Journal of Education For Sustainable Innovation

Effectiveness of school managers’ technology integration in senior high school management in Ghana

Wed, 31 Dec 2025 00:00:00 +0700

This study assessed the effectiveness of school managers’ technology integration in school management in senior high school (SHS), Ghana. Exploratory case study design was employed. A multi-stage sampling technique was used to select ten managers from some selected SHSs in Ghana. Data was analyzed thematically, and results were reported through a narrative that incorporated themes and subthemes. The study revealed that school managers extensively use ICT tools across five key areas: communication and collaboration, teaching and learning support, data management and record-keeping, financial and management processes, and library and information management. However, the study revealed that effective use of these tools depends on teacher competency, institutional policies, and access to technology. Also, the results showed that technology integration in school management had significantly improved management efficiency, teaching-learning, financial management, and communication. To this end, time-saving and reduced paperwork, accurate data records and informed decision-making, effective communication, reduced workforce and increased efficiency, and precise financial records were perceived as the five key themes that characterize the introduction of ICT in school management. Finally, challenges of infrastructure/resource limitations, internet connectivity, financial constraints, lack of technical support, user-related challenges, and software/system compatibility were identified as barriers to management efficiency and teaching-learning outcomes in the study.

Enhancing Laboratory Safety in Nigerian Tertiary Institutions: An Investigation into the Effectiveness of Implemented Safety Measures

Wed, 31 Dec 2025 00:00:00 +0700

Abstract

This study explores the implementation, effectiveness, and challenges of laboratory safety practices in Nigerian tertiary institutions, with a focus on the College of Science Education at Lagos State University of Education. Adopting a descriptive survey design, data were collected from 400 participants consisting 300 students, 50 laboratory staff, and 50 lecturers selected through random sampling. A validated questionnaire (Cronbach’s alpha = 0.75) ensured internal consistency. Both descriptive and inferential statistics were employed for analysis. Findings indicate that safety measures such as clear communication of guidelines, mandatory use of personal protective equipment (PPE), and periodic safety training are in place and moderately effective in reducing laboratory accidents. However, gaps remain in emergency preparedness, frequency of drills, and the adequacy of safety infrastructure. Approximately 30–35% of respondents reported insufficient training and irregular safety drills. The study concludes that while safety protocols are acknowledged, inconsistent enforcement and limited resources hinder their full implementation. It recommends improved funding for safety infrastructure, regular training for laboratory personnel, and stricter enforcement of safety policies. Promoting a proactive safety culture through collaboration among educators, administrators, and policymakers is essential. These findings provide actionable insights for improving laboratory safety and fostering a safer, more effective science education environment.

Promoting science teachers’ competencies in Tanzania: The significance of competence-based assessment approaches

Angelina Kanyabwoya, Huruma Olofea Bwagilo, Samweli, Tumain Mugaya — Wed, 31 Dec 2025 00:00:00 +0700

This study examined how competence-based assessment approaches can promote the development of science teachers’competencies in diploma teacher colleges in Tanzania. The study used a multiple case study research design. Qualitative methods such as interviews, focus group discussions, documentary reviews and observations were employed, and data from 66 respondents were analyzed using thematic analysis. The findings indicated that the majority of science tutors still employed a traditional assessment approach, with traditional paper-and-pen assessments remaining dominant and few competence-based assessments, such as projects and practical work, being incorporated into science lessons in diploma teacher colleges. The minimal use of competence-based assessment approaches was due to a lack of skills, limited administrative support, a lack of, or delay to, teaching and learning materials, heavy teaching workloads, large class, and inflexibility. The study recommends the use of competence-based assessment approaches, the provision of in-door training, and the timely purchase of teaching and learning materials.

Methodological Challenges faced by Foreign Language Teachers in addressing Students’ Language Learning Difficulties

Verónica Elizabet Lara Portillo, Roberto Arnoldo Ramírez Martínez — Wed, 31 Dec 2025 00:00:00 +0700

This study, conducted through a descriptive case study at Universidad Don Bosco (UDB[1]), examined the methodological challenges faced by English and French teachers when supporting students with language learning difficulties. Twenty instructors participated between May and June 2025 using a Likert-scale questionnaire and open-ended questions. Findings reveal a highly adaptive teaching response: 95% reported systematic use of multisensory strategies (visual, auditory, kinesthetic); 90% stated that feedback to these students requires more time and care; 65% modified assessment procedures; and 85% reported greater flexibility in classroom time management. Additionally, 95% reinforced grammatical content frequently, and 65% designed differentiated activities, while half sought further training. Thematic analysis identified four recurring dimensions: pedagogical differentiation, progressive scaffolding, collaborative learning, and technological support. Nonetheless, tensions persist between inclusive teaching aspirations and classroom realities marked by time constraints, uneven learning pace, and inconsistent evaluation practices. The study concludes that inclusive language instruction cannot depend solely on individual teacher initiatives but requires institutional guidelines, adaptable materials, protected pedagogical time, and professional development focused on formative assessment and second-language production. Limitations include the single-site context, self-reported data, and a non-experimental design.

[1] UDB refers to Universidad Don Bosco, a higher education institution located in Soyapango, El Salvador.

Bridging the Gap: Integrating Sustainability-as-Practice in Japanese Business English Education

Travis Past, Michael D. Smith — Wed, 31 Dec 2025 00:00:00 +0700

This action research sought to investigate the experiences and positions of Japanese college-level learners relating to sustainability to better embed education for sustainable development within departmental-level practice. Specifically, we analyzed the responses of students enrolled in a fourteen-week Business English course designed to prompt reflections and discussions of sustainability in English as a foreign language. Drawing on idiographic action research, data was collected through written reflections and semi-structured interviews throughout the semester, with final group interviews performed upon course completion. Results indicate significant improvement in students’ capacities to reflect upon and discuss sustainability in English. More pointedly, critical awareness of corporate sustainability measures expanded throughout the course. Global pushes for sustainability extend beyond borders, cultures, and languages. Consequently, education for sustainable development should not be confined solely to native language instruction but integrated into second-and-foreign-language courses. Japan, a nation claiming a policy-level commitment to English education and sustainable development, lags in global assessments of English proficiency and in adopting forward-thinking pedagogical approaches designed to enhance sustainable awareness and action. Due to these insufficiencies, Japan’s capacity to collaborate in sustainability efforts may be constrained. Thus, pedagogical initiatives like those detailed here may work to bridge gaps between policy and practice.