine the self-efficacy perceptions of pre-service elementary mathematics teachers regarding differentiated instruction. The research was designed within the framework of the survey model, one of the quantitative research methods. The study sample consisted of 209 pre-service mathematics teachers enrolled in an undergraduate elementary mathematics teacher education program at a public university in Turkey. Data were collected through the “Differentiated Instruction Self-Efficacy Scale,” which has established validity and reliability in the literature, along with a demographic information form. The findings revealed that pre-service teachers generally had moderate-to-high levels of self-efficacy regarding differentiated instruction. While no statistically significant differences were found based on gender, significant differences emerged in relation to the year of study. In particular, fourth-year pre-service teachers demonstrated higher levels of self-efficacy in the dimensions of planning, implementation, and assessment. This suggests that as teacher candidates gain more professional experience and opportunities to engage in instructional practice, their perceived competence in differentiated instruction tends to increase. The results highlight the importance of integrating applied experiences related to differentiated instruction into teacher education programs, particularly during the early stages of professional training.</p> Leman Konukoğlu Burak Cesur Copyright (c) 2025 International Journal of Education, Technology and Science https://creativecommons.org/licenses/by-nc-nd/4.0 2025-09-01 2025-09-01 5 3 289 304