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Sexually transmitted diseases (STDs) as a concept was introduced at the end of the 1970s and covers diseases such as typical venereal diseases, as well as chlamydia infections, viral hepatitis B, hepatitis C and subsequently acquired immune deficiency syndrome, etc. The name of venereal diseases is derived from Venus, the goddess of love, beauty and fertility since Roman times. In India, formal training of venereologists started in 1910. The source of infection is a human. Clinical manifestations have a similar mechanism of transmission - through sexual contact, vertical transmission of pathogens and blood. STDs occur most often in the time of sexual maturation of individuals, which is getting extended at earlier age. The children are not prepared and aware with the risks of this new stage of their lives, and hence the prevention, which reveals the actuality of the topic. The aim of the present article is to study the need to introduce educational programs in sexology classes for the relevant age development - Primary schools and Secondary schools. There for an active members are needed such as health professionals (school nurses), child psychologists, teachers, parents and social workers. Results: The total number of respondents from two Secondary schools in the city of Burgas is 114 learners from grade 9th, 10th and 11th where the percentage of girls is predominant (72%). Of those who filled out the questionnaires, only 32 of all learners filled in some of the symptoms of STDs. As methods of protection they indicate a condom, medication, antibiotics, chastity, monogamy, vaccination, prevention, personal hygiene, contraceptives, gloves, masks, masturbation, toys. Among the STDs they know, the highest percentage is: AIDS, HIV, followed by gonorrhea and syphilis. During the discussion part followed by the thematic video the learners freely expressed their thoughts, the awareness of the problem and their desire to be informed through such an educational meetings and discussions with health professionals in the future. Materials and methods: Sociological, documentary and statistical methods were used. Conclusion: The obtained results show that the learners have a serious lack of knowledge on the subject, as well as on the methods of prevention and treatment. This determines the need to form multidisciplinary teams to increase health education among adolescents. [ABSTRACT FROM AUTHOR]

Background: Although numerous studies have demonstrated the effectiveness of well-implemented school-based sexuality education in promoting young people's sexual and reproductive health outcomes, the prevalence of teenage pregnancy among school-going adolescents in rural schools located in the King Cetshwayo District of South Africa suggests it fell short of its objectives of reducing learners' vulnerability, enhancing decision-making abilities, and raising self-efficacy in these schools. This study focused on learners' experiences with their schools' sexuality education programs. Methods: This was a qualitative, interpretative phenomenological study. Data was collected from 84 participants across nine schools in the study setting using focus group interviews. An Interpretative Phenomenological Analysis framework was followed to analyze the data. Results: The results of the study showed that educator-centered impediments to effective school-based sexuality education included attitudes, beliefs, age differences, health status, prior experiences, and personal discomfort. The results further indicated that these obstacles have a detrimental effect on the pedagogical effectiveness of sexuality education teachers in implementing the curriculum in the study setting and, consequently, on the sexual well-being of the learners. Conclusion: Based on the study's findings, pre-service sexuality education pedagogy training is recommended for student teachers, as well as ongoing in-service training and re-training interventions and support for sexuality education teachers, to address the identified barriers and improve their pedagogical efficacy. [ABSTRACT FROM AUTHOR]

Learners often encounter impediments that hamper their ability to proficiently speak English. This study sought to research and determine the obstacles that impede the speaking of English in literacy classrooms. In particular, the study addressed the following research objectives: (i) to identify the language of teaching and learning that is primarily used in English First Additional Language (EFAL) literacy classrooms, and (ii) to examine why rural primary schools lack English speaking practices. Semi-structured interviews were used to collect primary data from two Subject Education Specialists, four Grade 4 EFAL teachers, and two Heads of Department from selected primary schools. Data was analysed using inductive thematic analysis. Interaction theory informed the study, as this theory emphasises the relevance of inputs and modified interaction(s) with respect to learning a second language. Multifaceted challenges impede the speaking of English in literacy classrooms, and these include lack of confidence, limited vocabulary, and limited opportunities to practice speaking. Teachers should minimise using code-switching teaching strategy in Grade 4 EFAL literacy classrooms, as this practice can further delay learners’ understanding of course content and hinder their proficiency in English. Rather, alternative techniques have to be developed and employed to improve speaking of English in the classroom. [ABSTRACT FROM AUTHOR]

Introduction: The implementation of the Screening Identification Assessment and Support (SIAS) policy has been ongoing for almost a decade to provide care and support to all learners, including those with neurodevelopmental challenges such as dyslexia. Despite these efforts, many primary school learners continue to experience barriers to learning associated with dyslexia. This phenomenon is of great concern in rural communities where dyslexia is generally ignored and misunderstood. On the other hand, there is a lack of research investigating the effectiveness of the SIAS policy in supporting learners with dyslexia. Existing studies often focus on dyslexia and the SIAS policy in isolation. Methods: The 'qualitative research' approach was adopted. Autoethnography was employed as the study's design, positioned within the interpretivism paradigm to investigate the effectiveness of the SIAS policy in supporting learners with dyslexia characteristics in Tlokweng village. The sample consists of (5) participants and Critical reflection and auto-interviewing methods were used to generate data, which was thematically analysed. Bronfenbrenner's Ecological Systems Theory was used to understand the interaction between learners, their environment, and the SIAS policy. Results and discussion: The findings suggest that the SIAS policy is ineffective in its screening process. Also, learners' perceptions indicate a gap in teachers' readiness to address learning barriers associated with the characteristics of dyslexia. Lastly, there is a need for continuous monitoring of the SIAS implementation. [ABSTRACT FROM AUTHOR]

The article discusses the innovative project "Children's Philharmonic "Dyvo UA" that is not just about music, but also about the comprehensive spiritual development of schoolchildren and students. This project, with its patriotic education and enrichment of worldview, plays a crucial role in shaping the future of our youth. It defines the project's significant role in the educational- methodological support of arts education and suggests the application of the project's audio- visual and notation materials in art education practice. The stages of the project "Children's Philharmonic "Dyvo UA" are described: the initial stage (submission of applications for the Ukrainian children's song competition), the main stage (selection of finalists, preparation for recording selected works with orchestral accompaniment, preparation for printing the song collection and audio supplement), and the project presentation (in Kyiv and other cities in Ukraine and abroad). The article reviews the song collection "Children's Philharmonic "Dyvo UA" that includes Ukrainian folk and original songs for schoolchildren and students. It provides practical recommendations for working with the project's audio supplement, which contains over 50 works with original arrangements. Music teachers, empowering them with a wealth of materials to enrich their teaching, design these resources for practical use. The author has also created QR codes to download the project's electronic materials, making access to these resources even more convenient. The article concludes that the project "Children's Philharmonic "Dyvo UA" positively impacts the educational and methodological support of arts education and identifies the prospects for continuing the project. The results of this innovative project in Ukrainian arts education contribute to providing school and concert repertoire, the formation of singing culture, and the spiritual values of Ukrainian schoolchildren and students. Future development of the topic may include an online course on the proposed repertoire and the creation of methodological recommendations for performing various genres of Ukrainian songs in folk, pop, and academic styles. [ABSTRACT FROM AUTHOR]

Research shows that South African learners cannot read competently compared to those from other countries. This study investigates the different methods and approaches used in the teaching of reading skills in Sepedi Home Language in Foundation Phase learners with special focus on a primary school in Limpopo Province of South Africa. The research study sought to understand how teachers apply the different methods and approaches in teaching reading in the Foundation Phase so that learners are able to acquire the skills taught. A qualitative research method was used for data collection, in particular interviews and lesson observation. Purposive sampling was used to select the participants in the study, which were the teachers and learners. Thematic analysis was used to analyse all the datasets gathered in this study. Key findings include the following: Learners have varied reading opportunities at school; they have a fairly adequate reading opportunity at home; they were generally dissatisfied with the overall reading time allowed at school; Foundation Phase teachers have a fair understanding of what teaching reading skills entail; current methods used for teaching reading are inadequate; difficulties of teaching reading to non-Sepedi speaking learners; Departmental Heads provide useful support to teachers; and that there is a need to improve the reading skills of Foundation Phase learners. The study recommends that the Departmental officials should schedule regular workshops and do class visits in Foundation Phase for monitoring and supporting teachers in order for them to improve their teaching of reading; teachers need to make sure that they prioritise reading by engaging learners to participate in various activities that involve reading, and that learners should have access to the reading books that they use at school even at home, so that they could practise reading. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the implementation of Arabic Language and Islamic Values Education (ALIVE), specifically, it sought answers to the question: How do the participants view their experiences in the implementation of Arabic Language and Islamic Values Education (ALIVE) program? The study employed a qualitative multiple case research design. The participants of this study were the ALIVE learners of DepEd Palimbang District I, Palimbang, Sultan Kudarat. Purposive sampling was used in determining the participants of the study. The study had four formulated themes which were the best practices, benefits, opportunities, and similarities and differences in the implementation of ALIVE program. The following topics were developed by the best practices theme: creating a positive atmosphere, adopting moral principles, learning the Arabic language and alphabet, and using knowledge. The following emerging themes emerged from the benefits: educating about Islam, learning useful skills, and applying what was learned. The following themes have emerged as a result of the opportunities: socializing, self-development, and upgrading education. However, in order to assess its effectiveness in promoting Islamic principles and Arabic language competency, this study is crucial. This study provided insightful information about the program's effectiveness, room for improvement, and wider relevance in fostering religious education and cultural awareness in schools and society at large. [ABSTRACT FROM AUTHOR]

The article presents a review of the integration of media literacy content in foreign language courses at pedagogical higher education institutions. This study is aimed to share and present for academic discussion some of the authors’ perspectives that proved to be successful in mastering media literacy skills as well as in developing language competencies in EFL learners. A particular focus has been made on the methodological base, the principles and strategies of media literacy skill building as well as on the criteria for the selection of learning materials and techniques that ensure the effective implementation of media literacy programs into the existing syllabi. The use of contemporary teaching methods such as flipped classroom, problem-based learning, group projects, capitalizing on higher order thinking skills and interactive classroom activities is viewed as an integrated approach aimed to develop critical perception of media products alongside with a range of sociocultural and communicative competences in students of pedagogy. One of the main objectives of integrating media literacy content into a variety of tertiary courses is to enhance emotional resilience to manipulative influences of the media which is achieved through activating critical thinking skills referring to information flow as well as to students’ own media consumption habits. The pilot implementation being conducted in the terms of the international project “Learn to Discern”, preserved its original methodological constituents which included media literacy as such, information literacy, critical thinking, digital and visual literacy and fact checking skills. Acknowledgements The study is supported by the International Research and Exchanges Board (IREX), the Embassy of the United States of America and the Embassy of the United Kingdom in Ukraine, in partnership with the Ministry of Education and Science of Ukraine and the Ukrainian Press Academy. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Svitlana Buchatska, 0000-0001-6063-5858 sbuchatska@vspu.edu.ua

A recent initiative in the Algerian education sector suggests integrating English as a compulsory subject starting from the third grade of primary level. However, it was noticed that the conditions in which the initiative has been undertaken might require much more time because the interval between the decision of English incorporation and coursebook design was too short for a well-thought teaching material. Additionally, many researchers have disclosed the rationale and need for integrating the notion of culture in combination with foreign language teaching. However, questions remain as to the forms of work, content selection, strategies employed and technologies that provide pupils with active interactions, and complete immersion. The present study explores the degree of cultural awareness among ten English Foreign Language teachers working at the Department of Letters and English Language, University of Ain-Temouchent. It points out to the various strategies they use while incorporating culture in teaching English. The study relies on a structured interview held with the selected participants. The results revealed that despite the paucity of cultural awareness among the teachers, they exert much effort to help their young pupils build on communicative competencies of the target and local cultures without overlooking their national identity. The results of this study suggest that English foreign language classes should be equipped with trained teachers and manageable resources to help improve the quality of English teaching. Teachers also need to integrate cultural aspects adequately to help young learners enhance their capacities to communicate across linguistic and cultural boundaries. In the aftermath, the study ends with a conclusion and provides some recommendations.

Purpose. This research was designed to determine the impact of remedial classes on the performance of Grade 7 Learners in Mathematics using Project TAPPIK (the abbreviation in the national language – Tanging Aksyon sa Pagbasa, Pagsulat, at Pagbilang para Iangat ang Karunungan) in the Philippines. Methodology. This research employed mixed mode research methodology, which compromised qualitative and quantitative research methods. They were seventy-two Grade 7 Low-Numerate learner participants in the study. They were identified through results of NIT2L (Numeracy Intervention Tool for Laguna Learners) Pre-Test and Post-Test assessment tool by students currently enrolled for the school year 2022-2023. The research instrument consisted of three parts. Part I was to administer pre-test and post-test of the NIT2L assessment tool to the Grade 7 learners to identify the Low-Numerates. Parental consent was secured from the identified learners. Part II of the research instrument was the conduct of orientation to the learners and parents regarding the remedial classes on the numeracy program. Part III of the research instrument was conducted during the remedial classes, reviewing the teacher distributed and the teacher-made learning materials to assess the Grade 7 Low-Numerates understanding and comprehension of (1) four fundamental operations on whole numbers, fractions, decimals, and integers; (2) translating algebraic expressions into a mathematical sentence; (3) solving problems involving basic geometry and polygons. Results. Most of the 7th Grade learners were 12-13 years old. The changes in the attitude of 7th Grade low level (Low-Numerate) learners toward learning Mathematics during their remedial classes showed that the learners’ attitude is: the (a) enjoyment, it seemed that the respondents for the offered statements had verbal interpretations as “ALWAYS” answer or 4.58 mean in enjoying solving Math problems whenever they saw them, (b) the fear, anxiety, and distress revealed that “ABOUT HALF OF THE TIME” answer with an area was 3.023; “MOST OF THE TIME” answer – they thought Math was confusing. The use of Mathematics in everyday life they “ALWAYS” believed that the knowledge they got in Math class would be useful in life with a mean of 4.30. The perceived Mathematics achievement, they “ALWAYS” saw themselves as a successful student in Math had a mean of 4.22. Conclusions. The interventions/teaching strategies that gave impact the Grade 7 Low-Numerate learners in improving their numeracy performance significantly improved their scores.

Adolescent learners around the world face a range of psychosocial challenges, which can negatively impact their well-being and academic success. In many low--middle income countries (LMICs), the lack of psychosocial support (PSS) structures in schools can exacerbate these challenges. This study explores psychosocial challenges reported by adolescent learners in grades 10-12 and the perceived support they require at school. Using a qualitative multiple-case study design, twenty-two purposively recruited adolescents aged 15--19 years from two public schools in Johannesburg, South Africa, participated in open-ended surveys. Thematic analysis revealed that the challenges faced by adolescent learners include being negatively treated by teachers, bullying from peers, decreased self-esteem and self-confidence, daily commuting difficulties, and insufficient material resources. Participants identified a need for PSS services at public schools, for the provision of mental health services (i.e., counseling and therapy) and the establishment of peer support groups to support adolescents with their developmental challenges. The initiation of community charity/funding drives for learning materials and school uniforms, that involved the learner community, was also identified as a role that PSS services could fill. This study recommends the deployment of school social workers and school psychologists to public schools in LMICs to help address the developmental challenges faced by adolescents and improve their academic performance and overall psychosocial well-being. In-service training programs for teachers may be developed by these professionals to assist them in better caring for and supporting adolescents. [ABSTRACT FROM AUTHOR]

Research suggests that girls frequently experience a sense of devaluation in their everyday lives at school. Narrow models of learning and teaching further limit the scope of what can be valued. In contrast, Girl-Kind, a school-based program, aims not to address an assumed deficit but to allow girls to be recognized as excellent learners and experts in their own lives. We conceptualize the program as creating valuing spaces in which value is created through action and not simply imported from the wider context. Here, we situate Girl-Kind in the research on girls in schools, detail how this space is created, and argue that the program acts as a counterpoint to the devaluation girls frequently experience. Finally, we outline the tensions of delivering such a program. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Universities started to use artificial intelligence (AI) tools to improve the quality of higher education services. However, the rapid adoption of AI tools in higher education (HE) may lead to sustainability issues. On the one hand, there are prerequisites for using AI tools to achieve Sustainable Development Goal 4 (SDG 4). On the other hand, as consumers of educational services (stakeholders), students have their own opinions about using AI in the educational process. The purpose of this study was to explore students' opinions on the use of artificial intelligence tools in higher education. The authors analyzed student responses to the question: "Do you think AI threatens higher education in the next five years?" The authors formulated this question based on the definition of "a safe learning environment", which is associated with a "safe" learning environment (SDG 4.3). The authors made use of a literature review, a bibliometric analysis of 5000 sources, a survey of 1104 students from eight universities in Eastern Europe through cloud technologies to host a special electronic questionnaire, statistical processing of questionnaires, and testing of statistical hypotheses. The authors formulated and tested two pairs of competing statistical hypotheses. Finally, the authors obtained three new scientific facts based on the respondents' answers. New scientific facts were obtained using a standard level of statistical hypothesis testing (α = 0.05). The main scientific fact is that 10.17% to 35.42% of students think that Artificial Intelligence threatens higher education. According to student opinions, AI may hurt the sustainability of higher education (SDG 4.3). The authors are confident that new scientific facts help conceptualize and promote didactic theory and practice. The study results are needed to predict, plan, and implement organizational, pedagogical, and methodological measures aimed at SDG 4.3 through a "safe" learning environment while further expanding the use of AI in higher education. [ABSTRACT FROM AUTHOR]

Determining learning strategies in schools is a very important thing for teachers to do so that learning objectives can be achieved optimally. The learning strategy is an attempt to convey knowledge to students. Because the realization of good learning cannot be separated from how to design learning strategies. So that it can guide students to achieve an understanding of the material presented. This study aims to find out the description of the assessment of learning strategies applied in Darek village Islamic middle school, to find out the description of the implementation of learning strategies in Darek village Islamic Middle school whether it is in accordance with the needs and abilities of students, to find out the efforts of teachers and educators when getting students who have low abilities in learning. The method used in this research is qualitative. The data collection technique in this study was by interviewing teachers at the school. The results of the study show that the implementation of the learning strategies that have been implemented are in accordance with the needs and abilities of students, than there are two learning strategies that have been implemented, namely: 1) the strategy of the expository learning model (lecture model), in which the teacher gives material to students using the lecture model and then proceeds with a question and answer system or discussion. 2) Cooperative learning model strategy, the teacher forms small groups so that students can work together in teams, and the learning outcomes can be presented in front of the class. Teachers also provide special guidance to students who have low abilities in learning [ABSTRACT FROM AUTHOR]

Efforts continue to label each school in the Philippines as a zone of peace. However, instability in regions with ongoing conflicts keeps schools, teachers, students, and staff at risk. The vulnerability in these areas remains a persistent challenge. The National Policy Framework on the Learners and Schools as Zones of Peace (LSZOP) acknowledges this vulnerability, aiming to address the immediate impact of armed conflicts on learners and schools, thereby fostering the establishment of a resilient society. Thus, this study was created to delineate the implementation of the national policy framework on LSZOP and explain its correlation with educational outcomes in Private and Public Secondary Schools in Lambayong, Sultan Kudarat. Employing an explanatory sequential mixed method design, the study enlisted 84 school stakeholders as respondents. A researcher-made questionnaire and semi-structured interview guide were facilitated through stratified random sampling. Quantitative analysis reveals the significant influence of the LSZOP implementation on secondary school development, particularly concerning education for peace, peace for education, and crisis management. Meanwhile, qualitative insights reveal schools' commitment to fairness irrespective of students' tribe, religion, or ethnicity, emphasized by crafted rules promoting cultural sensitivity, fairness, and children's rights. Notably, schools prioritize values formation and respect for individual differences, fostering peace and order within their premises. Nevertheless, findings indicate no significant relationship between the national policy framework implementation and governance as an educational outcome among secondary schools in Lambayong, Sultan Kudarat. The study advocates for reinforcing LSZOP implementation to realize its envisioned objectives. [ABSTRACT FROM AUTHOR]

South African teachers experience challenges with the implementation of the national school curriculum -- the Curriculum and Assessment Policy Statement (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation. [ABSTRACT FROM AUTHOR]

This study addresses concerns surrounding the transition program in Special Education (SPED) within the Philippines' Department of Education (DepEd), focusing on the competence of SPED teachers in facilitating smooth transitions for Learners with Special Educational Needs (LSENs). The research uses a mixed-method approach to evaluate 23 SPED teachers from 12 public elementary schools in the DepEd Camarines Norte Division. The findings revealed competencies in livelihood programs among the strength of SPED teachers and indicated room for improved vocational skills. While the teachers exhibit moderate competence in academics, enrichment, and pre-vocational skills, crucial for holistic transition planning, their profile factors such as age, service length, and education significantly influence their competence to facilitate successful transition programs. The thematic analysis of the focus group discussions uncovers challenges, which include insufficient support, financial constraints, and stereotypes. In conclusion, the study recommends a contextualized transition program tailored to support SPED teachers in guiding learners effectively. [ABSTRACT FROM AUTHOR]

The post-secondary vocational education system in South Africa encounters many challenges, including a lack of professionalism among certain teaching people, an unresponsive curriculum, and inadequate management of day-to-day operations, leading to fragmentation within the system. This is corroborated by a 2014 Training Needs Assessment Study (TNAS) that uncovered a dearth of effective college leadership management abilities and the utilisation of insufficient instructional approaches in certain vocational schools. This study aimed to investigate the possible factors influencing the quality of Technical and Vocational Education and Training (TVET) in certain colleges located in the Gauteng area of South Africa. The study employed a quantitative research methodology, collecting data using a survey. Subsequently, the data was subjected to analysis using SPSS. This study hypothesised that the current state of affairs may be attributed to inadequate and fragmented leadership and management techniques. The researchers expressed uncertainty regarding the implementation of a more integrated and focused leadership approach that would disperse responsibility for student accomplishment in order to enhance outcomes. This study aimed to examine the main obstacles to enhancing students' performance in TVET colleges and explore how a dispersed instructional leadership approach may be conceptualised to tackle these challenges at the institutional level. The study highlights the significance of collaboration and a fair allocation of power and competence to promote a collective leadership vision in the pursuit of enhanced institutional performance in a sector in need of positive results. [ABSTRACT FROM AUTHOR]

Crime in high schools has become a major concern all over the world. High schools in Nzhelele East Circuit, Vhembe District, Limpopo Province, South Africa also experience waves of youth crime perpetrated by learners. The aim of this study was to explore family factors which contribute to youth crime amongst learners in high schools in Nzhelele East Circuit. Three high schools (i.e. Mushaathoni, Nndweleni and Mphephu) known for high rate of crime were selected. Quantitative research approach was used. Survey questionnaires were administered among learners to collect quantitative data. Stratified random sampling was used to survey 40 grade 10 and 40 grade 11 learners from each of the three high schools. In total, 240 learners participated in this study. Data was analyzed using the SPSS instrument. Appropriate ethical principals were applied to ensure that research participants were not harmed. The study found that youth crime in high schools was attributed to family factors such as absence of parents, poor parenting style, abuse and domestic violence, poverty, divorce, single parenting, and family size. The study recommended the need for a multi-pronged strategy through mobilization of relevant stakeholders (families, community leaders, education authorities, law enforcement agencies and other relevant government department to curb youth crime in high schools. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Despite the widespread prevalence of spina bifida and its impact on individual learners, there is limited information on how infection control is managed in the school environment. Objective: This scoping review was conducted to map the evidence on infection control programmes at schools for learners with spina bifida (LSB) globally. Methods: This review followed the Joanna Briggs Institute methodology for the scoping review. A database search was conducted on an internet browser search on MEDLINE, PUBMED, EBSCOhost, Google Scholar, ERIC and Google search engines. Results: A total of five articles met the inclusion criteria. Most of the schools in the study did not have special facilities or running water to accommodate basic infection control procedures. Conclusion: Collaboration between policymakers, specialists of spina bifida and infection control in the health sector, the Association of Spina Bifida, specialists in spina bifida under the Department of Education and researchers is needed to improve the lives of LSB through infection control. Contribution: The study will contribute to the improvement of training of staff working with LSB and the need for more research.

BackgroundAlthough numerous studies have demonstrated the effectiveness of well-implemented school-based sexuality education in promoting young people’s sexual and reproductive health outcomes, the prevalence of teenage pregnancy among school-going adolescents in rural schools located in the King Cetshwayo District of South Africa suggests it fell short of its objectives of reducing learners’ vulnerability, enhancing decision-making abilities, and raising self-efficacy in these schools. This study focused on learners’ experiences with their schools’ sexuality education programs.MethodsThis was a qualitative, interpretative phenomenological study. Data was collected from 84 participants across nine schools in the study setting using focus group interviews. An Interpretative Phenomenological Analysis framework was followed to analyze the data.ResultsThe results of the study showed that educator-centered impediments to effective school-based sexuality education included attitudes, beliefs, age differences, health status, prior experiences, and personal discomfort. The results further indicated that these obstacles have a detrimental effect on the pedagogical effectiveness of sexuality education teachers in implementing the curriculum in the study setting and, consequently, on the sexual well-being of the learners.ConclusionBased on the study’s findings, pre-service sexuality education pedagogy training is recommended for student teachers, as well as ongoing in-service training and re-training interventions and support for sexuality education teachers, to address the identified barriers and improve their pedagogical efficacy.

The constructivist approach is a learning approach where students form their knowledge independently. The aim of this research is to find out the implementation of constructivist learning theory in fine arts learning and to find out the obstacles that might arise. The research method used is qualitative with data collection techniques through observation, interviews, literature approach and documentation. The informant in this research was the 5th grade fine arts teacher at SDN Gadingkasri, Malang City. The results of this research indicate that the application of constructivist learning theory has gone well even though there are several obstacles in its application. Through the application of constructivist learning theory in learning by providing a project for students, it is hoped that it will be able to create Indonesian students who have an independent, creative character and have a lot of knowledge.

Higher education plays a significant role in promoting human and societal well-being and developing India as envisioned in its constitution. The National Education Policy (NEP) 2020 discusses how to equip future teachers with transforming the teaching–learning process and innovative pedagogy. A teacher is the central figure in the formal teaching–learning process, and students' future depends on them. The aim of this paper is to provide strategic recommendation for transforming the faculty/teachers of higher education institutes according to the guidelines of NEP 2020 supported with the literature. The critical points for teacher transformation considered are multidisciplinarity, student engagement, leadership, lifelong learning, technology, and faculty as a curriculum designer scientist. Using the keywords “NEP 2020, teacher, transformation, curriculum, and higher education,” literature was searched in scientific databases. Relevant literature information related to the key teacher-related sections in NEP 2020 was compiled, grouped, and discussed accordingly. The proposed strategic recommendations are as follows: NEP 2020 is a roadmap for the future; the teachers should train students in multi-disciplinary environment; Student-centric education and supporting self-directed learning should be promoted; teacher to transform as mentor or guide; faculty to be trained in leadership skills; blend learning and life long learning to be promoted; faculty to be trained in digital technology and to take a new role as curriculum designer scientist.

Abstract The advent of innovative online tools has ushered in new possibilities for enhancing the quality of language learning. This study delved into the influence of the flipped classroom approach on augmenting the cognitive and meta-cognitive competence of EFL learners. Two distinct participant groups were enlisted for the study's sequential phases, necessitating varying sample sizes to compare the effects of the flipped classroom against traditional instructional modes on the improvement of EFL learners' self-regulated learning strategies and higher-order thinking. Homogeneous groups of language learners were essential for addressing the research inquiries, and participants were selected from two private language institutes in Arak, Iran. Multiple data sources, including a language proficiency test, the Self-Regulation Questionnaire, a flipped classroom attitude questionnaire, and the Higher-Order Thinking Skills Test, were employed to gather the necessary data. The results demonstrated a significant impact of flipped classrooms on learners' utilization of cognitive self-regulated learning strategies, indicating that the flipped classroom approach fosters students' development as self-directed learners. Concerning the influence of the flipped classroom on enhancing EFL learners' higher-order thinking skills, it was deduced that the flipped classroom significantly affected the learners' engagement in evaluating, analyzing, and creating. The implications of these findings underscore the potential of the flipped classroom approach to positively shape EFL learners' self-regulated learning and higher-order thinking skills, advocating for its incorporation into language education practices.

The current study assessed the efficacy of the mnemonic instruction (MI) in enhancing reading abilities among grade three learners with reading disability in two government schools (grade R to 7) in Mpumalanga, South Africa. Skinner’s reinforcement and the Information Processing theories were employed. A research method used to estimate causal relationships without random assignment was used. One of the two schools was an intervention and the other one was a control one. 43 participants were included in the study from the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a reading comprehension test were the tools used to collect data. The results revealed that there were statically substantial differences between the assessment scores administered before and after treatment for the experimental group, t (22) = -10.753; p

This mixed method study has sought to identify the challenges encountered by kindergarten teachers in teaching phonological awareness which are a great factor in teaching beginning reading. The respondents in the study are the kindergarten teachers and learners at District II-B Schools Division of Olongapo City, Zambales. Specifically, this study has found the meaning of phonological awareness of kindergarten learners. The performance of the kindergarten learner based on the Early Grades Reading was also given focus. The challenges encountered by the teacher in teaching phonological awareness were also given highlights. The level of phonological awareness of kindergarten learners along with the ten components of Early Grades Reading Assessment (EGRA) such as Orientation to Print; Letter Name Knowledge; Letter Sound Knowledge; Initial Sound Identification; Familiar Word Reading; Invented Word Reading; Oral Passage Reading; Reading Comprehension; Listening Comprehension; and Dictation. The challenges encountered by the teacher in teaching phonological awareness Parental Indifference; Lack of Professional Experience; Students Unreadiness; Students Absenteeism and Lack of student interest. This study has resulted in an instructional plan that aims to improve the phonological awareness of kindergarten learners. This is significant in enhancing the teaching and learning process and its implications to academic outcomes of kindergarten pupils and teachers. [ABSTRACT FROM AUTHOR]

This quasi-experimental research was conducted to find out the effects of game-based and project-based approaches on Grade 10 learners' performance in biology of Ramon Avanceña National High School, Iloilo City. Purposive sampling design was used and researcher-made instrument for pre-test and post-test on learners' performance was also utilized in gathering data. It was found out that the grade 10 learners' performance in biology before they were exposed to game and project-based approaches was fairly satisfactory. There was no significant difference in the pretest scores of the group of learners in the game-based and project-based approaches. The Grade 10 learners' performance in biology after they were exposed to game-based and project-based approaches was very satisfactory. There was significant difference in the pre-test and post-test scores of learners in the game-based and project-based approaches. There was no significant difference in the post-test scores of learners in the game-based and project-based approaches. [ABSTRACT FROM AUTHOR]

The study dealt with the classroom management practices of teachers and the academic performance of Grade 3 learners across all learning areas. The data were collected to formulate an instructional supervisory plan model. The data were limited to the four dimensions of classroom management practices of teachers in terms of the physical organization of the classroom environment, management of classroom activities, time management, and management of learners' behavior. It dealt with the academic performance of the Grade 3 learners in terms of their group work (performance task), individual activity (written works), and formative tests. Based on the result of the study, there is a very low significant relationship between classroom management in terms of performance tasks and formative tests. However, written works on management of classroom activities and academic performance revealed a significant relationship with a 0.05 level of significance. Therefore, the null hypothesis is rejected. [ABSTRACT FROM AUTHOR]

Epilepsy is a common neurological condition affecting primary school learners, often leading to misconceptions, stigma, and limited social inclusion. These misconceptions transpire because of a lack of knowledge regarding the condition and may lead to high school dropouts. This systematic review aimed to evaluate the effectiveness of epilepsy education programs on epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. A thorough search of electronic databases was conducted to identify relevant studies published between January 2000 and September 2023. Studies that satisfied the eligibility criteria were chosen, and two reviewers conducted data extraction independently. A narrative synthesis approach was utilised to analyse the findings. The review included 10 studies that satisfied the inclusion requirements. The epilepsy education interventions varied in content, duration, and delivery method. Findings indicated that diverse delivery methods, such as classroom-based programs, hospital-based programs, and communitycentred interventions, effectively enhanced epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. This systematic review provides evidence that epilepsy education programs can effectively enhance epilepsy-related knowledge, understanding, values, attitudes, and skills among primary school learners. These findings support developing and implementing comprehensive guidelines for teaching epilepsy in primary schools, suggesting various delivery methods and integrating cultural values to promote optimal learning outcomes and social inclusion for learners with epilepsy. [ABSTRACT FROM AUTHOR]

Purpose. This research was designed to determine the impact of remedial classes on the performance of Grade 7 Learners in Mathematics using Project TAPPIK (the abbreviation in the national language – Tanging Aksyon sa Pagbasa, Pagsulat, at Pagbilang para Iangat ang Karunungan) in the Philippines. Methodology. This research employed mixed mode research methodology, which compromised qualitative and quantitative research methods. They were seventy-two Grade 7 Low-Numerate learner participants in the study. They were identified through results of NIT2L (Numeracy Intervention Tool for Laguna Learners) Pre-Test and Post-Test assessment tool by students currently enrolled for the school year 2022-2023. The research instrument consisted of three parts. Part I was to administer pre-test and post-test of the NIT2L assessment tool to the Grade 7 learners to identify the Low-Numerates. Parental consent was secured from the identified learners. Part II of the research instrument was the conduct of orientation to the learners and parents regarding the remedial classes on the numeracy program. Part III of the research instrument was conducted during the remedial classes, reviewing the teacher distributed and the teacher-made learning materials to assess the Grade 7 Low-Numerates understanding and comprehension of (1) four fundamental operations on whole numbers, fractions, decimals, and integers; (2) translating algebraic expressions into a mathematical sentence; (3) solving problems involving basic geometry and polygons. Results. Most of the 7th Grade learners were 12-13 years old. The changes in the attitude of 7th Grade low level (Low-Numerate) learners toward learning Mathematics during their remedial classes showed that the learners’ attitude is: the (a) enjoyment, it seemed that the respondents for the offered statements had verbal interpretations as “ALWAYS” answer or 4.58 mean in enjoying solving Math problems whenever they saw them, (b) the fear, anxiety, and distress revealed that “ABOUT HALF OF THE TIME” answer with an area was 3.023; “MOST OF THE TIME” answer – they thought Math was confusing. The use of Mathematics in everyday life they “ALWAYS” believed that the knowledge they got in Math class would be useful in life with a mean of 4.30. The perceived Mathematics achievement, they “ALWAYS” saw themselves as a successful student in Math had a mean of 4.22. Conclusions. The interventions/teaching strategies that gave impact the Grade 7 Low-Numerate learners in improving their numeracy performance significantly improved their scores. [ABSTRACT FROM AUTHOR]

The present paper offers a new approach to the poetry of the Egyptian Sufi poet 'Umar Ibn al-Fāriḍ (576-632AH/1181-1235AD). This approach is based on the text of Ibn al-Fāriḍ's Great Sufi Poem, al-Tā'iyyat al-kubrā, in which the poet expresses in full his spiritual experience. First, the basic hermeneutical question is discussed, e.g., what is the way of approaching a literary text in order to understand the experience of the poet' Also, it deals with a Sufi text, its context and the relationship between text and experience. To what extent does the author express his inner world verbally? In the end, there is a distance between the interior experience of a Sufi and his verbal expression. Eventually, this method is applied to the poetry of Ibn al-Fāriḍ. He describes his Sufi experience as a journey through three steps: from separation (farq) to unity (ittiḥād) to universal union (gam'). On such a partition, ten basic units are highlighted, forming the structure of his Sufi poem. [ABSTRACT FROM AUTHOR]

The integration of information and communication technologies (ICT) in education has emerged as a transformative element, contributing significantly to the establishment of more inclusive educational environments. In this context, understanding the impact of technological tools becomes crucial to identifying the opportunities and limitations that students encounter when incorporating these resources in university classrooms. The main objective of this research is to analyse the impact of ICT use in higher education, with a specific focus on the perceptions of students with disabilities. Information was collected through interviews with university students with disabilities. The results reveal both advantages and difficulties and underline the importance of designing and implementing technologies in an inclusive way. Key issues relating to accessibility and participation are addressed, providing valuable insights for improving inclusive higher education in the digital age. [ABSTRACT FROM AUTHOR]

The popularity of social networks has reached remarkable heights with users spending extensive time using them. Social networks have become a firm part of society especially in the lives of learners. Changes can be seen throughout the years regarding interest and usage of social networks. Accordingly, this study's objectives concentrate on the exploration and comparison of freshmen students' social network usage from the academic years of 2016 and 2022 in the Faculty of Education at Tishk International University. Further, the freshmen respondents were given the same quantitative questionnaire. The data disclosed the social network that was most favored, the device used to access social networks, their perception regarding the effective communicational format, its influence on grades, and difference amid learners considering a temporary social media hiatus from these academic years. Therefore, this study indicated that the freshmen contributors of the academic years of 2016 and 2022 regarded and handled social networks differently. [ABSTRACT FROM AUTHOR]

The Department of Education introduced various learning delivery modalities to ensure the continuity of learning in this time of pandemic. Distance learning was one of them. Learning mathematics posited several concerns with this implementation. Distance education learners were faced with answering assignments and modules, preparing for summative tests and doing performance tasks on their own without the usual classroom set-up. Also, meeting deadlines for task submission and other social demands, necessitates a great deal of effort to balance these various roles. According to (oxfordlearning.com, 2018), heavy workloads and new routines can be stressful to learners and take time to adapt to. This study was conducted to Candijay Municipal High School students in the school year 2020-2021. The main objective of this study was to determine the different causes of stresses among modular distance learners in learning mathematics, their coping mechanisms and its relationship to their academic performance. The data was generated using researcher-modified questionnaire, then were analyzed and interpreted. The results of this study will serve as a springboard to extend assistance to struggling learners especially in coping with the different stresses they encountered in the new paradigm of learning that has an effect to their academic performance in mathematics. [ABSTRACT FROM AUTHOR]

Pyrolysis and related thermal conversion processes have shown increased research momentum in recent decades. Understanding the underlying thermal conversion process principles alongside the associated/exhibited operational challenges that are specific to biomass types is crucial for beginners in this research area. From an extensive literature search, the authors are convinced that a tutorial review that guides beginners particularly towards pyrolysis implementation, from different biomasses to the thermal conversion process and conditions, is scarce. An effective understanding of pre-to-main pyrolysis stages, alongside corresponding standard methodologies, would help beginners discuss anticipated results. To support the existing information, therefore, this review sought to seek how to navigate pyrolysis implementation, specifically considering factors and thermochemical operating methods for biomass conversion, drawing the ideas from: (a) the evolving nature of the thermal conversion process; (b) the potential inter-relatedness between individual components affecting pyrolysis-based research; (c) pre- to post-pyrolysis' engagement strategies; (d) potential feedstock employed in the thermal conversion processes; (e) the major pre-treatment strategies applied to feedstocks; (f) system performance considerations between pyrolysis reactors; and (g) differentiating between the reactor and operation parameters involved in the thermal conversion processes. Moreover, pre-pyrolysis activity tackles biomass selection/analytical measurements, whereas the main pyrolysis activity tackles treatment methods, reactor types, operating processes, and the eventual product output. Other areas that need beginners' attention include high-pressure process reactor design strategies and material types that have a greater potential for biomass. [ABSTRACT FROM AUTHOR]

Practicing target language contextually integrated with animated video in the classroom influences the way students use the language in their everyday situations. Contextualized animated videos as learning media based on young learners' characteristics can be appropriate for stimulating them to acquire vocabulary. This study attempts to examine the effectiveness of utilizing animated videos as learning media in learning vocabulary for enhancing young EFL learners' engagement in classroom activities. The study used experimental research in which participants from two groups (experimental and control) were involved. The context-based learning strategy is utilized to introduce new vocabulary items to the participants in the control group. While the new vocabulary items were presented to the experimental group's participants through context-based learning integrated with animated videos. The analysis of the data revealed that the participants who underwent vocabulary learning through context-based learning integrated with an animated video in the vocabulary learning treatment significantly outperformed those who underwent vocabulary learning through the context-based learning method. Integrating animated videos into vocabulary teaching proves its effectiveness with the four word classes of the content word type. It was very effective in learning verbs and adverbs compared to being learned via a context-based learning strategy separately. Hence, integrating animated videos is not just appropriate to facilitate vocabulary learning for young learners but also increases their motivation to engage in classroom learning. [ABSTRACT FROM AUTHOR]

The advent of innovative online tools has ushered in new possibilities for enhancing the quality of language learning. This study delved into the influence of the flipped classroom approach on augmenting the cognitive and meta-cognitive competence of EFL learners. Two distinct participant groups were enlisted for the study's sequential phases, necessitating varying sample sizes to compare the effects of the flipped classroom against traditional instructional modes on the improvement of EFL learners' self-regulated learning strategies and higher-order thinking. Homogeneous groups of language learners were essential for addressing the research inquiries, and participants were selected from two private language institutes in Arak, Iran. Multiple data sources, including a language proficiency test, the Self-Regulation Questionnaire, a flipped classroom attitude questionnaire, and the Higher-Order Thinking Skills Test, were employed to gather the necessary data. The results demonstrated a significant impact of flipped classrooms on learners' utilization of cognitive self-regulated learning strategies, indicating that the flipped classroom approach fosters students' development as self-directed learners. Concerning the influence of the flipped classroom on enhancing EFL learners' higher-order thinking skills, it was deduced that the flipped classroom significantly affected the learners' engagement in evaluating, analyzing, and creating. The implications of these findings underscore the potential of the flipped classroom approach to positively shape EFL learners' self-regulated learning and higher-order thinking skills, advocating for its incorporation into language education practices. [ABSTRACT FROM AUTHOR]

This study examined the effect of age on effectiveness of mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia (LWD) in two public primary schools in Mpumalanga, South Africa. The Skinner's reinforcement and the Information Processing theories were employed. A quasi-experimental design was used. Two schools were used as research sites, for intervention and another for control. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. The tools used were the Bangor Dyslexia Test, pre- and post-tests, and a reading comprehension test. The results of reading ability indicate that the score of older learners (M=24.9; SD=10.3) was significantly higher than that of younger learners (M=15.8; SD=8.3), t (21) = 2.303, p = .032. The study recommended that the Department of Basic Education should revise the policy that reading is tested from grade one. [ABSTRACT FROM AUTHOR]

Background: Canva media has become one of the media available lately, to answer the challenges and needs of teachers to deliver material more effectively and efficiently. Collaborative Learning is a method of learning that emphasizes collaboration or cooperation to improve the learning experience. Purpose: The purpose of this study is to build students' creativity in learning through collaborative learning with Canva media. Method: This research uses a methodology, namely descriptive qualitative. The main data sources in qualitative research are words and actions, the rest are additional data such as photo documentation, student work, evaluation and reflection from students / I, the results of student and teacher questionnaires as reinforcement of the research conducted. The study used data collection techniques with observation, which was carried out for approximately one semester in PAI learning, in phase F in the independent curriculum, Labshcool High School Jakarta. Results : Children's creativity also participates in its implementation, for students who have high creativity will certainly compile the script so well, with the features in Canva itself. Conclusion: Student creativity in learning is certainly very much awaited and awaited by teachers and others. Second, to hone the creativity of this child, teachers must use the right media in its implementation, researchers take Canva media as the right media in this case, present a task in the form of a link, then both teachers and students collaborate with each other in it. Third, Collaborative Learning is learning that invites teachers and students to complement each other, so that harmonization in learning is realized. [ABSTRACT FROM AUTHOR]