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In Lesotho, a country characterized by a diverse population speaking various languages, where English serves as the official language for instruction, students often face challenges in reading English due to limited resources. Despite previous examination reports indicating that students' failures are not due to a lack of subject understanding but rather an inability to comprehend instructions, traditional reading approaches persist among teachers. This stands in contrast to the modern educational technology available in the 21st century. As a result, it is imperative for educators to adopt strategies that enable students to thrive in a global context. Blended learning, which combines traditional in-person teaching with online resources, offers a promising solution. This study explores the integration of blended learning in Lesotho to enhance English reading abilities, considering it's a second language for many. The research employed a quantitative quasi-experimental design involving two groups: a control group (n=30) using traditional English textbooks and an experimental group (n=30) using both these textbooks and blended learning. pre-and post-test scores were subjected to inferential statistical analysis using SPSS software. The findings indicated a positive impact of blended learning on reading proficiency. The implications for education are significant. They underline the necessity of creating a comprehensive blended learning curriculum, delivering training and assistance to teachers, and addressing technological infrastructure requirements. Consequently, the study authors propose that integrating blended learning into foreign language classes could enhance the learning experience, furnish students with skills crucial for success in the global arena, and ultimately elevate overall academic performance, Self

This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land- scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non- significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec- ommends tailored continuous professional development programs and collaborative learning communities to enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions., Self

Electronic learning is a techno approach that brings new opportunities for teaching and learning in many fields of education compared to the traditional classroom environment. However, there is a dearth of research on its effectiveness in practicality and whether it is dependable enough during teaching and learning. Thus, this systematic review aims to provide evidence from numerous findings on the reliability components (such as functionality, probability of success, environment, and duration) of online teaching and learning (OTL) tools in Lesotho higher education institutions (HEIs), focusing on functionality and probability of success only. A review of online learning tools includes Thuto, Google Meet, Google Classroom, Zoom, Moodle, and Microsoft Teams. Technology adoption models and Siemens’ theory of connectivism underpin this review. The review covered 18 articles between 2015 and 2021. Scopus, Google Scholar, ProQuest, and EBSCO were used for data search. In addition, selected studies were reviewed by experts in Educational Technology at the National University of Lesotho. Some factors were found to hinder the functionality and success of OTL tools, including lack of internet connectivity, electricity, and gadgets. As a result of this review, OTL tools are effective to some extent in terms of functionality and likelihood of success. However, the weaknesses of the e-learning tools outweigh the strengths of Lesotho HEIs. Consequently, only using OTL tools could hamper the quality of higher education in Lesotho. In HEIs, blended learning and continuous training on e-learning tools should be introduced for effective teaching and learning., Self

Technical Vocational Education and Training (TVET) has been a part of most developing African countries, including Lesotho. Africa’s collapsing economies will receive a true economic bailout if they produce readily employable and self-employed graduates. There are several factors that influence student attitudes toward TVET, including the perceived influence of their families, the impact of society, and the impact of their schools. This study aimed to examine the interrelationships and effects of these variables on attitudes toward TVET. Social Cognitive Theory and Planned Behavior are the theoretical underpinnings of the study. Three hundred and six students in the Mafeteng district were sampled for this quantitative study. IBM SPSS 28 and Smart PLS 4.0.7.2 were used to analyze the measurement and structural models based on the data collected through a question- naire. The study found that perceived family influence and societal influence had a significant causal relation to attitudes toward TVET but that the school does not provide enough support for students in TVET education, which impedes their education level. Study findings provide insight into how Lesotho educational policymakers and practitioners can promote TVET as a viable educational and career option by improving students’ attitudes towards TVET subjects. For career guidance, learners were recommended to be taken to TVET colleges and universities, Self

The increasing technology reliance in today’s world has amplified the need for cybersecurity education for all. Hence, initiatives regarding the integration of cyber- security education within the pre-college level have begun to emerge in recent times. However, limited research exists regarding in-service or pre-service teachers’ per- spectives on this phenomenon. More importantly, the need to understand pre-service teachers’ perceptions; since their perceptions may significantly influence how the prospective teachers respond to cybersecurity issues and also affect their behavior toward learning and promoting cybersecurity education in the future. Consequently, in order to gain insight into how candidates entering the teaching profession regard cybersecurity, 451 pre-service teachers were sampled in a major public university in Lesotho. The prospective teachers recruited across various departments in the fac- ulty of education responded to an online survey that comprised 33 items gauged from five constructs which include personal cybersecurity awareness, perceived self- efficacy of learning cybersecurity, personal relevance of cybersecurity knowledge, behavioral intention towards learning cybersecurity and actual learning of cyberse- curity. We analyzed the response from the survey by utilizing the structural equation modelling approach. Our findings showed that our hypothesized model was mostly accepted. The result suggests that practitioners and researchers in the related field need to raise the pre-service teacher’s behavioral intention to learn cybersecurity by helping them realize the implication for their personal lives and society. We dis- cussed our findings in relation to the proposed research model and highlighted the implication for teacher education programs. Finally, the article concludes with limi- tations and identifies future research agenda, Self

Assessment for Learning (AfL) plays a crucial role in the effective teaching and learning of Geography, offering educators a means to enhance student achievement. Through ongoing evaluations involving verbal and written exercises, AfL not only readies students for summative Assessment of Learning (AoL) but also supports them in grasping complex Geography concepts, features, and processes, as evidenced by examination performance. Over the last five years, as indicated by the Examinations Council of Lesotho, persistent challenges have emerged in this regard, potentially stemming from inadequacies in assessment strategies. This study delves into the perceptions of Geography teachers concerning Assessment for Learning. Employing a qualitative approach, the research utilizes non-participatory observations and in-depth interviews to collect data. The study is grounded in Gregory's Theory of Perception and Keeping Learning on Track Theory of Action, offering theoretical frameworks for analysis. The findings reveal that teachers face obstacles when implementing Assessment for Learning, including time constraints and issues related to classroom overcrowding. Notably, a significant insight is the lack of both Assessment knowledge and Pedagogical Content Knowledge among teachers. As a resolution, it is recommended that comprehensive assessment training be provided for both pre-service and in-service teachers, addressing these identified gaps.

Assessment for Learning (AfL) plays a crucial role in the effective teaching and learning of Geography, offering educators a means to enhance student achievement. Through ongoing evaluations involving verbal and written exercises, AfL not only readies students for summative Assessment of Learning (AoL) but also supports them in grasping complex Geography concepts, features, and processes, as evidenced by examination performance. Over the last five years, as indicated by the Examinations Council of Lesotho, persistent challenges have emerged in this regard, potentially stemming from inadequacies in assessment strategies. This study delves into the perceptions of Geography teachers concerning Assessment for Learning. Employing a qualitative approach, the research utilizes non-participatory observations and in-depth interviews to collect data. The study is grounded in Gregory's Theory of Perception and Keeping Learning on Track Theory of Action, offering theoretical frameworks for analysis. The findings reveal that teachers face obstacles when implementing Assessment for Learning, including time constraints and issues related to classroom overcrowding. Notably, a significant insight is the lack of both Assessment knowledge and Pedagogical Content Knowledge among teachers. As a resolution, it is recommended that comprehensive assessment training be provided for both pre-service and in-service teachers, addressing these identified gaps.

This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.

This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.

This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools., Peer Reviewed

The emergence of artificial intelligence (AI) as a subject to be incorporated into K-12 educational levels places new demand on relevant stakeholders, especially teachers that drive the teaching and learning process. It is therefore important to understand how ready teachers are to teach the emerging subject as the success of AI education would probably be closely dependent on the readiness of teachers. As a result, this study presents an insight into factors influencing the behavioural intention and readiness of Nigerian in-service teachers to teach artificial intelligence. A total of 368 teachers, from elementary to high school participated in the study. We utilised quantitative methodology using variance-based structural equation modelling to understand the relationship among the eight variables (AI anxiety, perceived usefulness, AI for social good, Attitude towards using AI, perceived confidence in teaching AI, relevance of AI, AI readiness, and behavioural intention) considered in the study. The result indicated that confidence in teaching AI predicts intention to teach AI while AI relevance strongly predicts readiness to teach AI. While other factors influence the teaching of AI, anxiety and social good could not predict teachers' intention and readiness to implement AI in classrooms respectively. We discussed the implication of our findings in relation to AI implementation in schools and highlight future directions., Validerad;2022;Nivå 1;2022-09-15 (hanlid)

The emergence of artificial intelligence (AI) as a subject to be incorporated into K-12 educational levels places new demand on relevant stakeholders, especially teachers that drive the teaching and learning process. It is therefore important to understand how ready teachers are to teach the emerging subject as the success of AI education would probably be closely dependent on the readiness of teachers. As a result, this study presents an insight into factors influencing the behavioural intention and readiness of Nigerian in-service teachers to teach artificial intelligence. A total of 368 teachers, from elementary to high school participated in the study. We utilised quantitative methodology using variance-based structural equation modelling to understand the relationship among the eight variables (AI anxiety, perceived usefulness, AI for social good, Attitude towards using AI, perceived confidence in teaching AI, relevance of AI, AI readiness, and behavioural intention) considered in the study. The result indicated that confidence in teaching AI predicts intention to teach AI while AI relevance strongly predicts readiness to teach AI. While other factors influence the teaching of AI, anxiety and social good could not predict teachers' intention and readiness to implement AI in classrooms respectively. We discussed the implication of our findings in relation to AI implementation in schools and highlight future directions., Validerad;2022;Nivå 1;2022-09-15 (hanlid)

In the context of global integration and increasing reliance on Artificial Intelligence (AI) in education, evaluating the AI literacy of pre-service teachers is crucial. As future architects of educational systems, pre-service teachers must not only possess pedagogical expertise but also a strong foundation in AI literacy. This quantitative study examines AI literacy among 529 pre-service teachers in a Nigerian university, utilizing structural equation modeling (SEM) for comprehensive analysis. The research explores various dimensions of AI literacy, revealing that a profound understanding of AI significantly predicts positive outcomes in AI use, detection, ethics, creation, and problem-solving. However, no correlation exists between AI knowledge and emotion regulation or the assumption that active AI use enhances AI detection capabilities. The study identifies a trade-off between AI application and creation, emphasizing the ethical considerations intertwined with emotional and persuasive facets of AI use. It also supports the link between AI creation and problem-solving, emphasizing the foundational role of AI knowledge in shaping diverse aspects of AI literacy among pre-service teachers. The findings offer valuable insights for educators, administrators, policymakers, and researchers aiming to enhance AI literacy in pre-service teacher education programs.

In the rapidly evolving landscape of education, Artificial Intelligence (AI) has emerged as a transformative tool with the potential to revolutionize teaching and learning processes. However, the successful integration of AI in education depends on the trust and acceptance of teachers. This study addresses a significant gap in research by investigating the trust dynamics of 677 in-service Science, Technology, Engineering, Arts, and Mathematics (STEAM) teachers in Nigeria towards AI-based educational technologies. Employing structural equation modelling for data analysis, our findings reveal that anxiety, preferred methods to increase trust, and perceived benefits significantly influence teachers' trust in AI-based edtech. Notably, the lack of human characteristics in AI does not impact trust among STEAM teachers. Additionally, our study reports a significant gender moderation effect on STEAM teachers' trust in AI. These insights are valuable for educational policymakers and stakeholders aiming to create an inclusive, AI-enriched instructional environment. The results underscore the importance of continuous professional development programs for STEAM teachers, emphasizing hands-on experiences to build and sustain confidence in integrating AI tools effectively, thus fostering trust in the transformative potentials of AI in STEAM education.

This study addresses the challenge of teaching genetics effectively to high school students, a topic known to be particularly challenging. Leveraging the growing importance of artificial intelligence (AI) in education, the research explores the perspectives, attitudes, and behavioral intentions of pre-service teachers regarding the integration of AI-based applications in high school genetics education. As these pre-service teachers, commonly denoted as digital natives, are expected to seamlessly integrate technology into their future classrooms in our technology-dependent society, understanding their viewpoints is crucial. The research involved 90 teacher candidates specializing in biology from Nigerian higher education institutions. Employing the Theory of Planned Behavior, survey responses were analyzed using structural equation modeling and independent sample t-test methods. The results indicate that perceived usefulness and subjective norms are significant predictors of AI use, with subjective norms strongly influencing pre-service teachers’ behavioral intentions. Notably, perceived behavioral control does not significantly predict intentions, paralleling the observation that perceive usefulness does not guarantee AI adoption. Gender differentially affects subjective norms, particularly among female pre-service teachers, while no significant gender differences are observed in other variables, suggesting comparable attitudes. The study underscores the pivotal role of attitudes and social norms in shaping pre-service teachers’ decisions regarding AI technology integration. Detailed discussions on implications, limitations, and potential future research directions are also discussed.