A RESEARCH COURSE: WHAT DID TEACHER CANDIDATES LEARN?

This qualitative study investigated the learning experiences of teacher candidates (TCs) enrolled in a required research course in a teacher preparation program in Ontario, Canada. Over a 15-week semester, 32 TCs completed the course and their teaching practicum concurrently. The course introduced foundational research concepts, principles, and practical skills, culminating in designing and implementing an action research project. Data collected from TCs’ course reflections revealed an increased understanding of research, particularly action research, and a broadened perspective on inquiry- and evidence-based teaching. The findings also supported the development of their teacher identities, fostering greater agency, empowerment, and self-advocacy for personal and professional growth. This study supports existing evidence of the benefits of integrating research education into teacher preparation programs, advocating for its inclusion as a standard practice in teacher education globally

THE ROLE OF ZANZIBAR IMPROVING STUDENTS’ PROSPECT (ZISP) PROJECT IN ADVANCING TEACHERS’ KNOWLEDGE AND SKILLS

Education is one of the key elements in a country’s development. Therefore, Teacher Professional Development (TPD) has long been promoted as a means to foster the adoption of teaching methods. Tanzania and Zanzibar Governments have implemented several initiatives to improve the quality of education. The ZISP project was a five (5) years project from 2016 to 2021, funded by the World Bank and implemented in Zanzibar. The research objective was to assess the role of ZISP in enhancing teachers’ knowledge and skills and identify challenges teachers face. A cross-sectional study design was employed, and data was collected from 69 trainees using a semi-structured questionnaire.  Quantitative data were analysed descriptively, focusing on percentages and frequencies, and inferentially using the Wilcoxon signed rank test. Qualitative data collected were analysed using Thematic Analysis. The study’s findings have shown that the ZISP Project improved teachers’ knowledge and skills in pedagogy, subject matter, and challenges teachers face. In conclusion, the results of the study indicate a significant enhancement in teachers’ knowledge and skills, particularly in pedagogy and subject matter knowledge. It is recommended that the government and the development partners should prepare a similar project like ZISP and expand the projects to include teachers from all subjects

STUDENT PERSPECTIVES ON ESSENTIAL SKILLS FOR WORK-INTEGRATED LEARNING IN TOURISM MANAGEMENT: AN EMPIRICAL STUDY

In South Africa, the tourism industry has experienced rapid growth, creating a demand for professionally trained personnel. Higher education institutions (HEIs) have introduced specialised tourism qualifications to address this need. Furthermore, the South African government has stressed the importance of skills development and enhancing educational quality. HEIs integrate Work Integrated Learning (WIL) programs into tourism curricula to develop students' industry readiness. This study evaluates the tourism management curriculum at a South African University of Technology (UoT) and its influence on the WIL experience of students enrolled in the National Diploma in Tourism Management between 2015 and 2019. Utilising a quantitative research approach, data were collected through a structured online questionnaire distributed to a sample of 106 graduates selected via non-probability sampling. Findings indicate that DUT’s tourism management curriculum effectively equips students with essential skills through active industry engagement. However, graduates reported a gap in technological training, particularly in tourism management systems, which they identified as critical for efficient operational performance within the tourism sector. The study results highlight areas for curriculum enhancement to better align educational outcomes with industry requirements

MANAGING TRANSITIONAL CHANGE: STAFF PERSPECTIVES FROM TECHNICAL UNIVERSITIES IN GHANA

The study focuses on examining the perspective of staff on organisational transition change of Technical Universities in Ghana. It employed case study research design. The study sampled participants purposeful and acknowledged the necessity of ethics in the investigative process. The Seven Drivers of Change model was employed as a theoretical framework to interrogate the issues at hand. The study found that the perspective of staff on the conversion of polytechnics into technical universities or organisational transition change was influenced by some organisational politics, which influenced some biases on staff to fully accept the change. The study also revealed that employee mistrust and lack of confidence influenced organisational transitional transformation. The impact on institutional identity and culture and academic heterogeneity were all revealed to influence organisational transition change. The study concluded that policymakers should examine and include stakeholder input as well as comprehensive consensus building when implementing organisational management and change procedures

A QUALITATIVE STUDY ON INFORMATION AND DIGITAL TECHNOLOGY SKILLS DEVELOPMENT FOR EVIDENCE-BASED PRACTICE APPLICATION IN REPRODUCTIVE AND GYNECOLOGICAL NURSING CARE AMONG NURSING STUDENTS

This qualitative study explored the experiences of nursing students developing information and digital technology skills for evidence-based practice application in reproductive and gynecological nursing care. Using a descriptive qualitative approach, data were collected through in-depth interviews, reflective journals, and focus group discussions with 15 second-year nursing students at Boromarajonani College of Nursing, Uttaradit, Thailand. Thematic analysis revealed five major themes: transforming perceptions of evidence-based practice, navigating the digital information landscape, bridging theory and practice through evidence application, encountering and overcoming barriers, and developing professional identity and confidence. Participants experienced a shift from viewing evidence-based practice as an academic exercise to recognizing it as an essential clinical tool, while developing sophisticated strategies to overcome language barriers and resource limitations. The integration of evidence into clinical learning involved complex cognitive work in contextualizing research for individual patients and Thai healthcare settings. Cultural considerations emerged as foundational elements shaping how evidence was conceptualized and applied, with participants actively navigating tensions between evidence and traditional practices. These findings suggest that effective evidence-based practice education must address not only technical skills but also cultural dimensions and professional identity formation, with implications for developing culturally responsive approaches to nursing education in increasingly digital healthcare environments

THE ROLE OF HOPE IN UNIVERSITY STUDENTS’ CAREER TRANSITIONS

This article offers a theoretical, empirical, and practice-oriented examination of the central role that “hope” plays in university students’ post-graduation career transitions. It first addresses the concept of career, the nature of career transitions, and the uncertainty, anxiety, and stress factors that arise during this process. The article highlights the key needs of students as they form their professional identities, develop competencies, set future goals, and access support resources. Subsequently, the text situates hope within career development theories—particularly Career Construction Theory and Social Cognitive Career Theory—and outlines the theoretical foundations of hope through the lens of positive psychology. Snyder’s Hope Theory is used to define hope in terms of goal-directed thinking, pathways thinking, and agency thinking. Emphasis is placed on how hope enhances students’ psychological well-being, transforms uncertainty into a challenge, and fosters flexibility and resilience. From a cultural perspective, the article explores economic, familial, and societal factors influencing Turkish university students’ levels of hope. It also addresses the measurement and evaluation of hope, proposes hope-based interventions, and offers recommendations for career counseling practices. Ultimately, hope emerges as a fundamental psychological resource that enables students to approach the future more constructively, adaptively, and resolutely. Keywords: Career transitions, hope, university students

SUPPORTING MILITARY STUDENTS: INSIGHTS FROM THE FRONTLINE

This article showcases the challenges military connected students have along their educational journey including; academic, behavioral and emotional barriers. The authors have decades of experience as military spouses, parents and educators and are experts in examining the topic using a lens of authenticity.  They suggest using a culturally responsive teaching framework, wrapped in compassionate teaching practices, to better service military connected children. This approach encourages educators to look for and incorporate students' strengths as areas of opportunity and as important assets in a child’s education. Examining military connected students' education through this context helps steward the children of those who serve the country

EVALUATION OF THE PRE-SCHOOL CURRICULUM ACCORDING TO THE OPINIONS OF TEACHERS, STUDENTS, PARENTS AND SCHOOL ADMINISTRATORS

This research aims to evaluate the 2013 Preschool Curriculum by teachers, parents, students, and school administrators. In this study, a mixed research model was used, in which qualitative and quantitative research methods were considered together. The study group of the research are preschool teachers, parents, students and school administrators. The data obtained from teachers, parents, and school administrators was obtained using a semi-structured interview form, and the data obtained from students was obtained using the "Primary School Readiness Scale". The data obtained from the interviews were completed in thirty-three days by audio recording face-to-face or via Zoom application. The data obtained from the scale was administered to the students by their teachers within a week. Content and descriptive analysis techniques were used in the analysis of qualitative data, and descriptive analysis techniques were used to analyse quantitative data. Looking at the results of the research, according to the teachers, the curriculum was found to be sufficient in terms of achievements but insufficient in terms of 21st-century skills. According to the results of the parents, they stated that they had no idea about the achievements in the curriculum and that they wanted activities such as mathematics and intelligence games. According to the results of school administrators, while the curriculum was found sufficient in terms of primary school preparation and achievements, it was found inadequate in terms of values ​​education, 21st-century skills, and adaptation to primary school. According to the results obtained from the Primary School Readiness Scale, the 2013 Preschool Curriculum is a curriculum aimed at "preparing the child for primary school"

EXPLORING INTEGRATION OF TECHNOLOGY IN ASSESSING MATHEMATICS LEARNING IN EARLY GRADES: A BIBLIOMETRIC PERSPECTIVE ON RESEARCH PATTERNS, GAPS, AND TRENDS

The integration of technology in early childhood education has the potential to transform learning, particularly in early mathematics. However research on its use in assessment                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               remains fragmented, with significant disparities between high-income and low-income regions. This study addresses the gap by analyzing trends, gaps, and patterns in technology-enhanced assessment in early childhood mathematics education. Utilizing a bibliometric approach, data from the Dimensions database (2010–2023) were analyzed using publication trends, citation metrics, and network mapping tools. The findings reveal a significant rise in research post-2020, dominated by contributions from high-income countries such as the United States and Russia, while resource-constrained regions remain underrepresented. Leading authors, including Daphina Bassok and Anna Rorem, and key institutions like the University of Virginia have significantly shaped the field. Influential journals such as Sustainability and Computers and Education highlight interdisciplinary approaches to bridging the digital divide. Despite progress, notable research gaps persist in addressing equitable access and implementation challenges in low-resource settings. This study provides valuable insights to guide future research, policy, and practical interventions aimed at fostering inclusive, technology-driven assessments that enhance mathematics learning for young learners worldwide

ENHANCING SELF-EFFICACY LEVELS OF EFL TEACHERS: A SUGGESTED MODEL FOR TERTIARY LEVEL

The aim of this study is to examine the self-efficacy levels of English as a Foreign Language (EFL) teachers, specifically focusing on three subdimensions: management, planning, and instruction. Employing a quasi-experimental research design, the study aims to assess the impact of an intervention program designed to increase the self-efficacy levels of EFL instructors, thereby proposing a model for self-efficacy development at the tertiary level. Initially involving forty teachers, with seven participating in the intervention program, the study targets EFL instructors teaching in the English preparatory school of a state university in Turkey during the 2021-2022 academic year. Quantitative data was gathered using the EFL Teacher Efficacy Scale (ETES) developed by Chiang (2008), facilitating an examination of teacher self-efficacy levels. Subsequently, an intervention program was implemented for seven instructors, followed by a comparative analysis of pre-test and post-test scores from the ETES to evaluate program effectiveness. Qualitative data, through semi-structured interviews and online entries, was subjected to content analysis. The results indicated high self-efficacy levels among EFL teachers, with the experimental group demonstrating higher scores than the control group. Statistical analysis confirmed a significant difference between intervention and control group self-efficacy levels. Qualitative findings highlighted the positive impact of the intervention on teacher self-confidence, self-awareness, and teaching efficacy, with participants attributing mastery experiences as the most influential source of self-efficacy