Journal Plus Education

EDUCATIONAL RESOURCES IN PRESCHOOL EDUCATION

Lupu DACIANA — Mon, 23 Mar 2026 00:00:00 +0200

The research aimed to identify and analyze the educational
resources used by preschool teachers and to assess the
usefulness of employing information technologies in the
teaching process with preschoolers. The research subjects
were preschool teachers, who were investigated through a
questionnaire specially developed and validated for this
study. Most preschool teachers use charts as teaching
materials (M-4.69, SD-.62), followed by the magnetic
board (M-4.29, SD-.92), and only in third place do they
choose a technological tool namely, the laptop/computer
(M-3.91, SD-1.27). The most frequently used information
technology teaching tool employed by preschool teachers is
the laptop/computer (M-4.14, SD-.92), followed by
educational platforms (M-3.62, SD-1.27) and educational
software (M-3.44, SD-1.43). Regarding the usefulness of
employing information technologies in the educational
process with preschoolers, respondents believe that these
primarily serve to facilitate and deepen knowledge (M-
9.26, SD-.90), to develop and strengthen skills and abilities
(M-9.19, SD-.99), as well as to support thinking operations
(M-8.85, SD-1.19).

AN ACADEMIC COMPARATIVE STUDY ON THE ASSESSMENT OF PRIMARY SCHOOL STUDENTS IN SINGAPORE, FINLAND, UNITED KINGDOM, JAPAN, THE UNITED STATES, THE REPUBLIC OF MOLDOVA AND ROMANIA FROM A TRANSDISCIPLINARY PERSPECTIVE

Carmen Paula ANDREI — Mon, 23 Mar 2026 00:00:00 +0200

This comparative study examines the organization and
implementation of national assessment at the end of
primary education in several leading countries in the
global educational landscape. Assessment practices serve
as indicators of academic performance, yet grading scales
vary significantly across national systems. The article
analyses the educational approaches of the selected
countries with the aim of identifying integrative
perspectives on the contemporary education systems. In a
world undergoing continuous transformation, a holistic
and personalized approach to teaching and learning
becomes imperative. Learning systems must make the
transition from monodisciplinary structures to
transdisciplinary frameworks. The curricula of highly
developed countries is based on science, robotics, and
technology. All of these are discovered by the young
learners through experiential learning. While in the United
States the students showed reduced interest in the exact
sciences, taking into consideration the reconsideration of
its educational model, this is how Finland and Singapore
have developed school curricula grounded in creativity and
innovation, fostering skills that enable students to navigate
real-world challenges. The Finnish curriculum for early
grades adopts theme- or phenomenon-based learning,
encouraging students to explore the real world through
multidisciplinary projects. Assessment practices involving
digital portfolios, projects, journals, and discussions
extend beyond evaluating the final product; they
encompass a range of transversal competencies such as
collaboration (teamwork), critical thinking (the ability to
gather and interpret information to solve a task), and self-regulated learning (autonomy in completing
assignments).

THE ROLE OF LIFELONG LEARNING IN BRIDGING SKILL GAPS IN DEVELOPING ECONOMIES

Fatai Babatunde SHOGBADE — Mon, 23 Mar 2026 00:00:00 +0200

In the context of developing economies, the imperative for
continuous skill development and workforce adaptability is
paramount, driven by the rapid evolution of global job
markets and technological advancements. This paper
examines the critical role of lifelong learning (LLL) in
mitigating persistent skill gaps within these nations. It
begins by establishing a clear conceptual framework for
LLL, defining it as the sustained, voluntary pursuit of
knowledge and competence for both personal and
professional growth, specifically tailored to the
developmental challenges of emerging economies. The
analysis identifies key systemic barriers that impede the
effective implementation of LLL strategies, including
limited access to educational resources, insufficient
financial investment, infrastructural deficits, and a general
lack of public awareness. Furthermore, the study evaluates
existing LLL initiatives and programs, distilling best
practices and critical lessons learned from current policy
frameworks. Based on this comprehensive assessment, the
paper proposes actionable strategies for enhancing LLL in
developing economies. Recommendations are directed
toward policymakers, educators, and stakeholders,
emphasizing the need for increased funding, infrastructural
improvements, targeted awareness campaigns, and robust
public-private partnerships. By systematically addressing
these challenges and cultivating a pervasive culture of
continuous learning, this research posits that LLL is an
indispensable mechanism for fostering a more skilled and
adaptable workforce, thereby accelerating economic
growth and sustainable development in the developing
world.

RELATIONSHIP OF MOTIVATION FOR STUDYING WITH PROFESSIONAL QUALIFICATIONS IN A ROMANIAN PRESCHOOL TEACHERS SAMPLE

Cornel Victor IGNA — Mon, 23 Mar 2026 00:00:00 +0200

The present study sought to investigate the aspects of
academic motivation using the MUSIC scale. The
hypothesis was that perceptions of own motivation for
study are related to the professional qualifications already
achieved. The sample of this study consisted of a voluntary
group of 98 students, all of them already working as
preschool teachers, mainly enrolled in the Master's
Programs: Educational Management - first and second
year and Psychopedagogy of Early Education - first and
second year. The study had a cross-sectional design. Two
types of statistical analyses were performed: Spearman
correlation and GLM multivariate analysis. Interpretation
of results from this study suggested that the hypothesis of
the study was only partially confirmed, in the correlational
analysis only three motivation dimensions presented
statistically significant relationships and in the second
analysis only Interest dimension was statistically
significantly influenced by the professional qualification
already obtained (the Grad_nr. variable). It is considered
that the difference between significant results obtained
using correlation analysis and GLM multivariate analysis
is due to the way these analyses work, the first one
considers the whole group and the second one tests the
prediction in each subgroup of the sample. But, even
considering this limitation, results obtained in this study
indicate that professional development can be a useful
indicator for further motivation to improve themselves as
professionals and for making efforts to obtain a higher
professional qualification.

MENTORING IN KINDERGARTENS. EXPLORING THE VIEWS OF KINDERGARTEN PRINCIPALS ON THE CHARACTERISTICS OF AN EFFECTIVE MENTOR AND THE STRATEGIES FOLLOWED IN THE INTEGRATION PROCESS OF NEWLY APPOINTED TEACHERS

Kontogianni ZACHAROULA, Marios KOUTSOUKOS — Mon, 23 Mar 2026 00:00:00 +0200

This study aims to investigate the views of kindergarten
principals regarding the characteristics of an effective
mentor and the strategies followed in the integration
process of newly appointed teachers. By conducting
qualitative research, the views on this topic of 15
kindergarten principals were explored using the research
tool of semiprocessing,
it emerged that kindergarten heads attribute to
the effective mentor the characteristics of willingness,
developed communication skills, and a positive attitude
towards the mentored. In contrast, the training of mentors
is considered a necessary condition for the effective
performance of their role. In the process of smooth
adaptation and integration of newly appointed teachers
according to kindergarten supervisors, as strategies
followed, the building of a relationship of trust and respect
between mentor and mentee, the utilization of the mentor's
communication skills, as well as the good mood and the
time that an effective mentor devotes to the mentoring
process in conjunction with the support of the institution by
the school contribute to the process.

LIFELONG LEARNING FORMATIVE DIMENSIONS AND PEDAGOGICAL IMPLICATIONS

Monica Iuliana ANCA — Mon, 23 Mar 2026 00:00:00 +0200

The rapid transformations characterising contemporary
society demand ongoing learning, the revisiting of prior
knowledge, and the continuous renewal of skills and
competencies. An individual engaged in lifelong learning
assumes an active and autonomous role in their own
development, demonstrating the capacity to systematically
plan learning activities, access and critically evaluate
diverse sources of instruction, employ a range of effective
learning strategies, and synthesize knowledge across
multiple disciplines. Furthermore, such individuals
cultivate advanced self-assessment skills and acquire key
competencies that not only support personal and
professional growth but also enable meaningful
contributions to societal advancement, underpinned by
autonomy, responsibility, and critical thinking. Lifelong
learning is a fundamental prerequisite for navigating the
evolving demands of the labor market, addressing
professional and social challenges, and managing the
multiple transitions that characterise modern life. It
supports the development of a reflective mindset and
intrinsic motivation for knowledge, thereby strengthening
the capacity to adapt to new and complex contexts. A
holistic approach to the learning process, sustained across
the lifespan, facilitates the acquisition of effective
strategies for personal development and continuous
professional training, while also promoting the
internalisation of civic and ethical values. In this way, the
individual becomes not only a flexible and responsive
participant in society but also a transformative agent in
their own life journey. Modern pedagogy must therefore
offer sustained support, relevant resources, and
appropriate methodologies to foster this ongoing
educational process advancing an active, integrative, and
lifelong model of learning.

RECRUITMENT FACTORS AND TEACHING TASK PERFORMANCE OF TEACHERS IN PUBLIC SECONDARY SCHOOLS IN OYO STATE, NIGERIA

Taiwo ADELEKE, Benedict EMUNEMU — Mon, 23 Mar 2026 00:00:00 +0200

This study examines recruitment factors and teaching task
performance among teachers in public secondary schools
in Oyo State, Nigeria. Concerns over ineffective teaching,
including poor mastery of subject matter, inadequate
instructional material use, and insufficient lesson note
preparation, necessitated the study. Despite previous
research on motivation and facility availability, the issue
persists. This study explores recruitment factors, such as
personnel needs and recruitment processes, as
determinants of teaching task performance. A descriptive
survey research design with a mixed-method approach was
adopted. The study population included 15,498 teachers
and principals, with a sample size of 1,355 respondents
selected using a proportionate sampling technique. Data
were collected using validated self-developed instruments,
the Recruitment Factors Questionnaire (RFQ) and
and 0.91. Descriptive and inferential statistical tools,
including frequency counts, mean, standard deviation, and
Pearson Product Moment Correlation (PPMC), were used
for data analysis. Findings revealed generally high
teaching task performance (weighted mean = 2.81).
Recruitment factors such as specialization and
qualification were frequently considered, while gender,
experience, and additional skills were inconsistently
applied. A significant relationship was found between
personnel needs and teaching task performance (r = 0.38, P < 0.05) and between recruitment processes and teaching
task performance (r = 0.34, P < 0.05). The study concludes
that structured recruitment enhances teaching effectiveness
and recommends a merit-based recruitment process to
improve instructional quality in secondary schools.

”WHEN EMOTIONS MEET SCHOOL CHALLENGES”- AN INTERDISCIPLINARY EMOTIONAL EDUCATION MODEL FOR PRIMARY SCHOOL

Mihaela Camelia MOTORCA, Daniela Iulia BRINZAN — Mon, 23 Mar 2026 00:00:00 +0200

In primary education, children can sometimes experience intense emotions and may not yet have stable language to describe how they feel. Sometimes, children may also mention common body discomforts during the school day (for example: abdominal discomfort, headache or malaise). In this context, the school can use simple emotional education approaches that provide accessible language to children and predictable routines for everyday situations. The article presents “When Emotions Meet School Challenges“ as a hypothetical educational model, based on the school environment, for primary education. The model describes the cooperation between a school nurse and an emotional education facilitator, using consistent, non-evaluative, classroom-specific language. The model refers to the narrative universe “Dog Legends“ as a narrative resource that provides a common, child-friendly vocabulary for classroom discussions about emotions and common bodily cues. The materials described include an animated story, a short adult-guided group routine, and an educational song. Together, these forms repeat single steps of ,,break/pause” (observe-breathe-request help) in an age-appropriate format. The article presents the theoretical foundations of the model, the structure of the described materials and the roles of the school adults presented in the narrative framework. The article does not report implementation of data or measured results and does not describe clinical evaluation, diagnosis or treatment.

LEADERSHIP STYLES, SCHOOL CLIMATE AND MANAGEMENT OF VIOLENCE IN SECONDARY SCHOOLS

Israel Olusegun ADEDEJI — Mon, 23 Mar 2026 00:00:00 +0200

This paper discussed that school climate can be predicted
by their leadership styles (transformational, transactional,
democratic and authoritarian) and that school climate in
turn can influence the management of violence in
secondary schools. Descriptive research design was taken.
A total of 860 teachers of the secondary school were used
as population and the sample was obtained with the help of
multi-stage sampling procedure (291 respondents).
Questionnaire was used to collect data and the data was
analyzed with the help of mean, standard deviation,
Pearson product-moment correlation, and regression
analysis. The findings indicated that all leadership styles
had significant positive correlation with school climate and
also between leadership and violence management. The
management of violence was also greatly predicted by
school climate (p < 0.05); and mediation analysis ensured
that the leadership had an influence on safety both directly
and indirectly due to the climate it produces.
Transformational and authoritarian leadership (Beta =
0.362, p < 0.001) and (Beta = 0.786, p < 0.001) were
found to be the most powerful predictors of school climate.
The results suggest that leadership behavior and school
climate (r = 0.967, p < 0.001) are the focal concerns in the
establishment of safe and well-organized learning
environments. It was argued that management of violence
is reliant on the quality of leadership practices and climate
that is developed in the school. The research suggests that
sustained leadership education, enhanced school climate
interventions and context-specific leadership strategies
would enhance safety and behavior management in
schools.

STORY-BASED COMMUNICATION WITH YOUNG CHILDREN: COGNITIVE, LINGUISTIC, EMOTIONAL AND RESILIENCE OUTCOMES THROUGH INTERACTIVE STORYTELLING

Mihaela BIRESCU IACOB — Mon, 23 Mar 2026 00:00:00 +0200

Story-based communication is a high-leverage
developmental context in early childhood because it
integrates language, cognition, emotion, and social
understanding within shared meaning-making. This paper
synthesizes theoretical and empirical research on story
reading, oral storytelling, and co-constructed narratives,
with specific attention to feedback as a mechanism that
both reveals and shapes comprehension. We argue that
interactive storytelling outperforms passive exposure by
promoting inferential processing, vocabulary growth,
sustained attention, and emotion understanding through
contingent adult-child dialogue. Evidence from cognitive
neuroscience suggests that narrative listening recruits
distributed networks supporting semantic integration and
mental imagery, particularly in enriched literacy
environments. Developmental studies indicate predictable
growth in narrative competence from single-event recounts
states. Socio-cultural theory frames story-based interaction
as mediated learning in which children internalize
cognitive tools through guided participation. Within this
synthesis, we introduce ReNIMo, a responsive framework
integrating cognitive activation, linguistic expansion,
emotional mentalization, and adaptive meaning-making.
ReNIMo foregrounds calibrated scaffolding and feedbacksensitive
dialogue as core features of effective pedagogical
communication practice. We outline classroom-aligned
good practices, including think-aloud modeling, dialogic
questioning, visual documentation, and structured coconstruction.
We also discuss ethically grounded
opportunities for AI-supported conversational engagement
as a supplementary tool for narrative practice.
Pedagogical implications emphasize culturally relevant story selection, systematic documentation of narrative
growth, and stage-appropriate scaffolding. Future
research directions include longitudinal classroom studies,
bilingual-context investigations, and careful evaluation of
digital narrative tools under ethical constraints.

EDUCATIONAL QUALIFICATIONS, JOB TENURE, AND JOB SECURITY AS PREDICTORS OF INNOVATIVE WORK BEHAVIOUR AMONG STATE AGENCIES FOR MASS EDUCATION EMPLOYEES IN SOUTHWEST NIGERIA

Mon, 23 Mar 2026 00:00:00 +0200

Innovative Work Behavior (IWB), an employee's ability to
explore, generate, realize, promote and sustain new ideas,
is a prerequisite for job performance and goal attainment
in the workplace. However, evidence indicated low IWB of
State Agencies for Mass Education (SAMEs) in
southwestern Nigeria, which has influenced effective
delivery of mass education programmes. This study,
therefore, investigated the predictive power of educational
innovative work behavior in southwest Nigeria. The study
employed an explanatory sequential mixed-method design.
Purposive sampling was used to select five (Oyo, Osun,
Ogun, Ekiti and Ondo) out of six states in southwestern
Nigeria owing to their homogenous patterns in programme monitoring, evaluation, and implementation. Two-hundred
and eight (208) SAMEs employees were sampled. The
questionnaire tagged Innovative Work Behaviour and Job
Security were used to elicit information from the
respondents, while interview guide was used to obtain
information from the executive secretaries of the SAMEs.
The quantitative data were analyzed using mean, standard
deviation and Analysis of Variance (ANOVA) at 0.05
significance level, while the qualitative data were contentanalyzed.
The study revealed that the employees of the
SAME maintained low degree of job security ( = 2.22) at
the agency level. The results revealed that the IWB of the
SAME personnel did not vary statistically significantly
based on their educational background (F 2, 198 = 2.542;
p 0.081> 0.05). Finally, the study indicated a statistically
basis of their job tenure F (3, 197 = 7.081 (p 0.000 <
favor of those
who had spent 6 years and above compared with their
counterparts that did not. The study concluded that while
employees exhibited a low orientation towards job security,
their Innovative Work Behavior (IWB) was not significantly
influenced by their educational background. However, job
tenure emerged as a significant factor, with employees
having 6 years or more of service demonstrating higher
IWB. The study recommended among other that the
government and another concerned stakeholder should
priorities job security by providing employees with a sense
of stability and permanence. They should introduce
programmes that prioritize employee retention,
recognizing that high turnover rates can negatively impact
innovation and creativity. Creating opportunities for
professional development, providing competitive
compensation and benefits, and fostering a positive and
supportive work environment are some strategies to do
this.

ADAPTIVE PARENTING STRATEGIES IN A TECHNOLOGICAL WORLD: EFFECTS OF A SIX-WEEK EXPERIENTIAL AND NON-FORMAL EDUCATION PROGRAM IN ARAD COUNTY (ROMANIA)

Henriette TORKOS, Editha Margareta COSARBA — Mon, 23 Mar 2026 00:00:00 +0200

Contemporary parenting increasingly requires adaptive
strategies to address technological, social, and emotional
challenges affecting family life. This study investigated the
outcomes of a six-week non-formal education program that
integrated outdoor experiential learning activities with
multimedia-based workshops, implemented in Arad
County, Romania. A pre post mixed-methods design was
employed. Forty parents participated in the program and
completed the Parenting Sense of Competence Scale
(PSOC) and the Parent Child Relationship Inventory
(PCRI) before and after the intervention. Paired-samples
analyses indicated statistically significant post-intervention
improvements in parenting efficacy and satisfaction, as
well as in key dimensions of the parent child relationship,
including communication, emotional support, and limit
setting (p < .05). In addition, qualitative data obtained
through semi-structured interviews suggested perceived
improvements in parental confidence, emotional
regulation, and family interaction. Although the absence of
a control group limits causal inference, the findings
indicate positive within-participant changes following
program participation. The study highlights the potential
contribution of integrated experiential and multimedia
approaches within non-formal parenting education
programs aimed at supporting adaptive parenting in
contemporary contexts.

VIDEO INSTRUCTIONAL PACKAGES AND GENDER DIFFERENC E ON PUPILS’ LEARNING OUTCOMES IN PRIMARY SCHOOLS’ COMPUTER STUDIES IN ONDO STATE, NIGERIA

Yemisi Hannah BALOGUN — Mon, 23 Mar 2026 00:00:00 +0200

The purpose of the study was to investigate the Video Instructional Package (VIP) and gender differences on pupils’ academic achievement and attitude towards computer studies in public primary schools in Ondo State. The study explored gender differences in pupils’ responses to a Video Instructional Package (VIP) used in the teaching of Computer Studies in selected primary schools in Ondo State, Nigeria. Using a quasi-experimental research design of the pretest-posttest control group type. The population of the study comprised all primary four pupils in Ondo State. The sample consisted of an intact class of 66 primary four pupils selected from schools using purposive sampling techniques based on the availability of a functional computer system for the treatment group, while another school was randomly selected for the control. Two research instruments were validated and employed for the study: the Pupils' Attitude Towards Computer Studies Questionnaire (PATCSQ) was validated using Cronbach's Alpha formula for the reliability, with r = 0.78. While the Computer Studies Achievement Test (CSAT) was validated using the test-retest method for reliability, with r = 0.87. These were adjudged to be reliable for the study. The experimental group received instruction using an adopted video instructional package, while the control group received instruction in a conventional method format. Two hypotheses were formulated, while inferential statistics such as ANOVA were used to test the hypotheses at the 0.05 level of significance. Findings showed that there was a significant difference in the academic achievement between male and female pupils exposed to the video instructional package and those exposed to the conventional method. The F-value is 10.77 for the instructional method, which is high, while the p-value (0.014) is a statistically significant p-value < 0.05. (F = 10.77, P < 0.05). The findings also showed that there was a significant difference in attitude between male and female pupils who were exposed to a video instructional package and those in the conventional method. The F-value is 14.47 for the instructional method, which is high, while the p-value is 0.016 with a statistically significant p-value < 0.05. (F = 14.47, P < 0.05). The study concluded that pupils’ academic achievement was greatly enhanced with the use of the video instructional package compared to the conventional method, which consequently made pupils develop a positive attitude towards computer studies. The study therefore recommended the integration of the Video Instructional Package into primary school education to improve learning outcomes and attitudes to computer studies.

INVESTIGATING THE RELATIONSHIP BETWEEN SCIENCE SELF-EFFICACY AND PHYSICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE

Gabriel ESAKPAIDE — Mon, 23 Mar 2026 00:00:00 +0200

This study investigated the relationship between science
self-efficacy and physics achievement among secondary
school students in Delta State, Nigeria. A quantitative
analytic correlational survey design was employed with a
sample of 176 students from 12 schools. Data were
collected using the Physics Self-Efficacy Questionnaire
(PSE-Q), a Physics Achievement Test (PAT), and a
Questionnaire on Instructional Practices and
Environmental Factors (QIPEF). Results revealed a nonsignificant
relationship between self-efficacy and
achievement (r = .046, p > .05), challenging Social
Cognitive Theory predictions in this context. However,
teacher-centered instructional practices and
environmental/psychological factors significantly predicted
self-efficacy (R² = .284 and R² = .522 respectively),
suggesting that self-efficacy is highly malleable and
responsive to contextual improvements. No significant sex
differences in self-efficacy were observed. The findings
indicate a 'confidence-competence' paradox wherein
students possess adequate self-efficacy that is not
translated into academic performance, highlighting the
critical role of instructional and environmental
interventions. Implications for physics education policy
and practice are discussed.

DELEGATION MINUS ABDICATION: LEADERSHIP ACCOUNTABILITY AND AUTHORITY RETENTION IN SOUTHWESTERN NIGERIAN STATE-OWNED UNIVERSITIES

Fatai Akanji AKINKUNMI — Mon, 23 Mar 2026 00:00:00 +0200

Delegation and accountability remain central to understanding leadership effectiveness within higher education governance, particularly in bureaucratic public university systems. This study investigates how delegation practices shape leadership accountability and authority retention in state-owned universities across Southwestern Nigeria. Drawing on Agency Theory and Stewardship Theory, the study utilised a quantitative survey of 260 senior academic and administrative personnel from six state universities. Using descriptive statistics, multiple regression, and mediation analysis, the study found that effective delegation significantly increases leadership accountability (beta = 0.47, p < 0.01), while accountability strongly predicts authority retention. Weak oversight, poor feedback, and low ethical supervision correlate with partial abdication, fuelling administrative incoherence. The study concludes that accountability mediates the delegation–authority retention relationship and recommends structured performance contracts, transparent reporting systems, and strengthened ethical oversight for improved governance integrity.

EXTANT AND EMERGENT APPROACHES IN ESL TEACHING: TRANSLANGUAGING INSTRUCTION IN NIGERIAN SECONDARY SCHOOLS: TEACHERS’ AND STUDENTS’ PERCEIVED PROBLEMS AND PROSPECTS

Opeyemi Olajumoke OLOFINSAWO, Francis Ogbonnaya EZEOKOLI — Mon, 23 Mar 2026 00:00:00 +0200

Nigeria is a multilingual society, where English co-exists with and prevails over 450 indigenous languages. English is taught as a second language through various approaches, including Classical, Structural, Natural, Functional-Notional, and Oral-Situational, which generally prioritise the use of English over mother tongues, with the exception of the Classical approach. Translanguaging emerged in the 1980s as a paradigm in foreign language teaching, gaining focus by 2001. It involves the use of two or more languages by learners and teachers during the teaching process. Literature reveals the facilitative effect of translanguaging in foreign language learning, but research on the topic is primarily exploratory and more prevalent in advanced countries than developing ones, Nigeria inclusive. This study therefore, investigated teachers’ and students’ perceived awareness of, problems and prospects of translanguaging instruction in English language teaching in Nigerian secondary schools. Purposive and random sampling techniques were used to select 120 teachers and 250 students from 25 public schools. Data were collected using two Questionnaires and a structured interview. Results revealed teacher and students low level awareness of translanguaging in English lessons (whole scale mean: 2.83 and 3.11) respectively. They showed moderate acceptance of translanguaging as an instructional approach (mean score: 3.94 and 3.98). They also revealed that translanguaging will be difficult to practice in a class made up of students with diverse mother tongues (mean score: 3.74; 4.37) and due to lack of well-known methods of translanguaging (mean score: 3.51; 4.33). Both teachers and students were doubtful of the positive effects of translanguaging in ESL lessons (item 6: mean score: 2.01). The study, therefore concluded that there is urgent need to popularise multilingual education especially in developing countries. Also, clear-cut strategies and methods should be designed to enhance the use of translanguaging; students and teachers should be sensitised on the benefits/prospects of translanguaging.

PERCEIVED INFLUENCE OF WAGE INCREASE ON SECONDARY SCHOOL TEACHERS’ WELFARE AND PROFESSIONAL DEVELOPMENT IN OYO STATE, NIGERIA

Favour Funmilayo ADEKOYA, Peter Adewale AMOSUN — Mon, 23 Mar 2026 00:00:00 +0200

Teachers’ welfare remains a persistent concern in Nigeria, particularly regarding the extent to which wage increases translate into meaningful professional and financial well-being. This study examined the perceived influence of wage increase on the welfare of secondary school teachers in Oyo State, Nigeria, with specific emphasis on professional development. The study was anchored on Human Capital Theory, Expectancy Theory, and Equity Theory, and adopted a descriptive correlational survey design. A sample of 500 teachers was selected through multistage sampling from 20 public secondary schools across 10 Local Government Areas in Oyo State. Data were collected using a structured questionnaire with satisfactory reliability coefficients (a = 0.72 for wage increase items; a = 0.83 for welfare indicators). Data were analysed using descriptive and inferential statistics at the 0.05 level of significance. Findings revealed that teachers perceived wage increases as generally low (weighted mean = 2.22 < 2.50 threshold). However, wage increases positively influenced short-term and classroom-related professional development activities such as attending workshops, upgrading teaching skills, purchasing instructional materials, and engaging in research. Conversely, wage increases were insufficient to significantly support long-term professional advancement, including pursuing higher academic qualifications and professional certifications. The study concludes that while wage increases enhance immediate professional engagement, they remain inadequate for sustaining long-term professional growth. It recommends regular, substantial salary reviews and compensation structures that better support teachers’ comprehensive professional development.

SCHOOL IMPROVEMENT STRATEGIES AND ORGANISATIONA EFFECTIVENESS OF TEACHERS IN PUBLIC SENIOR SECONDARY SCHOOLS IN LAGOS STATE EDUCATION DISTRICT V, NIGERIA

Adawi Adeola ADELEKE, Nurudeen Olalekan ORUNBON, Ruqayyah Abike ODUMOSU — Mon, 23 Mar 2026 00:00:00 +0200

This study examined school improvement strategies and
organisational effectiveness of teachers in public senior
secondary schools in Lagos State Education District V. The
purpose of the study is to examine the influence of
instructional leadership on organisational effectiveness of
teachers in public senior secondary schools in Lagos State
Education District V. The study was guided by four
research hypotheses. Relevant literatures were reviewed.
Descriptive survey research design was adopted. The study
population comprised all members of senior schools
teaching staff in Lagos State Education District V. Simple
random sampling technique was used to select 360
participants; Questionnaire was the main instrument used
to collect data. The reliability of the instrument was
ascertained using the test re-test technique which revealed
a coefficient of 0.82. Data were analysed using descriptive
and inferential statistics. Some of the major findings
include Hypothesis one that there was a direct significant
relationship of instructional leadership on organisational
effectiveness of teachers at .607 (p<0.05), Hypothesis two
Decision making significantly influence organisational
effectiveness at .320 (p<0.05), Hypothesis three show there
was a direct significant influence of staff development on
organisational effectiveness at .201 (p<0.05). Hypothesis four Communication strategy significantly influence organisational effectiveness at .740 p<0.05). Based on these findings, it was recommended that teachers should be periodically trained through workshops, teachers’ conference and seminars to ensure good quality teaching and learning in the schools all over the District.

DIFFERENTIAL IMPACTS OF TEACHER-CENTERED INSTRUCTION ON PHYSICS SELF-EFFICACY: A FACTORIAL ANALYSIS OF GENDER IN NIGERIA

Gabriel ESAKPAIDE — Mon, 23 Mar 2026 00:00:00 +0200

Gender disparities in science self-efficacy are traditionally attributed to social stereotypes and socialization. However, recent evidence suggests that specific pedagogical frameworks may differentially moderate these gaps. This study utilized a quantitative two-way factorial analysis (N = 176) in Delta State, Nigeria, to examine the interaction between teacher-centered instruction and gender. Results identified a significant interaction effect (F = 5.17, p = .007), where teacher-centered methods correlated with substantial efficacy declines in female students (beta = -0.82, p = .003) but had negligible impact on males. This disparate response by gender is driven by perceived classroom inclusivity, the activation of stereotypes, and attributional patterns. Female students under traditional instruction reported elevated anxiety, fixed-ability attributions, and a diminished sense of belonging. Independent research corroborates these findings: across multiple African contexts (Adler & Reed, 2018; Hazari et al., 2008), female students similarly demonstrate lower self-efficacy and achievement under lecture-based instruction while showing comparable performance when taught through student-centered approaches. Mediation analyses reveal that anxiety (Adebayo, 2018), attribution patterns (Iwuanyanwu, 2022), and classroom belonging (Mosimege, 2015) operate as key psychological mechanisms. We propose a model illustrating how lecture-based physics environments, while ostensibly neutral, create conditions that systematically undermine female efficacy. This research advances the understanding of pedagogy and motivation intersections in sub-Saharan Africa, providing a basis for gender-equitable instructional design.

THE IMPACT OF COMPUTERIZED APPLICATIONS ON EDUCATIONAL DECISION-MAKING QUALITY IN PALESTINE KINDERGARTENS

Ali-Ahmad A. NAFIZ — Mon, 23 Mar 2026 00:00:00 +0200

This study examines the role of computerized applications in
enhancing the quality of decision-making in Palestinian
kindergartens across six domains: educational planning,
financial and resource management, communication and
coordination, evaluation and monitoring, administrative
decision-making, and professional development. A
quantitative descriptive approach was adopted. Data were
collected using a validated questionnaire administered to
200 female principals from public and private
kindergartens across Palestine. Descriptive statistics were
used to determine the level of computerized application
utilization in each domain. Results revealed a moderate
level of utilization across all domains. The highest use was
in professional development and communication and
coordination, reflecting increased reliance on technology
for teacher training and parent engagement. Lower levels
were found in evaluation and monitoring and
administrative decision-making, indicating areas needing
development. This study provides empirical evidence on
digital adoption in early childhood education management
in Palestine. It highlights the need to strengthen digital
infrastructure, train principals in technology use, and
promote data-driven decision-making to improve
administrative and educational effectiveness.

CONFIRMATORY FACTOR ANALYSIS FOR INSTRUMENTS OF INNOVATIVE TEACHING PRACTICES FOR TEACHERS OF 21ST CENTURY CLASSROOM: PRELIMINARY FINDINGS

Mon, 23 Mar 2026 00:00:00 +0200

Nigeria schools have adopted changes and innovation in teaching and learning. With this changes, efforts have been put in place by the government so that teachers can integrate innovative teaching to enhance students’ engagement in the classroom. This study aimed to examine confirmatory factor analysis for instruments of innovative teaching practices for teachers of 21st century classroom: a preliminary finding. Quantitative research was adopted in the study. A purposive sampling technique was adopted to selected 200 teachers in Kwara State public schools. The instrument of innovative teaching practice had five dimensions (flipped classroom, google classroom-assisted learning; design-thinking process; project-based learning and blended learning) with 25 items. The Confirmatory factor analysis using maximum likelihood estimation technique (AMOS version 18) was performed to determine validity and reliability of the instrument. Confirmatory factor analysis had 16 items after removed the items with poor loadings. The findings of first order CFA analysis revealed that the model fit the data where fitness indexes were significant. Also, the finding further showed that second order analysis fitness indexes were satisfactory where the dimensions of ITP have significant value on main variable. The second order measurement model of innovative teaching practices was free from offending values with all fit statistics well above the set threshold. The innovative teaching practices questionnaire was proven to have a strong measurement model as well as reliable constructs. The study suggested that ITP instruments consider to be suitable for use by teachers of 21st century classroom at enhancing students’ engagement in the classroom.

EFFECTS OF CONCRETE VIRTUAL BLENDED INSTRUCTI ON ON STUDENTS’ UNDERSTANDING OF SIMPLE A.C. C IRCUIT

Quadri YAHAYA, Olayinka Wasiu YAHAYA, Abdulrazaq SHEHU, Olowo Mumeen YUSUF — Mon, 23 Mar 2026 00:00:00 +0200

This study investigated the effects of Concrete and Virtual Manipulative Blended Instruction (CVM-BI) and cognitive ability on senior secondary students’ conceptual understanding of the Simple A.C. Circuit. A quantitative, quasi-experimental pretest–posttest non-equivalent control group design was adopted. The sample consisted of 134 SS II Physics students selected from public secondary schools in Ilorin, Kwara State, using a multistage sampling technique. Intact classes were assigned to experimental and control groups. The experimental group received CVM-BI, which combined hands-on manipulation of physical circuit components with interactive virtual simulations, while the control group was taught using the conventional lecture method over a six-week period. Data were collected using the Simple A.C. Circuit Test (SACT) and the Cognitive Ability Questionnaire (CAQ), both of which had reliability coefficients of 0.86. Descriptive statistics, t-test, and ANCOVA were used to analyze the data at the 0.05 level of significance, with pretest scores as covariates and cognitive ability as a moderating variable. The results revealed that students taught with CVM-BI achieved significantly higher conceptual understanding than those taught with the traditional method, with a mean gain difference of 16.11 in favor of the experimental group. ANCOVA confirmed a significant effect of instructional method on students’ understanding. Furthermore, students with high cognitive ability performed significantly better than those with low cognitive ability. The study concludes that CVM-BI is more effective than the traditional method in teaching Simple A.C. Circuits, and that cognitive ability significantly influences students’ learning outcomes in Physics.

RECEPTION OF LITERARY TEXT BY HIGH SCHOOL STUDENTS

Paula Tamara CIOBICA — Mon, 23 Mar 2026 00:00:00 +0200

The article investigates the way in which high school students receive literary texts in the context of integrating visible learning technologies. The research was conducted on a sample of 100 11th grade students from the “Andronic Motrescu” College in Radauti, with the objective of analyzing the frequency of reading, preferences for text types and the impact of digital tools on understanding and affective involvement. The results indicate that intrinsic motivation, previous experiences and socio-cultural context significantly influence the reception of literary texts. Digital technologies and visual activities, such as concept maps, multimedia clips and interactive applications, contribute to increasing involvement, developing literary empathy and stimulating critical thinking. The study offers pedagogical recommendations for integrating digital tools in teaching literature, promoting an active and reflective approach, adapted to the diversity of students. The conclusions support the development of a model of good practices that combines traditional and innovative methods to optimize the literary-artistic learning process.

NON-FORMAL METHODS AND STRATEGIES FOR DEVELOPING SOCIO-EMOTIONAL SKILLS

Dana DUGHI, Florina-Ioana ZEGREAN, Editha COSARBA — Mon, 23 Mar 2026 00:00:00 +0200

Socio-emotional development represents an essential dimension of contemporary education, while non-formal education provides valuable contexts for fostering these competencies. This study investigates parents’ perceptions regarding the role of non-formal activities in supporting the socio-emotional development of primary school students. The research is based on a quantitative approach and involved the administration of a structured questionnaire to a sample of 53 parents whose children participate in various non-formal educational activities. The results indicate that, according to parents’ perceptions, participation in non-formal education is associated with improvements in social interaction, cooperation, emotional expression, and self-confidence. At the same time, the perceived impact varies depending on the type and frequency of activities as well as the child’s individual characteristics. Overall, the findings highlight the potential of non-formal education to complement formal learning and to support the holistic development of students.

ATTACHMENT STYLES AND PARENTAL RESPONSES TO PRESCHOOL CHILDREN'S NEGATIVE EMOTIONS

Paula HALLOF, Tiberiu DUGHI — Mon, 23 Mar 2026 00:00:00 +0200

Early socio-emotional development in children is significantly influenced by the quality of the attachment relationship and by the way parents manage children’s negative emotions. The present study aims to analyze the relationship between parents’ attachment styles and their ability to respond to the negative emotions of preschool-aged children. The research has a non-experimental, cross-sectional design and was conducted on a sample of 48 parents of children aged between 3 and 6 years, recruited from preschool educational institutions in the municipality of Lugoj. Data were collected through an online questionnaire using two psychometric instruments: the Adult Attachment Scale (AAS), used to assess attachment styles, and the Coping with Children’s Negative Emotions Scale (CCNES), used to evaluate parental responses to children’s negative emotions. The results of the Pearson correlation analyses indicate the existence of statistically significant relationships between attachment styles and parental responses. Secure attachment was negatively correlated with punitive reactions, suggesting a lower likelihood of using punishment-based strategies in managing children’s emotions. In contrast, the anxious–ambivalent attachment style was positively associated with punitive reactions and with the minimization of negative emotions. In addition, parental distress reactions were strongly correlated with punitive and minimizing reactions, indicating that parents’ emotional regulation difficulties may influence their response strategies to children’s emotions. On the other hand, encouraging emotional expression was associated with parental responses focused on emotion and on problem-solving. The results highlight the importance of parental attachment style in the development of children’s emotional regulation competencies and support the need for educational interventions and parental counseling programs aimed at promoting secure attachment.

AUTONOMOUS LEARNING IN CONTEMPORARY EDUCATION

Maria Iulia FELEA — Mon, 23 Mar 2026 00:00:00 +0200

Autonomous learning emerges, within the framework of contemporary education, as an essential dimension in the development of 21st-century competencies, enabling the learner to become an active agent in their own cognitive and personal growth. It entails taking responsibility for educational decisions through the planning, monitoring, and regulation of the learning process in accordance with individual goals and available resources. Learning autonomy manifests itself both at the cognitive and metacognitive levels-through the capacity for self-reflection and critical self-assessment-and at the affective and motivational levels-through the cultivation of intrinsic motivation and self-esteem. The teacher’s role is redefined from that of a transmitter of knowledge to that of a facilitator of the formative process, supporting the learner’s transition from dependency to cognitive and decisional independence. At the same time, the integration of digital technologies broadens the opportunities for autonomous learning by providing contexts for content personalization and self-regulation of progress. Consequently, autonomy becomes a transversal competence, indispensable for lifelong learning, adaptation to social and professional change, and active participation in the community. From this perspective, autonomous learning is not merely a didactic strategy but a form of intellectual and civic emancipation that underpins the individual’s holistic development.

EEG-BASED INSIGHTS INTO INTERNAL LEARNING STATES: A STATE-OF-THE-ART REVIEW TOWARD A NEURO-PEDAGOGICAL FRAMEWORK

Dana RAD, Gavril RAD — Mon, 23 Mar 2026 00:00:00 +0200

The growing convergence of educational neuroscience, neurotechnology, and pedagogy has strengthened interest in neuropedagogy as a framework for understanding the internal conditions that shape learning. Within this context, electroencephalography (EEG) has emerged as a relevant method for investigating cognitive and emotional processes due to its high temporal resolution and applicability in dynamic educational settings. This review examines the role of EEG in the study of internal learning states, with particular attention to attention regulation, stress, affective processes, self-regulation, and internally oriented attention. The paper outlines the conceptual foundations of neuropedagogy, reviews EEG as a methodological tool for educational research, and synthesizes current evidence on cognitive-emotional asymmetries, stress and anxiety markers, depression-related neural patterns, conscientiousness-related oscillatory variation, and candidate spectral indicators of internal attentional states. The review highlights both the growing interpretive potential of EEG and the continuing challenges related to construct validity, psychometric rigor, ecological relevance, and ethical use. On this basis, the paper proposes a future-oriented neuro-pedagogical framework in which EEG data are treated as context-sensitive indicators that can enrich educational research when integrated with validated psychological constructs and multimethod designs.

RESTORATIVE PSYCHOSOCIAL INTERVENTIONS AT THE INTERSECTION OF SOCIAL WORK, MIGRATION, AND PROBATION SERVICES

Adrian VLAI, Bogdan PARVU — Mon, 23 Mar 2026 00:00:00 +0200

Contemporary migration dynamics increasingly intersect with criminal justice systems, generating complex challenges for probation services and social work practice. Migrants involved in probation supervision often experience multiple forms of vulnerability, including legal uncertainty, socio-economic marginalization, cultural barriers, and limited access to institutional resources. These conditions require integrated responses that combine legal supervision with psychosocial and community-based interventions. This paper examines restorative psychosocial interventions at the intersection of social work, migration, and probation services, with a focus on the legal, institutional, and professional frameworks that shape contemporary probation practice. Drawing on interdisciplinary literature from social work, criminology, and legal studies, the study explores how restorative justice approaches can support rehabilitation, accountability, and social reintegration among migrant populations involved in criminal justice systems. The analysis highlights the role of probation services as hybrid institutions that combine legal oversight with social work interventions designed to address structural vulnerabilities and promote desistance from crime. Particular attention is given to culturally competent practice, interdisciplinary collaboration, and trauma-informed approaches as key components of effective restorative interventions. The paper further discusses implications for professional practice and policy development, emphasizing the importance of rights-based frameworks, institutional coordination, and community-oriented rehabilitation programs. By integrating restorative justice principles with psychosocial support mechanisms, probation systems can better respond to the complex realities of migration while promoting social inclusion, procedural fairness, and long-term reintegration.

SOCIO-EDUCATIONAL APPROACHES FOR VULNERABLE GROUPS: RURAL CHILDREN AND OLDER ADULTS

Alexandra GHEORGHIU, Erika GOLDSCHMIDT — Mon, 23 Mar 2026 00:00:00 +0200

Vulnerability among rural children and older adults in residential care represents a multidimensional challenge shaped by structural inequality, limited access to services, and weakened community cohesion. Addressing these issues requires integrated socio-educational approaches that combine educational policy, social work interventions, and community-based strategies. This paper explores the socio-educational dimensions of vulnerability by examining the structural conditions affecting rural childhood and institutionalized aging, as well as the role of interdisciplinary collaboration in mitigating these challenges. The study analyzes intervention models that include non-formal education programs, mentoring initiatives, intergenerational activities, cognitive stimulation for older adults, and community regeneration strategies in rural contexts. Particular attention is given to the importance of coordinated institutional responses, trauma-informed and restorative frameworks, and inclusive educational practices that support participation and well-being across the life course. The findings highlight the need for integrated public policies that strengthen cross-sector collaboration between education, social services, and local governance in order to promote sustainable social inclusion. By linking educational innovation with community development and psychosocial support, socio-educational interventions can contribute to reducing inequalities and enhancing resilience among vulnerable populations.