Background: Content and Language Integrated Learning (CLIL) is a teaching methodology that integrates learning subject content with acquisition of proficiency in a foreign language (skills), developing both linguistic and conceptual competence. The approach aligns with the recommendations of the National Education Policy (NEP) 2020, which emphasizes the development of bilingual skills and cognitive abilities.
Purpose: The present study explores the efficacy of CLIL in science teaching, with particular emphasis on its influence on content knowledge, cognitive development, and bilingual language acquisition among pre-service teachers.
Method: A quasi-experimental pre- and post-test single-group design was adopted. The study was conducted on 20 pre-service teachers enrolled in the B.Ed. program at Chitkara University. A mixed-method approach was employed, incorporating both quantitative and qualitative data collection and analysis.
Results: Findings indicated that CLIL enhances vocabulary related to subject matter, deepens conceptual understanding through bilingual instruction, and increases student motivation and interest. It also positively impacts problem-solving skills and overall cognitive development, alongside improving language proficiency.
Conclusions: The study concludes that CLIL holds significant potential to enrich science education by fostering both cognitive and linguistic growth. However, challenges such as teacher preparedness and effective assessment strategies remain. The research highlights the need for further investigation into long-term outcomes and teacher training to maximize the educational benefits of CLIL.
Background: The quality of pre-service teacher education has garnered increasing global attention due to its pivotal role in shaping future educators. Stakeholders’ perceptions—including those of student-teachers, faculty, policymakers, and mentors—provide critical insights into the strengths, limitations, and evolving needs of teacher education programs. Despite extensive research, there remains a lack of synthesized understanding concerning stakeholder perceptions across key dimensions such as technological integration, pedagogical practices, challenges, and professional development within pre-service teacher education from 2000 to 2025.
Purpose: This systematic review aims to analyze and consolidate existing literature on stakeholder perceptions of the quality of pre-service teacher education programs across a 25-year span. The objective is to identify key themes, gaps, and emerging trends to inform policy formulation and institutional reforms.
Methods: Using a systematic search strategy, 731 articles were initially retrieved from five databases: Google Scholar, ProQuest, ScienceDirect, and ERIC. After removing duplicates and applying screening criteria related to relevance, accessibility, and language, 55 studies were selected for final analysis. The review followed PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) guidelines, and the data were synthesized thematically, focusing on publication trends, research methods, geographical distribution, citation impact, and core thematic areas.
Results: Findings reveal a fluctuating trend in publication volume, with qualitative methods being the most prevalent. The USA led in both publication count and average citation scores. Stakeholders highlighted several recurring themes, including the potential of technological tools to enhance teaching competence, persistent infrastructural and mentorship-related challenges, the importance of experiential learning, and the need for culturally relevant pedagogical models. Furthermore, gaps in assessment literacy, inclusion training, and technology integration persist despite recognized importance.
Conclusion: This review illustrates the importance of aligning teacher education programs with evolving educational technologies, inclusive pedagogies, and stakeholder expectations. The findings suggest the need for a more integrated, practice-oriented, and culturally responsive teacher preparation framework to meet contemporary educational demands.
Background: Natural phenomenon explanation like eclipse is an important event that needs to be examined among all peers so as to ensure the scientific understanding of these natural happenings in our various environments.
Purpose: This study focuses on investigating the undergraduate physics students’ conception of eclipses formation using a three-tier diagnostic test.
Method: The study was descriptive research of survey type that adopted the usage of a three-tier questionnaire to elicit information about the students’ understanding of eclipses formation. The sample of the study consisted of 80 students (40 physics education students and 40 pure physics students), who were selected through convenience sampling technique. The three-tier diagnostic test consisted of four questions that were on the formation of total solar eclipse, annular solar eclipse, partial solar eclipse, and lunar eclipse, which was used to collect information. Each question consisted of three stages. Descriptive statistics like frequency count, percentage, and pie chart were used to determine the students’ correct conception, misconception, wrong conception, and guess answer
Results: The study found out that 20 students had correct conception, while 42 had misconception of the formation of total solar eclipse.
Conclusion: The study recommended that the study on students’ correct conception and misconception about the natural phenomenon should be carried out often.
Background: Workplace incivility has become a growing concern in healthcare settings, particularly among nursing staff, where interactions with supervisors, patients, colleagues, and physicians can significantly affect psychological well-being and job performance. This study explores the sources and extent of incivility within hospital environments and its influence on nurses’ work engagement.
Purpose: The primary aim of this study is to examine the correlation between workplace incivility—arising from various sources—and levels of work engagement among nursing professionals. It also seeks to identify key predictors of disengagement and highlight critical areas requiring organizational intervention.
Methods: A quantitative research design was employed with a sample of 150 nursing professionals. Data were collected using standardized questionnaires measuring workplace incivility and work engagement. Pearson’s correlation was used to assess relationships between variables, and stepwise regression analysis was conducted to determine significant predictors among the sources of incivility.
Results: The findings reveal a significant negative correlation between workplace incivility and work engagement. Incivility from supervisors and patients emerged as the strongest predictors of reduced engagement levels. These results are consistent with prior studies demonstrating the harmful impact of hostile workplace interactions on employee motivation and performance.
Conclusions: The study highlights the critical role of workplace environment in influencing nurses’ engagement at work. The pronounced effects of supervisor and patient incivility emphasize the need for effective management practices and supportive institutional policies. Addressing these issues can enhance nurse well-being, strengthen engagement, and improve patient care outcomes. The findings contribute to the understanding of organizational behavior in healthcare and offer actionable insights for hospital administrators and policymakers.
Background: Kenya has transitioned from the long-established 8-4-4 education system to the Competency-Based Curriculum (CBC), sparking widespread debate regarding the effectiveness of their respective grading systems. While the 8-4-4 system primarily emphasized academic achievement through summative national examinations, the CBC emphasizes formative and continuous assessment strategies designed to evaluate a broader range of learner competencies.
Purpose: This study aims to conduct an analytical comparison of the grading systems used in the 8-4-4 and CBC frameworks in Kenya, focusing on their effectiveness, strengths, and challenges in assessing learners.
Methods: A mixed-methods research design was employed. Quantitative data were collected through surveys administered to 67 participants, including 60 teachers and 7 policymakers. Additionally, qualitative data were gathered via interviews with 13 respondents—10 teachers and 3 policymakers. The survey data were analysed using descriptive statistics, while thematic analysis was used to interpret interview responses.
Results: Survey findings revealed that 78% of respondents favoured the holistic and competency-oriented approach of the CBC, with a mean score of 20.23 (SD = 0.92). However, concerns were raised about the inconsistency and resource limitations of the CBC, which averaged a lower score of 16.61 (SD = 2.75). Interviews highlighted the CBC’s flexibility and inclusiveness, as it assesses a range of 21st-century skills such as creativity, collaboration, and problem-solving. Conversely, the 8-4-4 system was appreciated for its structured and transparent grading, though it was criticized for promoting rote learning and lacking practical engagement.
Conclusion: While the 8-4-4 grading system provided clarity and structure, the CBC represents a forward-looking approach by offering a more comprehensive and competency-based learner evaluation. Nonetheless, successful implementation of the CBC depends on addressing critical challenges such as teacher preparedness, resource availability, and standardized assessment criteria. A balanced integration of both systems’ strengths could guide Kenya toward more inclusive and effective learner assessment practices.
Background and Purpose: The purpose of this research was to find out how virtual reality instruction affected students’ conceptual understanding of physics concepts.
Method: This study used a quasi-experimental approach with control groups before and after the test. 117 SSII physics students comprise the study’s sample. chosen at random from two public co-educational secondary schools in the Dutsin-Ma Education Zone. The Physics Conceptual Understanding Test (PCUT) with a reliability of 0.781 was used. Means, standard deviations, and a t-test with independent samples were used to analyze the data (P = 0.05).
Result: In fostering students’ conceptual understanding of physics concepts, virtual reality instruction was found to be more effective than the teacher-centered method. The result shows no significant differences in the conceptual knowledge of male and female students.
Conclusion: To enhance their conceptual understanding of physics, it was suggested that teachers expose their physics students to virtual reality instruction. It was also suggested that it be incorporated into teacher training institutions’ curricula to enhance the conceptual understanding of both male and female students.
Background: Vygotsky’s theory accentuates the importance of social and cultural context and meaning. The newspapers provide contextual, meaningful, and authentic input that makes it easier to understand the passage, syntactical structures, unfamiliar vocabulary, and social and cultural issues as well. Reading newspapers regularly works towards improving learning outcomes and reading comprehension skills.
Purpose: The study was conducted in Malerkotla, Punjab, and explored the effect of gender and English newspaper reading on the reading comprehension of 9th-class students.
Methods: The investigator intended to conduct that study on 100 randomly selected students. But during the experiment some students got absent, so investigators decided to remove the 8 pairs of students. In the final stage the investigator performed an experiment on 42 randomly selected pairs with respect to gender. The study employed an experimental research design, with 84 students from two selected schools using a lottery approach. The experimental group received instruction while dedicating 45 minutes every day to reading newspapers under the supervision and assistance of teachers. Mean, S.D., Levene’s Test of Equality of Error Variances, and balanced two-factor (2×2) factorial design were applied.
Results: The results showed that there is a significant effect of English newspaper reading and gender on the reading comprehension of 9th-class students. Reading comprehension of 9th-class students was found independent of interaction between gender and newspaper reading.
Conclusion: the study indicates that both gender and treatment type significantly affect reading comprehension scores among 9th-class students, with females and the experimental group performing better than their counterparts. Overall, the analysis indicates that both gender and treatment significantly influence the dependent variable reading comprehension, while the interaction between these two factors does not have a significant effect.
Background: A cyclical relationship has been documented among a teacher’s self-efficacy, stress, and segments of their professional wellness (i.e., psychological, financial). Despite the recognized importance of teacher wellness and self-efficacy, research pertaining to public school elementary teachers specifically regarding these constructs is sparse.
Purpose: The current exploratory study aimed to discover the relationship between teachers’ self-efficacy and teacher wellness, controlling for factors such as time spent teaching, and potential site-based differences in the relationship.
Methods: The sample was comprised of 33 elementary school teachers across two elementary schools (K-5th grades), in two geographically different states, who completed the standardized Teacher Sense of Self-Efficacy Scale Short Form and the Five Factor Wellness Inventory.
Results: Results from a Spearman’s rho indicated that, for both schools, there was a moderate, statistically significant, positive correlation between teachers’ self-efficacy and wellness with higher self-efficacy related to higher wellness.
Conclusions: Given the results, the new insights into the relationship between teacher wellness and self-efficacy, regardless of location, indicates that preservice higher education training programs must emphasize the critical priority of building, supporting, and creating sustainable practices for teacher wellness and self-efficacy. As these practices begin prior to entering the profession, teachers can implement their coping skills to maintain higher wellness and self-efficacy levels, providing healthy modeling to others and potentially increasing effectiveness of instruction and retention levels.
Background: Teachers often provide students with independent practice activities, such as completing worksheets or other written assignments, after receiving content-area instruction. Many students understand independent practice is part of a teacher’s daily routine. However, some students who display challenging behaviors or who are at-risk for developing an emotional or behavioral disorder (E/BD) often do so during independent academic work activities as a way to escape a task they perceive as unpleasant.
Method: Teachers often respond to continued misbehavior by removing these students from the classroom as a form of discipline. However, their removal only reinforces them engaging in additional misbehavior as a way to escape a task. Unfortunately, the approach of using exclusionary practices takes away from instructional and independent practice time these students would otherwise receive.
Result: Teachers often do not know how to simultaneously positively address increasing work completion while also decreasing inappropriate escape behaviors during these tasks without the use of exclusionary practices.
Purpose and Conclusion: The purpose of this article is to provide teachers with a fun, positive way to simultaneously increase students’ accurate work completion while decreasing inappropriate behaviors that otherwise would be performed to escape the task and result in exclusionary discipline practices.
Background: The use of technology in education is significantly increasing. Its primary focus is to improve educational standards and facilitate the learning process. Recent developments in educational technology, which emphasize accessibility, greatly influence the future of education and the learning process.
Purpose: This paper analyzes the recent trends in educational technology in India by reviewing the research articles published in the Indian Journal of Educational Technology (IJET) by NCERT from 2019 to 2024 (up to January 2024).
Method: The content analysis technique was used in order to achieve the research objective.
Results: The result of the study shows that online teaching and learning, as well as the use of ICT-based tools, were the most frequently discussed topics, indicating the need to investigate other aspects of educational technology as well. The study also highlights a strong lack of collaborative research practices among authors. The most commonly used sampling techniques were purposive sampling and random sampling, with most studies considering a sample size of fewer than 100 participants. For the majority of authors, the primary focus areas were teacher education and school education. Questionnaires were the most commonly used to collect data.
Conclusion: However, this study’s limitation was its exclusive analysis of research articles published in IJET-NCERT, excluding other journals. The study aims to help researchers, policymakers, and academicians develop a roadmap for promoting and conducting technology-based research.
