El papel de la educación superior en el desarrollo de la ciudadanía global en Eritrea

This study argues that there are important potentialities in the interplay between critical pedagogy and course content in Eritrean Higher Education Institutions (HEIs) for cultivating graduates who are prepared to act as global citizens. To understand whether these potentialities are being realized, an examination of HEIs' pedagogical practices is necessary. Thus, through document analysis and semi-structured interviews, this study asked, how do students and staff at Eritrean HEIs experience these institutions' pedagogical practices? Despite different challenges, the study concluded that Eritrean HEIs, through their use of mixed pedagogical practices that illustrate both critical and semi-interactive pedagogical experiences, are indeed equipping their students with the knowledge, skills and attitudes to act as responsible global citizens. Without generalization, the research to some extent can be considered as explanatory to other developing states and nation-states with similar conditions as Eritrea.Este estudio argumenta que existen potencialidades importantes en la interacción entre la pedagogía crítica y el contenido de los cursos en las instituciones de educación superior de Eritrea (IES) para formar a unos graduados que se están preparados para actuar como ciudadanos globales. Para comprender si se están desarrollando estas potencialidades, es necesario examinar las prácticas pedagógicas de las IES. Así, a través del análisis documental y de entrevistas semiestructuradas, este estudio se preguna, ¿cómo experimentan los estudiantes y el personal de las IES de Eritrea las prácticas pedagógicas de estas instituciones? A pesar de los diferentes desafíos, el estudio concluye que las IES de Eritrea, a través del uso de prácticas pedagógicas mixtas que ilustran experiencias pedagógicas críticas y semi-interactivas, están equipando a sus estudiantes con los conocimientos, habilidades y actitudes para actuar como ciudadanos globales responsables. Aunque sin poder generalizar, la investigación puede considerarse como explicativa de otros estados en vías de desarrollo y estados-nación con condiciones similares a Eritrea

Book review: Mengesha Habte, Mezekir Wedi Hagereseb [Memoir of a Countryman]

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A reflection on my academic journey: The struggle to shape my destiny

Based on my personal trajectory, in this paper, I discuss the barriers to access to quality higher education and writing. Access to higher education is very competitive in the Global South, particularly in sub-Saharan Africa. Being from Eritrea also aggravates this condition, not only because of the presence of few higher education institutions with limited postgraduate programmes, but also the authoritarian government which restricts the movement of its citizens through exit visa. Despite these challenges, some students are able to finish undergraduate studies and travel abroad to undertake postgraduate studies. They become relatively privileged to research, write and give their voice and the voice of others who share the same experiences. However, studying abroad requires adequate academic, financial and visa preparations. It also demands social and cultural adjustments after reaching the destination country

Interview: In conversation with Professor Debbie Epstein

This conversation with Professor Emerita Debbie Epstein explores her political activism in South Africa and academic works in the United Kingdom (UK). In particular, the interview focuses on her political involvement against the Apartheid system, which caused her to leave the country six months after starting her undergraduate study at the University of the Witwatersrand. Moreover, the interview discusses Epstein’s transition to the UK and her work on gender and education, elite schools, anti-racist education and Southern theories. This interview contributes to understanding factors that affect access and equity in education

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Looking through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources

Teaching Global Citizenship in a Muslim-Majority Country: Perspectives of Teachers from the Religious, National, and International Education Sectors in Pakistan

Pakistan is a Muslim-majority country, and religion plays a great role in the life of society. This study examines how teachers from the religious, national, and international education sectors realize the concept of global citizenship education (GCE) in Pakistan. Based on 24 semi-structured interviews, this study found differences among the teachers’ understandings of the concept of GCE and its characteristics. Teachers from the national and religious curriculum sectors viewed GCE as a threat to Islamic values, whereas those from the international curriculum sector regarded GCE as an opportunity for improving the economic development and image of Pakistan. Moreover, the teachers from the religious sector argued for the cultivation of Islamic identity instead of GCE. However, the teachers from the national curriculum sector noted the economic benefits of GCE and were keen on global citizenship principles that do not conflict with national and Islamic values. The different perceptions held by teachers from the three educational sectors indicate the need for more work on GCE to narrow the conflicting agendas and broaden the understandings within Pakistani society. Creating common ideas within these different sectors of education is significant for developing sustainable peace within the divided society

Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students

Smart technologies are essential in improving higher education teaching and learning. The present study explores the factors that influence students’ behavioural intentions to adopt and use smart technologies in blended learning. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT2) model, a survey of 305 students was conducted to collect data. A structural equation model was applied to analyse the data. The findings show that adopting smart technologies requires appropriate social context and organizational support. Moreover, the data indicated that performance expectancy, effort expectancy, social influence, hedonic motivation, and habit are vital in determining students’ behavioural intention to use smart technologies. However, facilitating conditions and price value were found to have no significant impact on the students’ behavioural intention to use smart technologies. The study contributes to a better understanding of the nexus of blended learning and smart technologies, thus improving students’ experiences in blended learning settings

Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms